Assessment for Learning Strategies: Merging theory and practice within SA realities

1. Assessment for Learning Strategies: Merging theory and practice within SA realities Sarah Howie, CEA, University of Pretoria Presented at the GDE Assessment for Learning Conference, May 2006, Johannesburg

2. Overview Introduction Positioning authentic assessment Effective assessment for learning strategies Questioning Peer and self-assessment Challenges to implementing authentic assessment in most/all SA classrooms Conclusions

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4. Introduction Assessment: the process of collecting, synthesizing and interpreting information to aid in decision making Test: formal, systematic, usually paper-and-pencil procedure used to gather information about pupils Measurement: process of quantifying or assigning a number to pupils performance Evaluation: judging the quality of a pupil�s performance or determining a possible course of action Airaisian, p.8-9

5. Introduction Traditional assessments developed to measure traits with paper and pencil tests, e.g. multiple-choice and essay Alternative assessments those based on a different philosophy & goal to provide stronger link between instruction & assessment & make learning more significant McMillan, (2001:9-10) constitute an alternative to traditional, paper-and-pencil tests. Popham, (2002:175)

6. Introduction Authentic assessment � constructed to be more consistent with what people do in situations that occur naturally outside classroom Performance assessments � students are required to demonstrate a skill or proficiency by creating, producing or doing something, McMillan, (2001: p.9-10)

7. Positioning authentic assessment

8. 5 May 2006 GDE, Assessment for Learning Conference

9. Effective assessment for learning strategies Purposes of assessment Establish classroom equilibrium Plan and conduct instruction Place pupils Provide feedback Diagnose pupil problems Judge and grade academic learning and progress Airasian, (2001:4)

10. Effective assessment for learning strategies Why assessment for learning? as opposed (or in addition to?) to assessment for assessment or assessment of learning for reporting sake?

11. Effective assessment for learning strategies Black & Wiliam and the Assessment Reform Group (ARG) in UK: Evidence of learning gains - applying formative assessment Formative assessment was weak in current teacher practices Feedback is only effective if used as a guide to improvement Black and Wiliam review: investigated: 1, evidence of learning gains through applying formative assessment (found) 2. in current teacher practices, (found that formative assessment was weak) 3. investigated student involvement in assessment 4. looked for effective strategies for teachers 5. Comprehensive programmes of teaching and learning where formative assessment played a part. 6. feedback (found that it is only effective if used as a guide to improvement)Black and Wiliam review: investigated: 1, evidence of learning gains through applying formative assessment (found) 2. in current teacher practices, (found that formative assessment was weak) 3. investigated student involvement in assessment 4. looked for effective strategies for teachers 5. Comprehensive programmes of teaching and learning where formative assessment played a part. 6. feedback (found that it is only effective if used as a guide to improvement)

12. Effective assessment for learning strategies Depends on: Effective feedback to pupils Active pupil involvement Adjusting teaching to take account of results of their assessment (ARG, 1999:4) Black and Wiliam review: investigated: 1, evidence of learning gains through applying formative assessment (found) 2. in current teacher practices, (found that formative assessment was weak) 3. investigated student involvement in assessment 4. looked for effective strategies for teachers 5. Comprehensive programmes of teaching and learning where formative assessment played a part. 6. feedback (found that it is only effective if used as a guide to improvement)Black and Wiliam review: investigated: 1, evidence of learning gains through applying formative assessment (found) 2. in current teacher practices, (found that formative assessment was weak) 3. investigated student involvement in assessment 4. looked for effective strategies for teachers 5. Comprehensive programmes of teaching and learning where formative assessment played a part. 6. feedback (found that it is only effective if used as a guide to improvement)

13. Effective assessment for learning strategies Recognition of the profound influence assessment has on the motivation and esteem of pupils The need for pupils to be able to assess themselves and understand how to improve (ARG, 1999: 4)

14. Effective assessment for learning strategies Including: Sharing learning with pupils Involving pupils in self-assessment Providing feedback - pupils recognizing next steps and how to take them; Believing that every pupils can improve ARG (1999:7)

