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Learning and Teaching

Assessment for learning. What are the functions of assessment?Problems with using assessment for accountabilityWhat are the effects of different kinds of assessment?How can teachers use assessment to promote learning?. Assessment. Functions of assessmentTo certify achievement (summative)To info

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Learning and Teaching

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    1. Learning and Teaching Assessment for Learning

    2. Assessment for learning What are the functions of assessment? Problems with using assessment for accountability What are the effects of different kinds of assessment? How can teachers use assessment to promote learning?

    3. Assessment Functions of assessment To certify achievement (summative) To inform learning (formative) To control curriculum, teachers, students (accountability) Types of assessment Formal / informal Criterion / norm / self referenced Continuous / final / progressive Questions of quality Validity: does it test what you want students to learn? Reliability: would it give the same result again?

    4. Ofsted: Failing schools? From Coe, R.J. and Fitz-Gibbon, C.T. (1998) ‘School effectiveness research: criticisms and recommendations’. Oxford Review of Education, 24, 4, 421-438 From Coe, R.J. and Fitz-Gibbon, C.T. (1998) ‘School effectiveness research: criticisms and recommendations’. Oxford Review of Education, 24, 4, 421-438

    5. Which are the good schools?

    6. The ‘Texas miracle’ Klein, S.P., Hamilton, L.S., McCaffrey, D.F. and Stecher, B.M. (2000) ‘What do Test Scores in Texas tell us?’ Education Policy Analysis Archives, 8, 49. http://epaa.asu.edu/epaa/v8n49/Klein, S.P., Hamilton, L.S., McCaffrey, D.F. and Stecher, B.M. (2000) ‘What do Test Scores in Texas tell us?’ Education Policy Analysis Archives, 8, 49. http://epaa.asu.edu/epaa/v8n49/

    7. Effects of different task feedback 11 year old pupils, some high, some low achievers Two tasks: Convergent: construct as many words as possible from given letters Divergent: generate creative ideas Three kinds of feedback: Comments “You thought of quite a few correct words; maybe it is possible to think of more long words” Grades (relative) Comments and grades Butler, R, (1988) ‘Enhancing and undermining intrinsic motivations: the effects of task-involving and ego-involving evaluation on interest and performance’. British Journal of Educational Psychology, 58, 1-14 Butler, R, (1988) ‘Enhancing and undermining intrinsic motivations: the effects of task-involving and ego-involving evaluation on interest and performance’. British Journal of Educational Psychology, 58, 1-14

    8. Overall improvement after 2 lots of feedback Butler, R, (1988) ‘Enhancing and undermining intrinsic motivations: the effects of task-involving and ego-involving evaluation on interest and performance’. British Journal of Educational Psychology, 58, 1-14 Butler, R, (1988) ‘Enhancing and undermining intrinsic motivations: the effects of task-involving and ego-involving evaluation on interest and performance’. British Journal of Educational Psychology, 58, 1-14

    9. Convergent task

    10. Divergent task

    11. What they recalled

    13. Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 2: Feedback‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 3, 8-11.Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 2: Feedback‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 3, 8-11.

    14. Feedback does not always enhance performance relate performance to clear, specific and challenging goals make people focus on the task, not themselves, nor compare them with others compare their performance with their own past performance be seen as informative, not controlling make people feel competent, but not complacent Coe, R. (1998) ‘Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance.’ Research Papers in Education, 13 (1), 43-66. Coe, R. (1998) ‘Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance.’ Research Papers in Education, 13 (1), 43-66.

    15. Feedback does not always enhance performance suggest reasons for performance that are alterable (eg effort, strategies) follow soon after performance be specific and task focused be given to individuals on their individual performance correct errors or inadequacies Coe, R. (1998) ‘Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance.’ Research Papers in Education, 13 (1), 43-66. Coe, R. (1998) ‘Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance.’ Research Papers in Education, 13 (1), 43-66.

    16. Further advice on assessment Feedback should relate to individuals’ (mis)understandings Praise should be infrequent, credible, contingent, specific and genuine Praise should be related to factors within an individual’s control Don’t help too much: ‘minimal intervention’ Feedback should support a view of ability as incremental rather than fixed Students often don’t understand what they are meant to be doing and how it is assessed Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 1: Rich Questioning‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 2, 15-18. Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 2: Feedback‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 3, 8-11. Wiliam D. (2000) 'Formative Assessment in Mathematics. Part 3: The Learner's Role‘.  Equals: Mathematics and Special Educational Needs, vol 6, no 1, 19-22.Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 1: Rich Questioning‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 2, 15-18. Wiliam D. (1999) 'Formative Assessment in Mathematics. Part 2: Feedback‘.  Equals: Mathematics and Special Educational Needs, vol 5, no 3, 8-11. Wiliam D. (2000) 'Formative Assessment in Mathematics. Part 3: The Learner's Role‘.  Equals: Mathematics and Special Educational Needs, vol 6, no 1, 19-22.

    17. Formative assessment Effect sizes between 0.4 and 0.7 Advice to improve formative assessment: Feedback should focus on work, with advice for improvement, not comparisons with others Pupils should be trained in self-assessment - to understand learning aims Teaching should allow pupils to express their understanding Create reflective dialogue between teacher and pupil Tests should be frequent and relevant; feedback and support to improve should be given Black, P. and Wiliam, D. (1998) Inside the black box: Raising standards through classroom assessment. Kings College London, School of Education.  (Available from: http://www.kcl.ac.uk/depsta/education/publications/blackbox.html ) Black, P. and Wiliam, D. (1998) Inside the black box: Raising standards through classroom assessment. Kings College London, School of Education.  (Available from: http://www.kcl.ac.uk/depsta/education/publications/blackbox.html )

    18. Formative assessment in practice Teacher makes objectives clear Students indicate their understanding: Wiliam D. (2000) 'Formative Assessment in Mathematics. Part 3: The Learner's Role‘.  Equals: Mathematics and Special Educational Needs, vol 6, no 1, 19-22.Wiliam D. (2000) 'Formative Assessment in Mathematics. Part 3: The Learner's Role‘.  Equals: Mathematics and Special Educational Needs, vol 6, no 1, 19-22.

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