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Designing for Deep understanding through Assessment . Assessment for Deep understanding. The aim of assessment is primarily to educate and improve student performance, not merely to audit it” (Wiggins, 1998). Assessment for Deep understanding. - PowerPoint PPT Presentation
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Designing for Deep
understanding through
Assessment
Assessment for Deep understanding
The aim of assessment is primarily to educate and
improve student performance, not merely to
audit it” (Wiggins, 1998).
“Focus tasks on relating central concepts and ideas with other concepts, or to particular
contexts. Linking the task to previously addressed ideas (from either prior class work or other tasks) or to new, as yet unexplored,
concepts or contexts are two ways to strengthen the deep knowledge of a task.
Ensure that the task connects and supports the key concepts being addressed.”
-QT Framework
Assessment for Deep understanding
“To what extent do students demonstrate a profound and
meaningful understanding of central ideas and the relationship between and among those central ideas?”
Quality teaching: A Classroom Practice Guide
Assessment for Deep understanding
Pre-assessmentWhere are my students now? Pre-assessment – Data &
Background knowledge: This can be informal but it is important as it informs teachers what the students know so that a unit of work or program can be differentiated to suit the learning needs of the students. The assessment from the previous unit of work provides rich information to inform the design process.
Pre-assessment
Where are my students now? Unless new knowledge
becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations.
Effective assessment practice is: embedded in the syllabus having clear, direct links with
outcomes planned deliberately and integral to teaching balanced, comprehensive and varied fair, inclusive, valid and reliable ongoing and sequential engaging and student-centred time efficient and manageable supported by models, scaffolds or annotated exemplars that
demonstrate what is expected and what can be achieved reflects any adjustments made to teaching and learning.
Assessment for Deep understanding
• Student direction• Connectedness -
authenticity• Higher-order thinking• Substantive
communication• Explicit quality criteria• Problematic
knowledge
Assessment for Deep understanding
“To what extent does the task require students to demonstrate deep rather than superficial
understanding of their learning?” QT Assessment
Discuss one assessment task that you feel was very effective in your school and /or in a classroom?
What made it effective?
Assessment for Deep understanding
Key questions Are the tasks linked to syllabus outcomes? Are the assessment tasks inclusive of all learners? Do the tasks relate to what is being taught and what the
students need to learn? Are the tasks integrated and connected to what is being
taught? Do the tasks have clear and explicit instructions? Are the tasks challenging and rich, inviting risk-taking and
higher-order thinking skills? Do the tasks invite student direction?
Assessment for Deep understanding
Explicit teaching & learning strategies
How will students demonstrate learning? The opportunities – the quality and range of
assessment The explicit teaching of the knowledge and skills
required including literacy and numeracy The close links with the syllabus The models, annotated samples, scaffolds,
metalanguage The tools: graphic organisers, ICT
Assessment for Deep understanding
Outcomes Key learning ideas Nature of the task Explicit quality criteria Marking guidelines
reflecting the outcomes being assessed
Assessment for Deep understanding First task is teacher
directed Introduces the concept
and the key learning idea/s
Second task encourages risk taking:
Higher-order Moving towards student
directed/open-ended & problematic knowledge
Assessment for Deep understanding
Accurate outcomes Key learning ideas Nature of the task in a
clear and precise rubric The verbs! Explicit quality criteria Marking guidelines
reflecting the outcomes being assessed
Student direction Consideration of different perspectives or
different ways to solve a problem or find a solution
Inquiry Based Method Research choices: posing a question and researching the possible answer
Student designed assessment using the rubric and marking guidelines
Using different forms of ICT Critical reflection and evaluation
Authentic assessment
Connected to the real world and/or performed for an audience
Inquiry-based research Producers and creators
Ask a student in your schools or class: What are you doing and do you get it? What are you being asked to do it? Does it matter? How will you demonstrate that you
have learned it?
Assessment for Deep understanding