Assessment for Knowing the Extent of Learning of our Students

1. CCE Continuous Comprehensive Assessment Assessment for Knowing the Extent of Learningof our Students

2. You can use this presentation to: • Update, review and/or reflect on the formative assessment practices in your classroom or school • Use as a resource for exploring professional development in formative assessment.

3. ‘We all want students who have high expectations of themselves as learners; students who feel confident about their capacity to learn, who set high goals for their learning, and who work for themselves to construct enjoyable, challenging learning pathways to their futures’ (Absolum, 2006) What do we want for our students?

4. The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one should sit with the learner. This implies it is something we do with and for students and not tostudents (Green, 1998) For practising teachers, it means that the teachers observes every learner his/ her process and progress of learning carefully and modify their Teaching learning Process (TLP) and offer the necessary support for continuously improving learning.

5. How do you see assessment? Activity: Use the listed terms as a starting point to develop a representation (model, mind-map, concept map) of how you see the relationship between summative and formative assessment. This may form the basis for discussion on CCE Assessment point/task After learning During learning Feedback Feed-forward Learning continuum Of learning For learning Looks back Looks forward Review/reflect Improve/enhance

6. What are Summative and formative assessment? If we think of our children as plants … Summative Assessmentof 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. Formative Assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. The garden analogy

7. Formative and Summative Assessment An easy distinction between formative and summative assessment: Formative assessment is assessment for learning. Its focus is on future achievement. Summative assessment is assessment of learning. It assesses what has been learnt in the past. However, formative and summative assessment are interconnected. They seldom stand alone in construction or effect. ‘Using the terms ‘formative’ and ‘summative’ assessment can give the impression that these are different kinds of assessment or are linked to different methods of gathering evidence. This is not the case; what matters is how the evidence is used.’ (Harlen, 2006)

8. What does the research say? In 1998 Paul Black and Dylan Wiliam of Kings College, London published their wide-ranging analysis of research into classroom-based assessment: Inside the Black Box: Raising Standards through Classroom Assessment The article concludes with: “There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can raise standards. We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains.” For the full text of the article, go to: http://weaeducation.typepad.co.uk/files/blackbox-1.pdf

9. The Black Box: findings • Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors: • Providing effective feedback to students. • Students’ active involvement in their own learning. • Adjusting teaching to take account of the results of assessment. • Recognising the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. • Ensuring pupils assess themselves and understand how to improve.

10. In summary … The findings of Black & Wiliam indicate that the most significant learning benefits occur when teachers and students work collaboratively to address learning needs. To maximise achievement, it is critical that assessment information is shared with students so that they understand and have a sense of ownership of their learning.

11. Implications for classroom practice Being confident that every student can improve. Creating a learning environment which supports a partnership between teacher and students. Using assessment to inform teaching and learning Sharing assessment results with students and constructing clear learning goals /otcomes with them Clarifying or co-constructing learning outcomes and ensuring that students understand them Involving students in self and peer assessment and giving them opportunities to reflect on their learning. Providing feedback that helps students recognise their next steps and how to take them.

12. Self-Evaluation Do you have confidence that every student in your class can improve? How well do you: Create a learning environment in your classroom? Share achievement information with students and co-construct clear learning goals with them? Use assessment information to feed back into teaching? Clarify learning outcomes with students? Involve students in self and peer assessment? Provide timely focused feedback? What evidence do you have for your self evaluation? Rate yourself from: 5 – I do this consistently well, to: 0 – I don’t do this at all

13. Assessment references Absolum, M., Flockton, L., Hattie, J., Hipkins, R., &Reid, I. (2009) Directions for Assessment in New Zealand. http://www.tki.org.nz/r/assessment/research/mainpage/directions/ Absolum, M. (2006). Clarity in the Classroom. Auckland: Hodder Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 7–74. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary and intermediate classroom (New Zealand ed.). Auckland: Hodder Moa Beckett. Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher? London: RoutledgeFalmer. Green, J. M. (1998, February). Constructing the way forward for all students. A speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.

14. Assessment references Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr (Ed.), SAMEpapers(pp. 75–87). Hamilton, New Zealand: Centre for Science, Mathematics and Technology Educational Research, University of Waikato. Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of Education, University of Auckland. New Zealand Curriculum On-line: http://nzcurriculum.tki.org.nz/ Popham, W.J. (2008). Transformative Assessment (p.7). Virginia, USA: ASCD Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–44. Wiliam, D (2008, August). When is assessment learning-oriented? A presentation delivered at 4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany