Assessment for Assessment for learninglearning

Assessment for Assessment for learninglearning

Joan HoltJoan HoltDeputy General Manager Deputy General Manager

Curriculum SolutionsCurriculum Solutions

Curriculum CorporationCurriculum Corporation

Assessment for learningAssessment for learningAssessment for learningAssessment for learning

• A systematic approach to formative A systematic approach to formative assessmentassessment

• A web site to build and support a A web site to build and support a strong assessment culture in strong assessment culture in Australian schoolsAustralian schools

• Commissioned by CC BoardCommissioned by CC Board

• www.curriculum.edu.au/assessmentwww.curriculum.edu.au/assessment

Assessment for learning Assessment for learning Assessment for learning Assessment for learning

Student achievement

and needsidentified

Feedback & teaching programs

to meet needs

Well designed

assessment

Assessment for learning siteAssessment for learning siteAssessment for learning siteAssessment for learning site

• Aims to :Aims to :– close the gap between assessment and

learning using information from assessment to improve learning

– close the gap between research-based evidence and classroom practice

– provide professional support and tools for teachers.

Assessment for learningAssessment for learning is…. is….Assessment for learningAssessment for learning is…. is….

“… “… the process of seeking and the process of seeking and interpreting evidence for use by interpreting evidence for use by learners and their teachers to learners and their teachers to decide where the learners are in decide where the learners are in their learning, where they need to their learning, where they need to go and how best to get there.”go and how best to get there.”

- Assessment Reform Group 2002- Assessment Reform Group 2002

Research baseResearch baseResearch baseResearch base

• Formative assessment interventions Formative assessment interventions have effect sizes of between 0.4 and 0.7have effect sizes of between 0.4 and 0.7

• Larger than those of most interventionsLarger than those of most interventions• An effect size of 0.4 means….An effect size of 0.4 means….

– an average student involved in an innovation would record the same as a student in the top 35% of those not involved

Inside the Black Box, UK, 1998Inside the Black Box, UK, 1998

Further researchFurther researchFurther researchFurther research

OECD, 2005OECD, 2005 • Nineteen case studies in eight OECD Nineteen case studies in eight OECD

countriescountriesincorporated:incorporated:

• examination of policy frameworksexamination of policy frameworks• visits to exemplary schoolsvisits to exemplary schools• interviewsinterviews• classroom observationsclassroom observations• literature reviewsliterature reviews

Formative Assessment – Improving Learning in Formative Assessment – Improving Learning in Secondary ClassroomsSecondary Classrooms

OECD findingsOECD findingsOECD findingsOECD findings

• “ … “ … formative assessment is one formative assessment is one of the most effective strategies for of the most effective strategies for promoting high student promoting high student performance. It is also important performance. It is also important for improving the equity of student for improving the equity of student outcomes and developing outcomes and developing students’ ‘learning to learn’ skills.”students’ ‘learning to learn’ skills.”

Formative Assessment – Improving Learning in Formative Assessment – Improving Learning in Secondary ClassroomsSecondary Classrooms

Assessment for learning strategiesAssessment for learning strategiesAssessment for learning strategiesAssessment for learning strategies

1.1. Embed assessment in student learningEmbed assessment in student learning2.2. Effective feedbackEffective feedback3.3. Strategic questioningStrategic questioning4.4. Student self-assessmentStudent self-assessment5.5. Share learning intentions and assessment Share learning intentions and assessment

criteriacriteria6.6. Make formative use of summative Make formative use of summative

assessmentassessment7.7. Plan and adjust teaching programs on the Plan and adjust teaching programs on the

basis of what is learnt from assessmentsbasis of what is learnt from assessments

• Assessment for Learning Project Assessment for Learning Project funded by CC Boardfunded by CC Board

• It is a major project having involved:It is a major project having involved:– 25 writers– 100 schools in trialing the tasks– 150+ teachers in trialing– 130 teachers in moderation of worksamples– Production of 32 tasks – 5 Professional Development modules– Train the trainer sessions for all jurisdictions

Assessment for learning siteAssessment for learning siteAssessment for learning siteAssessment for learning site

• assessment tasks assessment tasks - rubrics - follow-up teaching and learning activities

• work sampleswork samples

• professional development professional development modulesmodules

Future directions – new workFuture directions – new workFuture directions – new workFuture directions – new work

• Video DVD case studies depicting exemplary Video DVD case studies depicting exemplary classroom practiceclassroom practice

• Focussing on:Focussing on:– strategic questioning (Feb 06)– effective feedback – student self-assessment

• Also showing interviews with teachers Also showing interviews with teachers – difficulties and how overcome

• Taster on website, DVD free to schools on Taster on website, DVD free to schools on orderorder

• Continuous update of AfL site eg VELS (Vic)Continuous update of AfL site eg VELS (Vic)