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Teaching and Learning

Explore the concept of assessment derived from Latin, its importance in education, and the distinctions between formative and summative assessment. Discover effective classroom questioning techniques and the significance of homework in reinforcing learning. Gain insights into providing constructive feedback for student growth and engagement.

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Teaching and Learning

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  1. Teaching and Learning

  2. The word “assess” Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do withandforstudents and not to students (Green, 1998) www.juniorscience.ie

  3. References • Paul Black, Christine Harrison, Dylan Williams- Kings College London • Rosalind Driver – Leeds University • Ruth Butler – USA. • Harris Cooper – NC, USA. • Berliner & Cassanova - USA. www.juniorscience.ie

  4. Assessment Summative Formative www.juniorscience.ie

  5. What are summative and formative assessment? The garden analogy Think of the pupils as plants www.juniorscience.ie

  6. Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants. www.juniorscience.ie

  7. Formative assessment, on other hand, is the garden equivalent of feeding and watering the plants - directly affecting their growth. www.juniorscience.ie

  8. Comparison www.juniorscience.ie

  9. Questioning • Homework www.juniorscience.ie

  10. Questioning www.juniorscience.ie

  11. Questioning Increasing the ‘wait time’ • Answers are longer • Failure to respond decreases • Responses are more confident • Students improve and challenge answers • More alternative answers are offered www.juniorscience.ie

  12. Questions are not for…… • Controlling misbehaviour • Helping ‘needy’ students • Putting down students • Saying “yes, but…..” • Showing students what they don’t know www.juniorscience.ie

  13. Improving Classroom Questioning • Ask fewer questions • Ask ‘higher order’/ ‘open’ questions • Question for depth • Question to promote thinking • Use ‘wait time’ • Acknowledge and give feedback. • Look for the positive in the response. www.juniorscience.ie

  14. Lower Order / Closed Questions • What? • Who? • State • When? • How many? One word answers www.juniorscience.ie

  15. Higher Order / Open Questions • How can you be sure that…….? • What is the same/different about……? • Is it always/ever true/false that…….? • What would happen if…….? • How would you explain…….? • What does that tell you about…….? • What is wrong with saying…….? • You could argue that…... www.juniorscience.ie

  16. Concept Cartoons • Glaxo Smith Kline www.juniorscience.ie

  17. Homework

  18. Old Adage • You don’t make the pig heavier by weighing it www.juniorscience.ie

  19. What should homework do? • Review material taught in class, not introduce new material • Should be an extension of what students learned in class • Give students opportunities to practice skills • Lead to better retention of factual knowledge • Lead to better critical thinking and concept formation • Help students relate new information to their prior knowledge and experiences www.juniorscience.ie

  20. Homework • Requires feedback • Should not be used as or perceived as punishment • Should not be used to learn new concepts www.juniorscience.ie

  21. Type of homework • Memory/ recall/practice • Students correct their own or other student’s copies • Do not grade • Do not require a comment/feedback www.juniorscience.ie

  22. Comprehension, application, analysis, synthesis or evaluation • Need oral discussion if corrected in class • Require students to think - allow time • Encourage other students to delete or add to their answers • Comment/feedback very important www.juniorscience.ie

  23. Feedback • Marks • Comments • Marks and Comments www.juniorscience.ie

  24. Feedback (Butler,1988) www.juniorscience.ie

  25. A B www.juniorscience.ie

  26. Comments • Identify • what has been done well • what needs improvement • how improvement might be made • Praise the work, not the pupil, when appropriate www.juniorscience.ie

  27. “If a school sends out students with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Too many students leave school with the appetite killed and the mind loaded with undigested lumps of information.” (Abbott, 1999) www.juniorscience.ie

  28. Snoopy www.juniorscience.ie

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