Assessment for Learning: Formative Practices and Effective Questioning Techniques

1. Module 2 Session 6 Formative Assessment Differentiation in Assessment Questioning Techniques Presentation Guidance

2. By the end of the session you will have: • Used and evaluated a sustainability activity as an assessment tool • Defined formative assessment • Investigated ideas related to formative assessment • Evaluated questioning methods • Considered the presentation task Session Outcomes

3. Appoint a question master • Divide into teams of two • Allocate your team a colour from the “Stomp” board • Listen carefully to the instructions • Once you have completed the activity complete the evaluation sheet provided and share your thoughts with the group Using an assessment tool – sustainability activity

4. Ofsted says: In failing colleges . . . “A common feature of a number of unsatisfactory lessons was the failure of teachers to make regular checks on students’ learning and their determination to continue with the planned work even when the students clearly did not understand it.” Ofsted, Why colleges fail, London 2004a,HMSO

5. Formative assessment is the regular checking of learners’ progress throughout their programme, within and outside teaching and learning sessions, followed by constructive feedback Importance of formative assessment

6. Gipps (1994) assessment “community of practice” between learner and teacher • Broadfoot (1998) potential of reviewing and recording achievement • Torrance and Pryor (1999) Ecclestone (2002) practicalities in classroom • Wiliam and Black (1998) links to learning and motivation • Assessment Reform Group (2002) “assessment for learning” Recent Research

7. Professor John Hattie statistically combined the results of 200,000 experiments in classrooms and published a table listing the most effective teaching strategies in order of effectiveness. Giving learners feedback on their learning errors and omissions, and getting them to correct them or work towards improvement of future work, had a significant impact on their learning. LSDA (2002) ‘Focus on Hattie’s research’, Quality Matters, June https://www.lsneducation.org.uk/user/order.aspx?code=021332&src=XOWEB Hattie J (1999) ‘Influences on Students Learning’ http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/papers/influences.cfm Recent Research

8. Criterion or standards-based framework • A belief in success by learners and teachers • Separation of feedback from grading • Focus on learning not performance • Development of self-assessment is vital • Encouragement of reflective assessment with peers • For assessment to be formative it has to be used • Requires changing teaching and learning practices Black P and Wiliam D (1998) ‘Assessment and Classroom Learning’, Assessment in Education, 5,1,7-74

9. Convergent assessment (“Can you do this …?”). This approach is often characterised by tick lists and can-do statements. The teacher asks closed questions in order to ascertain whether or not the learner knows, understands or can do a predetermined thing. This is the type of assessment most used in written tests. • Divergent assessment (“Show me what you know about …”). The teacher asks open questions that allow learners opportunities to describe and explain what they know understand or can do. The outcome is not predetermined. Convergent and Divergent Assessment

10. Plan formative assessment opportunities • Assess groups as well as individuals • Encourage self-assessment and peer-assessment • Use a range of more divergent assessment techniques In two groups mind-map 5 activities that use self and peer assessment Other formative methods

11. PC SCAT: Tell me what the getaway car looked like? Witness: Sorry I can’t remember a thing.. PC SCAT: Was it blue or red? Witness: Blue PC SCAT: Light blue or dark blue? Witness: Light blue PC SCAT: Ah, just as I suspected!! Where did PC SCAT go wrong? Questioning Techniques

12. Closed Questions: • Draw out a fact • Confirm a point of view Open Questions draw out: • Feelings • Thoughts • Perspectives • Understanding Open and Closed Questions

13. Divide into two teams • Take it in turns to take a card from the pack • Read out the ineffective questioning technique to the opposite team • Opposite team make suggestions on how that technique could be made more effective Questioning Techniques

14. research and critically reflect upon different modes of formal and informal assessment within own subject area • LO7 Add to professional development plan strategies for improving assessment, and the use of assessment data to inform learning, in relation to subject pedagogy • Possible coverage of LO1,LO6 and LO8 • 15-20 minutes • Tutor and peer feedback • References to reading • Submit hard copies with written assignment • Possible coverage of Minimum Core elements Presentation Guidance

15. Outline of current assessment practices • Issues relating to your subject area • Informal and formal methods seen in your peer observation • References to reading and theories/principles • What you learnt from the observation/interview • Action plan of how you will improve your practice Possible Format

16. Assessment Reform Group (1999) Assessment forlearning beyond the black box. Cambridge: University of Cambridge. • Black P and Wiliam D (1998) Inside the black box; raising standards throughclassroom assessment. London: King’s College, University of London. • Boud D (2000) Sustainable Assessment. Studies in Continuing Education, 22, 2, 151-167. • Petty G (2004) ‘Geoff Petty’http://www.geoffpetty.com/index.html • QIA (undated) ‘Gold Dust Resources’http://excellence.qia.org.uk/GoldDust/assessment/assessment.html(Video clips) • Torrence H and Prior J (1998) Investigating formative assessment: teaching,learning and assessment in the Classroom. Philadephia: Open University Press. Directed Study