15. Effective assessment for learning strategies Inhibiting factors: Tendency for teachers to assess quantity of work and presentation rather than quality of learning Greater attention given to marking and grading, much of it tending to lower self-esteem of pupils, rather than to provide advice for improvement ARG,(1999:5)

16. Effective assessment for learning strategies Inhibiting factors: A strong emphasis on comparing pupils with each other; which demoralizes the less successful learners Teachers feedback to pupils often serves managerial and social purposes rather than helping them learn more effectively ARG (1999:5)

17. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies Assessment for learning as cycle of events � see Harlen, p.105 in Gardner, 2006 (SCAN and IMPORT for presentation � also p.106). These two models illustrate two conceptually different uses of evidence to distinguish assessment for learning and assessment of learning. Teachers� assessment practice is inevitably influenced by external assessment (Harlen, 2004) quoted in (James, p.49 in Gardner, 2006) and teachers often use these as models of their own.Assessment for learning as cycle of events � see Harlen, p.105 in Gardner, 2006 (SCAN and IMPORT for presentation � also p.106). These two models illustrate two conceptually different uses of evidence to distinguish assessment for learning and assessment of learning. Teachers� assessment practice is inevitably influenced by external assessment (Harlen, 2004) quoted in (James, p.49 in Gardner, 2006) and teachers often use these as models of their own.

18. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies

21. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies Teachers should be skilled in: choosing assessments - appropriate, depending on technical adequacy, usefulness, convenience and fairness for instructional decisions. developing all types of assessments. administering, scoring and interpreting - standardized tests and classroom assessments using assessment results to make decisions re individual students, instruction, curriculum and school improvement. McMillan (2001:9) 1990 4 American professional organizations agreed to a set of 7 assessment competencies needed by teachers: Teachers should be skilled in: choosing assessments that are appropriate, depending on technical adequacy, usefulness, convenience and fairness for instructional decisions. developing all types of assessments. administering, scoring and interpreting both standardized tests and classroom assessments using assessment results to make decisions about individual students, instruction, curriculum and school improvement. developing rationale, justifiable, and far procedures for grading students. communicating assessment results to students, parents, other lay audiences and other educators and finally, teachers should recognize and practices sounds ethics and legal requirements. 1990 4 American professional organizations agreed to a set of 7 assessment competencies needed by teachers: Teachers should be skilled in: choosing assessments that are appropriate, depending on technical adequacy, usefulness, convenience and fairness for instructional decisions. developing all types of assessments. administering, scoring and interpreting both standardized tests and classroom assessments using assessment results to make decisions about individual students, instruction, curriculum and school improvement. developing rationale, justifiable, and far procedures for grading students. communicating assessment results to students, parents, other lay audiences and other educators and finally, teachers should recognize and practices sounds ethics and legal requirements.

22. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies developing rationale, justifiable, and fair procedures for grading students. communicating assessment results to students, parents, other lay audiences and other educators and finally, recognizing and practicing sound ethics and legal requirements. McMillan (2001:9) 1990 4 American professional organizations agreed to a set of 7 assessment competencies needed by teachers: Teachers should be skilled in: choosing assessments that are appropriate, depending on technical adequacy, usefulness, convenience and fairness for instructional decisions. developing all types of assessments. administering, scoring and interpreting both standardized tests and classroom assessments using assessment results to make decisions about individual students, instruction, curriculum and school improvement. developing rationale, justifiable, and far procedures for grading students. communicating assessment results to students, parents, other lay audiences and other educators and finally, teachers should recognize and practices sounds ethics and legal requirements. 1990 4 American professional organizations agreed to a set of 7 assessment competencies needed by teachers: Teachers should be skilled in: choosing assessments that are appropriate, depending on technical adequacy, usefulness, convenience and fairness for instructional decisions. developing all types of assessments. administering, scoring and interpreting both standardized tests and classroom assessments using assessment results to make decisions about individual students, instruction, curriculum and school improvement. developing rationale, justifiable, and far procedures for grading students. communicating assessment results to students, parents, other lay audiences and other educators and finally, teachers should recognize and practices sounds ethics and legal requirements.

23. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies School administrators should: understand assessment standards for teachers understand and apply basic concepts of assessment and measurement theory McMillan (2001:9) School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools. School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools.

24. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines McMillan (2001:9) School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools. School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools.

25. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics McMillan (2001:9) School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools. School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools.

26. 5 May 2006 GDE, Assessment for Learning Conference Effective assessment for learning strategies be able to evaluate an assessment program or strategy use computer-based assessment tools. McMillan (2001:9) School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools. School administrators, i.e: principals and school management teams should: understand assessment standards for teachers understand and apply basic precepts of assessment and measurement theory understand different purposes of different types of assessments understand and communicate measurement terminology recognize appropriate and inappropriate uses of assessments and follow ethical guidelines know how to construct appropriate and useful assessments know how to accurately interpret and appropriately use assessment results. understand how interpretation of assessment results is moderated by student characteristics be able to evaluate an assessment program or strategy use computer-based assessment tools.

27. 5 May 2006 GDE, Assessment for Learning Conference Guidelines Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Airasian (2001:97) Effective assessment for learning strategies Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations

28. 5 May 2006 GDE, Assessment for Learning Conference Include a combination of low- and higher- level objectives Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations Airasian (2001:97) Effective assessment for learning strategies Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations

29. 5 May 2006 GDE, Assessment for Learning Conference Include a broad sample of pupils when assessing instruction Supplement informal assessment information with more formal information about pupil learning Use appropriate questioning techniques and strategies to assess pupil learning Airasian (2001:133-135) Effective assessment for learning strategies Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations Guidelines to strengthen effectiveness of planning instruction related to assessment Improving planning instruction: Airaisian, p.97 To strengthen effectiveness of planning instruction related to assessment: Perform complete sizing up assessments of pupils� needs and characteristics Use sizing up assessment information when planning Do not rely entirely and uncritically on textbooks and accompanying aids when planning Include a combination of low- and higher- level objectives Include wide range of instructional activities and strategies to suit pupils� instructional needs Align objectives, teaching strategies and planned assessments Recognize own knowledge and pedagogical limitations

30. 5 May 2006 GDE, Assessment for Learning Conference Black & Wiliam Model

31. 5 May 2006 GDE, Assessment for Learning Conference Teachers, learners and subject discipline Teachers more aware of quality of their questions & responses to students� questions Effective assessment for learning strategies Teachers, learners and subject discipline: In project teacher more thoughtful about quality of questions they asked students and of their responses to students� questions. Significant implication to teachers subject knowledge content and pedagogical content knowledge and hence teacher preparation and development Teachers, learners and subject discipline: In project teacher more thoughtful about quality of questions they asked students and of their responses to students� questions. Significant implication to teachers subject knowledge content and pedagogical content knowledge and hence teacher preparation and development

32. 5 May 2006 GDE, Assessment for Learning Conference Teachers role and regulation of learning Teachers shifting from �what am I going to teach and what are pupils going to do?� to �how am I going to teach this and what are the pupils going to learn?� Effective assessment for learning strategies 2. Teachers role and regulation of learning: Teachers shifting from �what am I going to teach and what are pupils going to do?� to �how am I going to teach this and what are the pupils going to learn?� Changing ways of planning lessons to creating didactic situations in order to generate �teachable moments� in order to intervene for further learning. Significant implication for planning lessons and having sufficient content knowledge to generate scenarios Implementation also changed � teachers used enhanced wait time and changed from presentation to encouraging dialogue. Significant changes in teacher behaviour, confidence and motivation and lesson planning needed.2. Teachers role and regulation of learning: Teachers shifting from �what am I going to teach and what are pupils going to do?� to �how am I going to teach this and what are the pupils going to learn?� Changing ways of planning lessons to creating didactic situations in order to generate �teachable moments� in order to intervene for further learning. Significant implication for planning lessons and having sufficient content knowledge to generate scenarios Implementation also changed � teachers used enhanced wait time and changed from presentation to encouraging dialogue. Significant changes in teacher behaviour, confidence and motivation and lesson planning needed.

