Supporting Teachers for Assessment for Learning Foreign Language Learning - How does FA work in school practice Marjeta Borstner, Slovenia 25 October 2013.

Supporting Teachers for Assessment for LearningForeign Language Learning - How does FA work in school practice

Marjeta Borstner, Slovenia

25 October 2013

Strategies for FADylan Wiliam, The role of FA in effective school environment.(The Nature of learning, Using Research to Inspire Practice, ed. Dumont, H. et. al, OECD, 2010)

5 strategies:

1.Understand the goals of learning and the criteria of success (learning outcomes).

2.Prepare effective class discussions, activities and tasks to gather evidences for learning.

3.Provide feed-back to move students forward (progress).

4.Activate students for peer learning and cooperation.

5.Activate students to self-regulate their learning.

What Teachers REALLY need to know about Formative AssessmentLaura Greenstein, 2010, Alexandria, Virginia USA

FA: the process that reveals and understands what a student knows, so that the best way of learning can be defined. (Assessment – lat. Assidere: sit by beside another)

Traditional assessment Formative assessment

Tests (standardized)Measuring achievements

ResultsGrades

Strategies which direct learning (what a student knows, pre-knowledge, where he wants (goals), what he needs (support)

Placement Process work

Selection Measure of progress

Ranking Ongoing process -cycles

The cycle of instruction with formative assessmentFA: Inform instruction and support learning

How to start the school project?Foreign language learning (GERMAN, LATIN)

Starting point: (K-W-L strategy)

1.What do you know about FA?

2.What do you want to know?

3.How will you go to learn that?

Teacher‘s plan:

-goals

-how to involve students (presentation of the project)

-FA strategies and tools for lessons

-monitoring the changes

Foreign language learning – Example1: German language

1.Individual learning plan for students

2.Criteria for assessment (What is a good presentation?)

3.Reflection of the process

Individual learning plan

My goals: 1. 2. 3.

What I know: My learning strategies:

Co-operation: I will work with….

New words (dictionary work, e-learning…)

Mastering the vocabulary

Presentation (oral, written, video, role-play, e-presentation…)

Reflections:Have I achieved my goals?Which strategies work well? Why?What will I do differently in future?

Foreign language learning – Example 2: German language

Goals: to arise students‘ awarness and responsibility to learning

Pro-choice strategy

Virtual classroom (Moodle classroom)

Elements of FA:

1.K –W- L strategy (testing pre-knowledge, objectives, strategies for learning).

2.Success criteria (students create their own criteria on the bases of reference frame)

3.All the evidences of student‘s progress is gathered in virtual class, teacher‘s feed-back to student

4.The learning outcomes are presented in class at the end of each theme/unit.

Foreign language learning – Example : Latin language

Translation and analyses of Latin text

Goals: promoting self-monitoring the learning processes and self-assesment by students

Elements of FA:

1.Questionaire for students to monitor learning process and self-assess their progress and outcomes

2.Instruction for learning strategies

3.Encaurage students to find their own ways to achieve the golas

Strategies and tools for testing pre-knowledge

Strategies….

1. Entrance slips

Students write a response to a teacher-generated questions on a slip of paper. Entrance slip questions relate to upcoming learning.

2. Corners

The teacher labels different corners of the classroom with „Disagree“, „Agree“, and Unsure (other relevant labels) and then read the statement and asks students to go to the corner that best represents theri response.All students sharing a similar point of view work together to collect evidence and present an argument supporting their beliefs.

3. Gallery/Grafitti Wall

Students make a display of their knowledge or beliefs. They can create these individually or make a group display.

4. 3-2-1

Students write three terms related to what they know or have learned, two questions they have, and one way they can apply theri knowledge (variations: 3 facts, 2 concepts, 1 questions).

Thank you for your attetion.