Comprehensive Assessment and Evaluation Strategies in Education

1. Assessment…

2. Assessment • “Assessment: The Latin root assidere means to sit beside. In an educational context, the process of observing learning; describing, collecting, recording, scoring and interpreting information about a student’s or one’s own learning. At its most useful, assessment is an episode in the learning process; part of reflection and autobiographical understanding of progress. Traditionally, student assessments are used to determine placement, promotion, graduation, or retention.” www.newhorizons.org/strategies/assess/terminology.htm

3. Evaluation • “Evaluation: Both qualitative and quantitative descriptions of pupil behaviour plus value judgments concerning the desirability of that behaviour. Using collected information (assessments) to make informed decisions about continued instruction, programs, activities.” www.newhorizons.org/strategies/assess/terminology.htm

4. Assessment of the Italian task • Linguistic objectives  criteria • Cultural objectives  criteria • Strategic objectives  criteria • Group process  criteria • What evidence do we have to document the achievement of the objectives

5. Example: shopping (1) • Linguistic challenges: • I can say most of the “text” without the paper, at the end I can do without it • I can use at least some of / as much of possible the sentences we prepared (it doesn’t have to be perfect) • I can make myself understood in Italian (evidence: the answer meets the expectations) • I can be flexible in the order of the issues: I can use the right sentence at the appropriate moment • I can speak by using words (without having to rely too much on body language) • I can “sound” Italian • I can understand the “relevant parts” in the answers I receive (“answers” and small words)

6. Example shopping (2) • Cultural challenges: • I can express myself in Italian without offending people (indicators: smile & positive verbal feedback) • Strategic challenges: • I can compensate by means of • Asking to right down the price • Using the “plan B sentences” (Come si dice …) • I can interact without giving up too soon • Agreements within the group: (together / turn taking) • I can rely on myself • I can help the others when they get blocked…

7. Example Giro di Viareggio Monologal (1) • Linguistic challenges: • I can make myself understood • I can analyse the sentences I use, I can “use” the words and the verbs (not just learning by heart) • I can use the appropriate words in the context • Pragmatical challenges (impact on the others): • I can establish contact with my audience • Evidence for the impact: they are going to visit what I presented, they show their interest (by asking questions…)

8. Example Giro di Viareggio Monologal (2) • Strategic means: • Try-out with the waiters… • Group challenges: • Each member of the group can contribute • Each can provide a transition sentence to introduce the next speaker (discourse) • Those who know more than the others help

9. Interviews • Topic: the way Italian people perceive their cultural identity • Task: Inquiry (Sondage) – 4 questions

10. Inquiry on perception of cultural identity (1) • Linguistic objectives / criteria • I can ask my questions  without my paper  without having to repeat while talking  without having to ask to repeat while listening  fluently •  I can understand the relevant information

11. Inquiry on perception of cultural identity (2) • Cultural objectives / criteria  I can find out how Italians perceive themselves regarding to the 4 subjects we selected  I can find out if our perception matches with theirs  I can do a real life talk in Italian  I can respect the Italian conventions

12. Inquiry on perception of cultural identity (3) • Process objectives / criteria  I can contribute to the group work and  work towards our common goal  I can plan the relevant steps towards the product in an efficient way,  within the time frame and  with efficient use of the resources available

13. Typical TABASCO features Filter 1: General criteria: • Choice, Responsibility, Amount of Freedom how to involve the learner actively? • Negotiation, Reflection, Monitoring (ongoing) • Marks / other kinds of feedback • Product / Process (outcomes) Filter 2: National legislation Curricular demands Accountability towards ... School Reporting System Role of the Teacher Facilitator of Learning Assessor

14. Assessment of … • Language (accuracy, complexity, fluency) • Language use (discourse, conventions, compensation) • Cooperation (cooperative learning) • Process (task process) • Learning (more or better learning strategies)

15. Caroussel (15’ and go to the next topic) • Discovering instruments that work… • TABASCO CD-Rom • Own practice • Feedback talk teacher / learner (Chantal) • Learning trajectories (Bert) • Portfolio assessment: an example (Karine) Making group work more effective (Reading)

16. INSIDE THE BLACKBOXGhosts in the classroom • Prof Paul Black & Dylan Wiliam at KCL • Assessment of learning – external needs • Research with teachers and pupils over 5 years • Observation / interviews / grades

17. Results • Effect of grades • Qualitative comment • Actual gains in scores

18. Whole school assessment policy • AFL • FB – FF • Time • Resources • Attitudinal shift • Make the ghosts visible…

19. Helmut says…