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Assessment & Reporting Conference Margaret Forster - ACER Keynote Address 2. 21 October 2005 Park Hyatt, Melbourne. Assessment and Reporting What do we need to understand?. Margaret Forster. understand for what purpose ?. to enrich teaching and learning experiences
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Assessment & Reporting Conference Margaret Forster - ACER Keynote Address 2 21 October 2005Park Hyatt, Melbourne
Assessment and ReportingWhat do we need to understand? Margaret Forster
understand for what purpose ? • to enrich teaching and learning experiences • to report effectively to parents
understand for what purpose? • to enrich teaching and learning experiences • to report effectively to parents • to better support learning
1 the implications of research into learning What does the research into how children learn tell us? Bransford, Brown and Cocking (2000) How people learn: brain, mind, experience and school. National Academy Press.
1 the implications of research into learning learning is enhanced when
1 the implications of research into learning learning is enhanced when * teachers identify and work from individuals’ current knowledge, skills and beliefs
1 the implications of research into learning learning is enhanced when * teachers identify and work from individuals’ current knowledge, skills and beliefs * it leads to deeper understandings of concepts and their applicability
1 the implications of research into learning learning is enhanced when * teachers identify and work from individuals’ current knowledge, skills and beliefs * it leads to deeper understandings of concepts and their applicability * decision makers are able to monitor and act on feedback about learning
1 the implications of research into learning 1 Learning is enhanced when teachers identify and work from individuals’ current knowledge, skills and beliefs.
1 the implications of research into learning Implication for assessment & reporting? Assessment and reporting must provide information about where students are in their learning.
1 the implications of research into learning Assessment and reporting must be based on a clear understanding and circumscription of the area of learning against which achievement will be assessed and reported.
1 the implications of research into learning We need to define and clarify each of the domains/areas against which achievement will be reported.
1 the implications of research into learning We need to develop a research-based understanding of what it means to make progress within that area.
1 the implications of research into learning 2 Learning is enhanced when it leads to the development of deeper understandings of concepts and their applicability.
1 the implications of research into learning Implications for assessment & reporting? Assessment and reporting will be focused in part on the depth of a student’s understanding.
1 the implications of research into learning Assessment and reporting is likely to draw on different and more sophisticated assessment approaches.
Lovely Mosquito Lovely mosquito, attacking my arm As quiet and still as a statue, Stay right where you are! I’ll do you no harm– I simply desire to pat you. Just puncture my veins and swallow your fill For nobody’s going to swot you. Now, lovely mosquito, stay perfectly still– A SWIPE! and a SPLAT! and I GOT YOU! Doug MacLeod — example: understanding layers of meaning
Does the writer think the mosquito is lovely?Explain your answer.
1 the implications of research into learning 3 Learning is enhanced by the ability to monitor learning so that appropriate action can be identified.
1 the implications of research into learning Implications for assessment & reporting? Assessmentfeedback and formal reporting must allow students teachers and parents to monitor learning over time and to be benchmarked against appropriate points of reference.
1 the implications of research into learning What do we need to understand? We need to understand growth and recognise evidence of growth
1 the implications of research into learning challenges What do teachers understand? ( UK example) What do students focus on? ( UK research, US and Canadian experience)
2 the role of assessment methods Assessment is a vehicle for gathering evidence about student learning.
2 the role of assessment methods assessment methods • Performances • Projects • Products • Paper and pen • Portfolios
External Teacher Student Peer (self) Performances XX Projects XX Products XX Paper & pen XX Portfolios XXXX
3 the context of a standards framework content standards Content standards answer the question: What do we expect students to know, understand, and be able to do?
3 the context of a standards framework Content standards describe learning ‘outcomes’: the things we watch for, the things we can observe, and the things we can collect evidence about to demonstrate what students know and can do as a result of their learning.
3 the context of a standards framework performance standards Performance standards answer the question: How adequate at a particular age, grade or stage of schooling is a student’s performance?
3 the context of a standards framework a standards framework • makes explicit what we value • defines the direction of growth • provides a frame of reference • for shared communication • against which achievement and progress can be mapped and monitored over time
3 the context of a standards framework implications for teaching ? understanding the relationship between the framework and the curriculum
3 the context of a standards framework implications for assessment? understanding the paradigm shift: a framework independent of the measuring instrument
3 the context of a standards framework a simple idea instruments (provided they are adequately calibrated) are superficial interchangeable unimportant in themselves
3 the context of a standards framework implications for reporting? understanding that reporting is based on an inferential process
3 the context of a standards framework a challenge Do teachers understand how to draw an inference to a standards framework? -- confusing recording with reporting -- ‘beginning, consolidating, established’
3 the context of a standards framework BCE judgements did not in themselves indicate where on the CSFII continuum a student was located. Most students who were rated ‘consolidating’ Level 4 would have been rated ‘established’ for Level 3, and ‘beginning’ Level 5.
3 the context of a standards framework Beginning, Consolidating and Established were best thought of as ratings made in relation to each CSF level, and not as an indication of a student’s location on the underlying standards framework.
Year 3 Year 5 600 500 400 Reading 300 200 100