Assessment Advice

1. Assessment Advice

2. The purpose of this workshop is to: • Define the concepts of assessment for learning, assessment as learning and assessment of learning • Explore effective and powerful assessment approaches for classroom use

3. OUR EDUCATIVE PURPOSE What is powerful to learn? What is powerful learning and what promotes it? Who do we report to? LEARNER Victorian Essential Learning Standards Principles of Learning and Teaching Students Parents Colleagues School System How do we know it has been learnt? Assessment Advice

4. Assessment Write down your immediate thoughts when you hear the word assessment

5. Assessment definition “Assessmentis the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.” http://www.education.vic.gov.au/studentlearning/assessment/

6. Why do we gather and interpret evidence of learning? • At classroom level (student, teacher and parent) • Provide appropriate learning opportunities • Feedback for future learning • Develop partnerships • Modify teaching • At system level (leadership team and system) • Evaluate, provide quality assurance & certify • To report to Government

7. Assessment Advice • Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. • Assessment has multiple purposes: • Assessment for learning (formative) • Assessment as learning (formative) • Assessment of learning (summative) • http://www.education.vic.gov.au/studentlearning/assessment/

8. Assessment for learning (formative) research Recent international research on assessment points to substantial gains in student achievement that can be affected through the use of formative assessment in the classroom. “Formative assessment promotes the goals of life long learning, including raising levels of student achievement, greater equity of student outcomes, and improved learning to learn skills” OECD (2005) Formative Assessment Improving Learning in Secondary Classrooms, Paris, France: OECD Publishing

9. Assessment for learning (formative) definition Assessment for learning occurs when teachers use inferences about student progress to inform their teaching. http://www.education.vic.gov.au/studentlearning/assessment/

10. Assessment for learning in practice • Changing planned curriculum when an observation is made of a student’s unexpected level of current knowledge, skills and behaviours • Prior learning • Scaffolding a student’s learning after s/he demonstrates a misconception in a conversation, an essay or on a test • Sharing criteria so that students understand what they are being assessed against and can strive to achieve

11. Where are we at? RED - I have little or no understanding AMBER - I have a partial understanding GREEN – Enoughunderstanding to continue Black & Wiliam, Working Inside the Black Box

12. Assessment as learning(formative) research “Formative assessment is most productive when students are trained in self-assessment so that they can understand the purposes of their learning and grasp what they need to do to achieve.” Black, P & Wiliam, D (1988) Phi Delta Kappan. Bloomington: Oct 1998. Vol. 80, Iss. 2;SSN/ISBN:00317217t

13. Assessment as learning (formative) definition Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. http://www.education.vic.gov.au/studentlearning/assessment/

14. Assessment as learning in practice • Students: • self and peer-assessing • writing reflections • developing concept maps of previous and new learning • setting goals • discussing annotated work with their teachers

15. Assessment as learning • Reflection • Take a couple of minutes to reflect on what you have learnt about assessment so far today, write it down • Identify one thing you would like further clarification around or something you would like to learn more about • How could you go about learning more?

16. Where are we at? RED - I have little or no understanding AMBER - I have a partial understanding GREEN – Enoughunderstanding to continue Black & Wiliam, Working Inside the Black Box

17. Assessment of learning (summative) research “The overall message is that summative tests should become a positive part of the learning process. Through active involvement in the testing process, students can see that they can be the beneficiaries rather than the victims of testing, because tests can help them improve their learning.” (Phi Delta Kappan. Bloomington: Sep 2004. Vol. 86, Iss. 1;  pg. 9)

18. Assessment of learning (summative) definition Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

19. Assessment of learning in practice • Tests at the end of a unit • AIM, VCE state-wide exams • Benchmark reading text levels • Presentation, e.g. oral or project

20. Which assessment approaches do you think are most effective and powerful? Assessment for learning occurs when teachers use inferences about student progress to inform their teaching

21. Which assessment approaches do you think are most effective and powerful? Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning

22. Which assessment approaches do you think are most effective and powerful? Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards

23. Further Assessment information • http://www.education.vic.gov.au/studentlearning/assessment/ • email: studentlearning@edumail.vic.gov.au