EPSE 423 Learning, Measurement and Teaching

1. EPSE 423Learning, Measurement and Teaching

2. Today’s Goals Understand the course expectations. Define key assessment terms. Familiarize learners with some key research findings around assessment. Brief overview of assessment for, of and as learning. Brief overview of the 6 big AFL ideas.

3. Learning Intentions: • The Learner will: • Understand the course expectations • Become familiar with key assessment terms • Become familiar with Black & Wiliam’s research around assessment for learning

4. Text Resources: EPSE 423 • Damian Cooper, Talk About Assessment • Clarke, Owens, Sutton, Creating Independent Student Learners: A Practical Guide to AFL • Recommended Texts (refer to course outline)

5. Notebook Structure • Overview and Definitions • Metacognition and Learning • Learning Intentions and Goals • Criteria • Descriptive Feedback • Inquiry/Questioning • Peer & Self-Assessment • Ownership • Grading and Reporting • Strategies

6. My Philosophy • Lifelong learner • Safe and equitable learning environments • The Golden Rule • Second chances

7. Grading protocol: • Pass: B+ standing • Active involvement in all activities and discussions • Attendance • Complete all course requirements

8. Strategy: Landmark Partners • Make an appointment with 4 different people – one for each landmark.

9. Quick Write • Assessment: • what the word means to you (how you define it) • an example of assessment • how it applies to the classroom (8 minutes to record your ideas) Strategy: Think, Write, Pair, Share “Landmark Partner USA”

10. Key Assessment Terms • Assessment: • Gathering data about student knowledge and/or skills, either through informal methods such as observation, or formal methods such as testing

11. 3 Categories of Assessment • Diagnostic • Summative • Formative

12. Diagnostic Assessment • Assessment to determine an appropriate starting point for my instruction • Ex: a) APK (access prior knowledge) b) Traffic light

13. Summative Assessment • Assessment that occurs at the end of a significant period of learning and summarizes student achievement of that learning. • Ex: a) Tests b) Assignment/ project final mark c) Report card mark

14. Formative Assessment • Assessment that occurs during the learning process and provides feedback to both students and teachers to help improve learning. • Ex: a) Oral: - question and answer session - suggestions for improvement b) Written: - First draft of a written assignment c) Homework check with feedback d) Midway through a project

15. Distinct Differences AssessmentOF Assessment FOR Measuring Learning Public/Parents Students % # Symbols (A,B,etc) Descriptive Daily Event Judge Coach

16. Strategy: Retell, in your own words “Landmark Partner Italy” …… explain to a partner the 3 basic categories of school-based assessment

17. Research on Assessment • Article: Black and Wiliams “Classroom Assessment, Minute by Minute, Day by Day” • Strategy: Jigsaw discuss

18. Dylan Wiliam • “Learning About Learning” video clips: a) Assessment for Learning Research Findings b) Formative Assessment c) Assessment Strategies Discuss…….

19. Elements of Formative Assessment • Planning: establishes explicit learning intentions (goals). • Sharing learning intentions and developing criteria. • Thoughtful questioning and discussion. • Pupil self evaluation against learning intentions and specified criteria. • Feedback: teacher to child, child to teacher and child to child. • Ownership: Gradual Release of Responsibility

20. Gradual Release of Responsibility Modeled I show, you watch I show, you watch Shared I do, you help Guided You do, I help Independent You do, I watch Pearson & Gallagher, 1983

21. Strategy: Say Something • Turn to your partner and share your thoughts, questions, or ideas

22. Assessment FOR and OF Learning • “Assessment for and of Learning” Yrsa Jensen (8 min) • Discuss: • Purpose • Audience • Form • Timing • Teacher’s Role • Student’s Role • BCELC AFL Webcast Series Feb 13, 2008.

23. PURPOSE

24. AUDIENCE

25. FORM

26. TIMING

27. TEACHER’SROLE

28. STUDENT’S ROLE

29. Why bother making this distinction? • The word ‘assessment’ has been used in our language to mean ‘judgement’, and we need to re-capture its original meaning which was much more about feedback than about ‘measurement’ • Many of us, including children, parents and community members still react to ‘assessment’ with anxiety • Assessment really means “to sit beside” (assidere) Cooper, 2007

30. Assessment FOR Learning “Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence……

31. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs”. Black, Harrison, Lee, Marshall and Wiliam ,

32. “We need to recognize the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning.” UK Assessment Reform Group, 1999

33. “Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” Black and William, 1998

34. A balanced assessment system takes advantage of assessment OF learning and assessment FOR learning; each can make essential contributions. When both are present in the system, assessment becomes more than just an index of school success. It also serves as the cause of that success. Chappuis, Stiggins, Arter and Chappuis 2004

35. Focus Reflection • From the information presented today, reflect upon how these ideas about assessment compare with your own school experiences with assessment…… • Strategy: Think, Pair, Share • “Landmark Partner Australia”

36. Readings for next class • Cooper Talk About Assessment ch. 2 • Be prepared to describe the different purposes for assessment according to Cooper. • Sutton Creating Independent Student Learners Ch. 1 • Be prepared to explain to another person what the term “Assessment” entails according to Sutton.

37. Strategies used today: With a partner, write down a list of STRATEGIES modeled in class today. Be sure to include a description of each strategy for your own future reference. “Landmark Partner France”

38. Works cited • Working Inside the Black Box, Black, Harrison, Lee, Marshall and Wiliam. Phi Delta Kappan, 2004. • Learning About Learning, UK Assessment Reform Group, 1999. • Talk About Assessment, Cooper, 2007. • Pearson & Gallagher, 1983. • BCELC Webcast Series, Feb 13/08.