ASSESSMENT FOR LEARNING Issues related to Assessment and Quality Feedback

1. ASSESSMENT FOR LEARNINGIssues related to Assessment and Quality Feedback East Hills Boys High School School Development Day Term 2 2012 L White

2. A_S_S_M_N_ _O_ _E_R_I_G 10 • H I P Y M U T Q P A K • J N S O P C I Y C T E • V Z L A D E A K C B G • N E S A R S F L E T N

3. Consider the next three statements. Which one best describes the purpose of assessment for learning? • The purpose is for teacher accountability and to rank students. • To provide the student with learning goals so that they will know how they can close the gap between their current and desired achievement • To provide the teacher and parents with information about what a student can do

4. Please make your selection... 10 • Choice One • Choice Two • Choice Three

5. Rank the following qualities of summative assessment tasks in order of priority. You may choose three. 15 • The task is explicitly linked to learning outcomes • The task is connected to classroom learning • The task includes ICT • The task includes marking criteria • The task is challenging and provides students with choice

6. 10 Which of the following would NOT be considered an example of formative assessment? • Student learning log • Informal classroom observation • End of unit exam • Peer assessment of group performance

7. “NAPLAN is a splendid one point in time diagnostic tool that assesses some aspects of a student’s proficiency in some aspects of literacy and numeracy in Years 3, 5, 7 and 9.” Paul Brock 10 • Strongly Agree • Agree • Disagree • Strongly Disagree

8. 10 Which of the following is not indicative of the needs of the 21st century learner? • Back to basics approach • Problem solving tasks • Collaborative learning tasks • Tasks involving innovation and creativity

9. Self-assessment and Peer AssessmentEvidence suggests that self-assessment and peer assessment creates conscious learners who are able to take ownership of their learning. Students become more collaborative learners and gain a clearer understanding of marking criteria and learning goals. However, many of us do not regularly use self-assessment and peer assessment strategies.

10. Which of the following do you consider to be the greatest inhibitor of using self and peer assessment strategies? 10 • Lack of professional learning • Insufficient class time • Students’ poor understanding of criteria • Students’ feedback can be inaccurate

11. 10 Why are tests a useful assessment tool? • They encourage rote learning • They identify areas of weakness that can be used to adjust teaching • They are never useful. This is a trick question. • They prepare students for external testing.

12. 10 Which statement best summarises the purpose of feedback? • To provide information to students about where they are at • To provide information to parents about their child’s progress • To be able to make comparisons between students • To provide information on how to improve student learning and teaching practices

13. Which of the following has the greatest effect size on student learning? 10 • Parent involvement • Feedback • Team teaching • Homework

14. 10 In recent studies on the impact of feedback, the students who showed most improvement on the next task had previously been given: • Marks and comments • Only marks/grades • Only comments

15. 10 When giving comments to students, the most effective ones: • Are linked to specific criteria and offer advice on how to improve • Provide a judgment on where the student is at • Give empty praise to encourage lower ability students • Give negative criticism

16. 10 On which group of students does high quality feedback have the most positive effect? • Lower ability • Middle range • Higher ability • Gifted and talented

17. 10 What message do marks give to students? • Gives students an accurate judgment on their ability to improve • Encourages higher ability students to improve • Creates complacency amongst lower ability students

18. Which of the following comments do you think would be most useful to a math’s student completing a graph? 10 • Well done. That’s a lovely colour. • Good try, you have at least started the work. • Good scales and lines, but you also need to plot points on the y axis. • 7/10

19. Look closely at the diagram below.

20. 10 Able students only require medals, but no mission. • True • False

21. 10 When you give lower ability students mission, but no medal, you are not acknowledging their effort or learning. • True • False

22. 10 What are the results of judgmental feedback? • Student comparisons lead to competition rather than focus on learning • It creates a blame culture • Negative impact on self-esteem and motivation • All of the above

23. 10 What are the results of informative feedback? • Medals and missions are given to all students • Self-esteem and commitment increase • Students learn that ability is not inborn, but with effort they will improve • All of the above

24. 10 What are the qualities of effective feedback? • Forward looking • Positive and constructive • Task centred, not ego centred • All of the above.

25. 10 In a recent student survey, most students said that their parents were only interested in their marks. What might this suggest? • Parents don’t care about their child’s learning. • Feedback for assessment tasks should only be given to students. • A change in culture of assessment practices must consider the needs of the parents. • Teachers should only write marks on assessment tasks.

26. The issues … • How do you ensure assessment tasks cater for the learning needs of all students? • How do you embed assessment for learning strategies in teaching and learning programs? • How do you ensure assessment tasks are outcomes based and linked to explicit criteria? • How do you change assessment to meet the needs of the 21st century learner? • How do you provide quality feedback to improve learning, not just marks? • How do you involve parents/caregivers in the assessment process? • How do you to change the culture of assessment in schools?