1 / 24

Polemical Harmony Between Formative Assessment National Examinations

Polemical Harmony Between Formative Assessment National Examinations. CIDREE AfL project conference, Tartu 25.10.2013 Einar Rull, Curriculum and Tests Centre Foundation Innove, Estonia. Heraclitus 53 5 – 475 BC. He believed in unity of opposites

rasul
Download Presentation

Polemical Harmony Between Formative Assessment National Examinations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Polemical HarmonyBetweenFormative Assessment National Examinations CIDREE AfL project conference, Tartu 25.10.2013 Einar Rull, Curriculum and Tests Centre Foundation Innove, Estonia

  2. Heraclitus 535 – 475 BC • Hebelievedinunityofopposites • „Worldexistsinpolemicalharmony“ Raphael, SchoolofAthens, detail

  3. Dilemma betweengiving oral comments during the process and getting grades at the end • It is presupposed - one activity inschoolsupports the other. Butdoesitreally? • Duringtheprocesswevalue and encouragetheadvancement • Atthe end wedonotvaluetheadvancement at all and valueonlythe end results • Leaguetables made on basisofadvancements and on thebasisoffinaldestinationcorrelateonly 0,49 • Shouldweabandonnationalexamsorformativeassessment?

  4. Headlinesinmedia

  5. Headlinesinmedia

  6. Butalso

  7. Dilemma • Peoplelosemoreoftenthanwin • Is „Howtolosewithdignity (gratiously)“ and resilience a keyskillorcorecompetence? Why? • Are wetryingtopamperourstudents too much and too long – whenshouldthey start tocopewithlosing, only when beard starts to grow? • Iscopingwithloosingnecessaryskillforhappiness • Teachingschouldgivechildrenmorepossibilitiesinlife, nottakethemaway

  8. Activitiesof Innove • We are preparing 10% nationalsamplingfor 3-rd and 6-th Form (math, mothertongue and in 6-th Form oneextrarotatingsubject). Tests and markingsheme are centrallypreparedbutassessedinschools, markingislateranalysed • We are preparingbasicschool end examsin all subjects (math and mothertongue are compulsory, thirdexamischoosenby pupil self), alsomarkedinschools • We are centrallypreparing and markingupper-secondaryexams, Estonianlanguageistheonlycompulsorysubject

  9. Whatsubjects are optional? History Biology Physics Geography Mathematics Chemistry Civic studies English German French Russian Essay in R. lang.

  10. Effectofproperexternalassessment • On systemlevelpositiveeffects are undisputed(using OECD data) • Averageresults are higher • Dispersionofresultsissmaller • Dispersiondoesnotdepend so heavily on on SES offamilies, but … • AccordingtoHattie’ leaguetableofactivitiesusedinschool, accountabilitymeasuresgiveeffectbut are notthemosteffectivemethodswehave, but … • Accordingto ATC21Sassessmentshouldalsobeset incentreofattention (with student and learning already in centre)

  11. Activitiesof Innove • We are supportingteachersnetworks, alsoforapplyingformativeassessment • We are developinge-testsforformative and summativepurpose • We are supportingtopublishlearningmaterialsfor SEN students • We are supportingschoolsinusinglanguageimmersiontechniques (Content and Language Integrated Learning - CLIL) • Soweshouldinsomewaybeabletocopewithgrowthmodels and leaguetablessimultaneously

  12. ESF programme: “Raising the qualifications of general education teachers 2008-2014” • Project period: 2008-2014 (2015) • Aim:to create conditions that would support the professional development and activity of general education teachers throughout their careers.Programforschoolprincipals. • Narrower aim: tosupporttheapplicationofnewcurriculum (conferencesfornetworksumbrellaorganisation) • Formativeassessment • Integrationofsubjects • Creativityinschool • Investigativelearning • Enterpreneurshipa.s.o.

  13. FA project • 20 schoolsinvolved – 200 teachers • Regionalseminars, studiedelementsof FA • Sharingpractices - onebiggerconferenceinautumn 2011 „FormativeAssessmentinLearningprocess“ • Lectureof Leelo Tiisvel on EducationMirror 2010 conferencenow a YouTubehit. • Andrew Boyle from QCA: – thereisdifficulttofind so braveteacherseveninEngland, whocouldspeakso goodaboutformativeassessment • Juliet Sizmur: i-nferassessmentbank • J. Hodgen and D. Kuchemann seminar about FA on EducationMirror 2011 conference

  14. ProblemswithFormativeAssessment • Weshould start withsmallstepsbutifitisnotappliedinfullextent, wedonotgeteffect 0,4 – 0,7 (4 extramonthsin a year) • Diffrerentlevelsofunderstandingof FA • Notgivingmarks • Assessmentduringprocessformakingchangesinteaching (AfL) • Keeping Learning on Track: where I am, where I shouldgo and whatshould I do (FA) • Settinggoals, assessmentmodels, self-assessment, peer-assessment (more a learningmethod) • Thereexistself-helpsupportnetworksinschoolsforteacherstoimprovestylesofteaching, becausechangingofhabitsisdifficult

  15. Self-helpsupportnetworks • Usefulalsoinapplyinglanguageimmersiontechniques • Alsoforapplying all usefultechniquesfrom John Hattie’sleague-table • D. Wiliam and P. Blackinvestigatedonlytheinfluenceofbackfeed (itisthemostimportant) • J. Hattiesummarisedworldeducationalresearchinhisleaguetablemorebroadly, inlargerextent and later • Cornestonein CPD forteachers, likefitnesstechniquesto keep usfit

  16. Tryingto see externalassessmentdata and growthmodel on thesamepicture • D. Wiliam and J. Hattiebothusepsychometricsapproach • Averageupper-secondaryexamhasanaverageresult 60 points and standard deviation 20 points on 0-100 scale (passmark 20 points). • 40 pointscorrespondstoanaveragevocationalschoolresult and 80 pointstoelite-schoolresults (alsoShanghaimathresultin PISA) • In PISA studyone standard deviationcorrespondstothreeyearsofschooling

  17. Average exam and Gaussiandistribution

  18. If you have 30 pupil in a class

  19. Ideastonotice • Distributionofstudentsin a classislargerthanweexpect • We can not teach average norm student, curriculum or textbook, we should adapt curriculum to student • Average advancement of student in 3 years is smaller than we expect • Do we pressurise too much students who are just under threshold? • May be 1 SD advancement is good enough goal • There will always be students below the threshold • Are we ready to „loose with dignity“ • Learning should give learners additional possibilities in life, not take them away

  20. Do we stretch enough gifted students • To have attention on gifted students we should use more growth models, not to loose giftedstudents • Around 5% of students in Estonia, France, Sweden and the United States are all-rounders, but the average performance in France, Sweden and the United States is lower than that in Estonia. (PISA in focus nr. 31) • Wecansayitin Estonia that number ofall-rondersin Estonia islowerthanthatinFrance, SwedenorUnitedStates.

  21. If 10 000 studentsdo averageexams

  22. Moreexactdata (nowwehavecomputers!)

  23. Whattodo • 1600 students are aboveaverageresultofShanghai , weshouldfindthem and teachthem • Weshouldbemorerelaxedwithunder 20p thresholdstudents • Weshouldcalmdownalso too aspirationalaveragestudentswhentheycertainlywanttobebetterthantheirreallygiftedfriends • Teacherinclassshouldbeabletomakedifference, whotostrech and whotocalmdown

  24. Contact • Homepage: www.innove.ee • E-mail: innove@innove.ee info@innove.ee • Address: Lõõtsa 4, Tallinn • Phone: +372 735 0500

More Related