MTL

House

Assessment Stewart Bennett

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W.I.L.F.

To understand the link between learning theories and assessment.

Why is assessment a major issue?

What are some of the key terms associated with assessment?

What is Planning for Assessment?

(What I’m Looking For)

What is assessment for?

Accountability

To provide information to government, taxpayers, parents/ carers.

Professional

To enhance teaching and learning.

The A Level Debate

Diplomas Construction and built environment

Creative and media

Engineering

Information technology

Society, health & development

Business admin & finance

Environmental & land based studies

Hair and beauty studies

Hospitality

Manufacturing & product design

Public Services

Retail Business

Sport and Active Leisure

Travel and tourism

Cancel

led

He said universities had complained that A-levels were not preparing students sufficiently well.

He expected schools to abandon AS-levels

To switch emphasis back to examinations taken at the end of two years of study in order to revive "the art of deep thought".

He wanted to see sixth-formers doing "fewer, more rigorous exams".

Michael Gove wants the exams to be more academically rigorous than the current format of sitting them in four or six units allows.

Summative / Formative

‘It (assessment) should not simply be a bolt-on addition at the end. Rather, it should be an integral part of the education process continually providing both ‘feedback’ and ‘feedforward’. It therefore needs to be incorporated systematically into teaching strategies and practices at all levels’.

Task Group on Assessment and Testing (TGAT) 1988

• Television adaptation of Hard Times by Charles Dickens

Simple Summative Assessment Model

Plan what you want to teach

Teach what you have planned Assess what pupils know.

Summative Assessment

11 plus Statutory end of KS tests School end of module / year tests GCSE A1 & A2 Degree PGCE

Simple Formative Assessment Model

Plan what you want to teach

Attempt to teach it

Assess learning and effectiveness of learning

Develop new learning objectives

English Miss N J G

Emily is a thoughtful student who is motivated and conscientious in English. Emily can talk and listen in an increasing range of contexts, developing ideas thoughtfully. She is beginning to adapt her speech to the needs of the listener, varying her use of vocabulary and level of detail. In responding to a range of texts, Emily shows understanding of significant ideas, themes, events and characters. Her written work is lively and thoughtful where her ideas are often sustained and developed in interesting ways. Emily now needs to adapt her style to achieve particular effects. By reading a wide range of fiction and non-fiction texts, she will develop her vocabulary and use of punctuation. Overall, Emily is working well in English.

Norm and Criterion Referencing

‘What I shall call criterion-referenced measures depend upon an absolute standard of quality, while what I term norm-referenced measures depend upon a relative standard’.

‘Measures which assess students achievement in terms of a criterion standard thus provide information as to the degree of competence attained by a particular student which is independent of reference to the performance of others’.

R Glaser 1963

Numberof Pupils

Test Score

Norm Referencing Assessment

Grammar SchoolSec. Mod. School

National Curriculum Assessment Model

(level descriptors)

Level 8 Descriptor

Level 7 Descriptor

Level 6 Descriptor

Level 5 Descriptor

Level 4 Descriptor

Level 3 Descriptor

Level 2 Descriptor

Level 1 Descriptor

Research

‘We believe that we have established a strong case that government, its agencies, and the teaching profession should study very carefully if they are seriously interested in raising standards in education’.

Black & Wiliam (1998)

My dream house!

Mark scheme

1 mark for a drive,

3 marks for a garage,

1 mark per chimney etc etc.

Planning for Assessment

How has this influenced the planning done by this teacher?

Research findings

There is evidence that improving formative assessment raises standards.

There is evidence that there is room for improvement.

There is evidence about how to improve formative assessment.

D Wiliam, P Black, Inside the Black Box

Assessment for Learning and Learning Theory

• AfL is located within the constructivist and social constructivist perspectives on learning : Piaget and Vygotsky

• Learning is an active process

• Effective learning is linked to previous knowledge

• Formative assessment is undertaken by teachers to find out what learners do and do not understand about a topic

(Wilson & Kendall-Seatter, 2010)

Constructivist theories

• Vygotsky (1962, 1978, 1986) and Bruner (1966, 1983)

• Constructivist theories relate to the perceptions and previous learning and how this affects future learning.

