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Evidence Based PracticeAt Geraldine High School
What does EBP look like at GHS? school wide Assessment for Learning
professional development -2nd year
strategic decisions are evidence based
Starting to investigate ways of using achievement data and analysis tools to enhance teaching and learning
Assessment for Learning PD Programme ERO report 2005 recommendations
Anecdotal feedback from teachers, students and parents
Analysis of NCEA results in school self-review
Told us we needed to encourage students to take more responsibility
for their learning develop strategies to meet the range of
learning needs within classes extend the use of achievement information to
guide programmes
Assessment for Learning programmeSupported by research: Black & Wiliam (1998) –Inside the black box
Assessment Reform group (1999)
Black & Wiliam (2002) Working inside the black box: assessment for learning in the classroom
NZ Research Hattie (1999) Alton-Lee (Best Evidence Synthesis) Bishop –Maori student achievement AIMHI project
• Students taking more responsibility for their learning
• Students becoming more engaged
• Students achieving better learning outcomes
Research evidence strongly supports the idea that using AFL strategies effectively will result in:
Sharing learning goals with students.
Involving students in self assessment.
Using timely and formative assessment to provide feedback which leads to students recognising and taking the next steps.
Being confident that every student can improve.
AFL strategies involve
Inside the black box a meta-analysis of 250 studies showed that
‘improved formative assessment helps the (so called) low achievers more than the rest, and so reduces the spread of attainment whilst also raising it overall’
(Black and Wiliam, 1998)
Goal of AFL “Goal of assessment for learning is not to
eliminate failure, but rather to keep failure from becoming chronic and thus inevitable in the mind of the learner..”
So when learners suffer a failure, we must get them back to success as quickly as possible to restore their confidence in their capabilities
Rick Stiggins Assessment Through the Student’s Eyes
Test marks vs formative asessmentLow achievers become de-motivated by constant evidence of
their low achievement if the classroom culture is one of obtaining the best test marks
(Assessment Reform Group, 2002). Formative assessment can help create a classroom culture of
success
Hattie (1999)
The simplest prescription for improving education must be “dollops of feedback” …
….providing information about what a student does and does not understand, and what direction the student must take to improve. Hattie (1999)
The Assessment ExperienceFor students on winning
streaks assessment results provide:
Continual evidence of success
For students on losing streaks assessment results provide:
Continual evidence of failure
The student feels hopeful and optimistic
empowered to take action
Hopeless
initially panicked
eventually resigned
The student thinks It’s all good. I’m doing
fine. I want more success.
School focuses on what I do well.
Feedback helps me.
I know what to do next
Public success feels good
This hurts. I’m not safe here
I just can’t do this…again. I’m confused.
Nothing I try seems to work.
Feedback is criticism. It hurts.
Public failure is embarrassing
The student becomes more likely to: Seek challenges Seek exciting new
ideas Take initiative Persist in the face of
setbacks Take risks and go for it
Seek what’s easy Avoid new concepts and
approaches Become confused about
what to practice Avoid initiative Give up when things
become too challenging Retreat and escape –trying
is too dangerous!
These actions lead to Self-enhancement Positive self-fulfilling
prophecy Acceptance of responsibility Manageable stress Feeling that success is its
own reward Curiosity, enthusiasm Continuous adaptation Resilience Strong foundations for future
success
Self-defeat, self destruction
Negative self-fulfilling prophecy
Denial of responsibility High stress No feelings of success, no
reward\boredom, frustration, fear
Inability to adapt Yielding quickly to defeat Failure to master
prerequisites for future success
Rather than sorting students into winners and losers, AFL can put all students on a winning streak
Immense potential of AFL has gone largely untapped Failed to deliver proper tools into hands of teachers Need to adjust vision of excellence in assessment in
two ways: - evaluate assessments in terms of both quality and
quantity - importance of student thoughts and actions regarding
assessment results
R. Stiggins (2007)
What makes good professional development ? Directly relevant to what teachers do in the
classroom every lesson Focused on deep learning Involved collaboration & co-operation within
departments and across departments Recognition of the different stages teachers are at Using the right outside provider for “expertise” and
“credibility” Ownership
Assessment for Learning PD Began at the start of 2007 Facilitated by an external “expert” –Jan Hill
Unit plans revised to include: Achievement objectives Learning outcomes in student friendly language Performance criteria in student friendly language Planning formative assessments - Timing of formative assessments –quality not quantity - Using self –peer assessment Planning summative assessment Barriers to learning (specific to the unit and a particular
group of learners) Learning activities –literacy/numeracy strategies;
multilevel teaching; extension/enrichment Resources Vocabulary (subject related, academic)
Followed by workshops on Writing clear learning outcomes and criteria Analysing and giving verbal feedback/feed
forward - using Tunstall & Gipps (typology)
Analysing/ writing effective written feedback Self assessment/peer assessment
- teaching students to self and peer assess
Evidence collectedStaff feedback after AFL workshops to inform next steps (informal, short
written /verbal feedback) on AFL project overall and where they are at to inform
planning for next year (confidential on- line survey) survey on PD in the school and possible ways of restructuring
delivery for 2009
Student perceptions
student perceptions of teacher reference to learning outcomes/criteria in the classrooms ( survey of 107 students)
Evidence continuedIn class observations video of teacher –student classroom conversations to analyse
verbal feedback
performance management visits –AFL focus- report written by observing teacher
School & community consultation process for reviewing charter and strategic plan Quality of Service delivery survey commissioned by BoT –on
all aspects ( yet to be analysed)Data NCEA data analysis ; MIDYIS ?
Student survey
0
5
10
15
20
25
30
35
40
45
50
none some most all
studentresponses (%)
How many teachers regularly share the learning outcomes for the lesson?
Student survey
0
10
20
30
40
50
60
none some most all
studentresponses (%)
How many teachers regularly explain what you have to do to do well?
Student were also asked What do your teachers do that help you
to learn?
Why do you think that helps?
Over 30%“…Give detailed feedback on my work, what’s
good about it and what needs to be done to improve/to get a higher grade
“…..encourages me to improve/try harder/tells me I’m on the right track”
Using feedback/feed forward
20% “…. explains in detail what to do ; explains
clearly/thoroughly; may explain more than once/explains in different ways”
This helps because
“I can then try to do the work on my own.”
Sharing criteria
15 % “..moves around the class while we are
working and helps students one-to-one; helps me when I ask.”
This helps “..because I feel comfortable asking questions and it lets others get on with work; It’s easier to understand one-to-one.”
feedback
12 % When teachers
“use examples/exemplars to show what good work looks like.”
This helps
“..because it gives an idea of how to do something/ it helps me to see what good work looks like/to understand what the teacher means.”
Sharing Criteria
8 % When the teacher“…. tries to make it fun/makes subject interesting by
having fun/ interesting activities/ uses humour/ uses a variety of teaching activities.”
We learn “….while we are enjoying ourselves; we get more
involved.”
Knowing your students / building relationships
Next steps for GHSUse the results of the recent surveys and evidence collected so far
to inform planning of next steps
How are we going to deliver PD in the future?
Where to from here with assessment for learning and how we can link this to the implementation of the new curriculum?
How to provide staff training in accessing and using data/ learner profiles to inform teaching practice?
What has changed in our classrooms? English department – Jason Shaw Science department – Katie Martin, Adele
Quinn Social studies – Geoff Love
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