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Saman Ranabahu
MUELC & MUFY PD Day
11th July, 2017
Objectives
• What is iLOA?
• What is its dual purpose potential to operationalize iLOA as a learning tool?
• How to apply it to improve students’ learning orientation?
• How to deal with any anticipated issues when applying iLOA in your class?
Compromise in assessment?
Formal – informal
Diagnostic - progressFormative - summative
Different views of assessment …..
Dichotomous
Opposites
Formal – Informal
Formative - Summative
Which of these would you use as formative assessment?
1. Practice tests2. End of course exams3. IELTS Test4. Research essay5. Progress tests6. Timed writing7. Error analysis of students’ writing 8. Teacher observation notes of students’ speaking9. Standardised assessment10. ER, MR & DR grading11. Evaluating learner responses to a listening task12. Students comparing notes taken from a lecture
The issue!
Formative Summative
1.
FormativeSummative
Formative
Summative
2.
3.
The issue!
Assessment Learning
1.
AssessmentLearning
Assessment
Learning
2.
3.
Can formative assessment be used summatively?
Can summative assessment be used formatively?
“Assessment has to serve double duty” (Bond
2000:159 cited in Carless, 2015).
Grading – learning
Standardisation – individualisation
“Key aim of assessment is to promote productive
learning” (Carless, 2009:80).
Learning is central in assessment.
LOA captures the centrality of learning in
assessment.
The challenge!
of
for
as
Descriptive or Evaluative feedback?
1. Try harder next time.
2. Messy!
3. Nearly there.
4. You have definitely improved.
5. Good use of in-text referencing. Make sure you have the
correct punctuation.
6. You have made some errors in agreement. Go back and check
your s+v and grammatical number.
7. ER+. Good work. I am pleased to see your progress.
8. You responded to all aspects of the essay question; now you
might work on the coherence.
Activity –self/peer
assessment
Observation or evidence
Feedback
Feed forward
Assessment task - writingSkill
Activity to facilitate
learning –writing TSs
Feedback
Review & revise feedback
Feed forward
Assessment task - writingSkill
Task: 1. Identify a potential assessment task from the assessments your students are expected to have.
2. Unpack it to its component tasks that students might need to work on.
3. Can you anticipate feedback that would help the students to engage in the iLOAcycle?
4. Be prepared to share your plan to the others.
Tutorial Stream 1:
In-Class Writing Task
MEB University
Source: https://www.youtube.com/watch?v=UtSeNH9PvHw
Dialogic feedback:
1. Support by evidence2. Refer to assessment criteria3. Elicit student views4. Probe for explanation5. Summarise student views6. Praise contributions7. Use wait-time8. Listen actively9. Use non-evaluative comments
ChallengesTime consuming
Labour intensive
Teacher expertise
Technology
Learning styles
• Learner driven / learner generated
• Within the comfort zone
• Self-identified real performance needs
• Work at own time
• Networked
• Tangible, predictable outcomes
• Immediate feedback on effort
• Generally linear processes
• Integrated
Bibliography
Cambridge English. (2017). Learning Oriented Assessment.
http://www.cambridgeenglish.org/research-and-validation/fitness-for-purpose/loa/
Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars. Assessment
and Evaluation in Higher Education,
Carless, D. (2015). Exploring learning-oriented assessment processes. Higher
Education,69(6), 963-976.
Carless, D. (2007). Learning-oriented assessment: conceptual basis and practical
implications. Innovations in Education and Teaching International, 44(1), 57-66.
Carless, D. (2009). Learning-oriented assessment: Principles, practice and a project.
In L. H.Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees
(Eds.), Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice
& Research (pp.79-90). Wellington, New Zealand: Ako Aotearoa
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment
and feedback: Making learning visible. Studies In Educational Evaluation, 38(1), 21
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