• Constructivist learning cannot be passive as pupils are constantly reviewing their learning

Students write Questions Students ask Questions Comment-only marking Mid-unit assessment

Wait-time Open vs closed Exemplar Work Student Marking

Lesson Target Setting Teacher Review Student Review Traffic Lights 2 stars and a wish

Self-assessment Targets One-Sentence Summary Articulate then Answer Tell your neighbour

Idea Thoughts Bouncing Wait and recap

Devising Questions Learning Journal Redrafting Key features Making aims clear

Improvement Guidance Comment Follow-up Group feedback Peer Marking

Teach Collaboration Traffic-Light Revision Generate and Answer Student Mark-Scheme

Group Answers Corrections Laminated Criteria Conveying Progress

Think through Talking Discuss Words Communication Thoughtful Dialogue

What is good? Self-evaluation What is a ‘good’ question? Graphic Organisers

Talk Partners Post-It Response Partners Hands Down

Why is it best? Show and Tell Active Students Thumbs

Long and Short Term Minute Paper Enquiry Question Smiley Faces

Mike Gershon TW

AforL

Constructivist Theory

Intelligence

Class Management

ZPD

Scaffolding

Pedagogy

Planning Subject

Knowledge

Bloom

Maslow

Formative assessment

Clarify learning intentions at the planning stage. Share learning intensions at the beginnings of the lesson. Involve children in self-assessment. Focus oral and written feedback around the learning intensions. Organise individual target setting so that children’s achievement

is based on previous achievement as well as aiming for the next level.

Factors that inhibit learning

The assessment of quantity of work and presentation rather than the quality of learning.

Marking and grading which tends to lower the self-esteem of pupils, rather than to provide advice for improvement.

An emphasis on comparing pupils with each other which demoralises the less successful learners.

Developing a ‘learning culture’

Make sure the learning objectives are clear. It is best if it is part of a whole school policy. Separate the task instructions clearly from the learning intention and

success criteria. Share with pupils why they are doing it. Learning intensions and success criteria need to be visually displayed. WILF (What I’m Looking For)

The impact on pupils of sharing learning intentions.They are more focussed.

They are more likely to express their learning needs.

A learning culture begins to develop.

The quality of work improves.

Low and middle achievers are noticeably more focussed.

Positive impact on behaviour.

Pupils have greater ownership of the lesson.

Makes a plenary against the learning intentions a necessity.

• Criterion Referenced assessment compare pupils with one another.• NO• ‘Feed forward’ is associated with Formative assessment.• YES• N C Level Descriptors help with Criterion Referenced assessment.• YES• A Levels are a type of Formative assessment.• NO• Assessment for Learning makes having clear learning objectives essential.• YES

Bibliography 1

• Rogers, B (ed) (2004) How to manage children’s behaviour. London: Paul Chapman

• Bruner, J (1983) Child’s talk: learning to use language. Oxford: Oxford University

• MacGilchrist, B, Myers, K and Reed, J (1997) The intelligent school. London: Paul Chapman Publishing

• Black and Wiliam, (1998), Inside the Black Box

• Black et al, (2002), Working inside the Black Box

Bibliography 2• Bandura, A. (1986). Social Foundations of Thought and Action.

Englewood Cliffs, NJ: Prentice-Hall

• Wilson, V, & Kendall-Seater, S. (2010) Developing Professional Practice 7-14

• Riding, R and Rayner, S (1998) Cognitive styles and learning strategies. London: David Fulton

• Bloom, B. S. (1976) Human characteristics and school learning: New York: McGraw-Hill

• Gardner, H (1983) Frames of Mind: the theory of multiple intelligences. New York: Basic Books

• Bloom, B.S. (1981). All Our Children Learning: A Primer for Parents, Teachers, and Other Educators: New York: McGraw