33. 5 May 2006 GDE, Assessment for Learning Conference Feedback and student-teacher interaction Central feature in formative assessment � the student. Interaction between student-teacher is crucial. Effective assessment for learning strategies 3. Feedback and student-teacher interaction Central feature in formative assessment � the student. Interaction between student-teacher is crucial. Sadler (1989) learner has to close gap between current understanding and learning goal and therefore self assessment is critical to achieve this. Significant implications for current SA students and teacher-student roles. 3. Feedback and student-teacher interaction Central feature in formative assessment � the student. Interaction between student-teacher is crucial. Sadler (1989) learner has to close gap between current understanding and learning goal and therefore self assessment is critical to achieve this. Significant implications for current SA students and teacher-student roles.

34. 5 May 2006 GDE, Assessment for Learning Conference Students� role in learning Student need to change to active learners from passive recipients. Effective assessment for learning strategies 4. Students� role in learning Student need to change to active learners from passive recipients. Cowie (2004) observed that students balancing 3 goals simultaneously: completion of work tasks, effective learning and social-relationship goals. The latter is prioritized when conflict arises. Implication for group work 4. Students� role in learning Student need to change to active learners from passive recipients. Cowie (2004) observed that students balancing 3 goals simultaneously: completion of work tasks, effective learning and social-relationship goals. The latter is prioritized when conflict arises. Implication for group work

35. 5 May 2006 GDE, Assessment for Learning Conference formative use of summative assessment questioning feedback by marking student peer-and self assessment Harlen, 2006 Effective assessment for learning strategies Harlen, 2006 quotes that Effective ways of implementing formative assessment (found by Black et al, 2003): formative use of summative assessment: (by helping students to prepare for tests by reviewing their work and screening past test questions to idenitify areas of insecure understanding; by asking students to prepare to set test questions and devise marking schemes; and for teachers to use outcome of tests diagnostically and involve students in marking each other�s tests. questioning feedback by marking student peer-and self assessment Harlen, 2006 quotes that Effective ways of implementing formative assessment (found by Black et al, 2003): formative use of summative assessment: (by helping students to prepare for tests by reviewing their work and screening past test questions to idenitify areas of insecure understanding; by asking students to prepare to set test questions and devise marking schemes; and for teachers to use outcome of tests diagnostically and involve students in marking each other�s tests. questioning feedback by marking student peer-and self assessment

36. Questioning Why ask questions? To promote attention keep attention of pupils To promote deeper processing pupils verbalise thoughts and ideas To promote learning from peers hear peers� interpretations and explanations Airasian, (2001:135) One of effective strategies identified by Black and Wiliam. Questioning: purposes and strategies, Airasian, p.135 Why ask questions? To promote attention � keep attention of pupils To promote deeper processing � pupils verbalise thoughts and ideas To promote learning from peers � hear peers� interpretations and explanations To provide reinforcement - reinforce important points and ideas To provide pace and control � keep continuous attention To provide diagnostic information � provide teachers with information re pupilsOne of effective strategies identified by Black and Wiliam. Questioning: purposes and strategies, Airasian, p.135 Why ask questions? To promote attention � keep attention of pupils To promote deeper processing � pupils verbalise thoughts and ideas To promote learning from peers � hear peers� interpretations and explanations To provide reinforcement - reinforce important points and ideas To provide pace and control � keep continuous attention To provide diagnostic information � provide teachers with information re pupils

37. Questioning To provide reinforcement reinforce important points and ideas To provide pace and control keep continuous attention To provide diagnostic information provide teachers with information re pupils Airasian, (2001:135)

38. Questioning Types of questions � higher and lower level questions Convergent questions have one correct answer: What is the capital of Brazil? Divergent questions may have many appropriate answers What are the benefits of good education? Need both types of questions Airaisian, p.136 Types of questions � higher and lower level questions Convergent questions have one correct answer: What is the capital of Brazil? Divergent questions may have many appropriate answers � What are the benefits of good education? Need both types of questions Airaisian, p.136 Types of questions � higher and lower level questions Convergent questions have one correct answer: What is the capital of Brazil? Divergent questions may have many appropriate answers � What are the benefits of good education? Need both types of questions

39. Questioning Typology of questions open-ended Diagnostic information challenge action sequence prediction extension Generalisation Christensen, (1991) Christensen, 1991 in Airasian, p.136 Typology of questions � show breadth of information to be obtained from varying questions � see full table below Open-ended questions diagnostic questions challenge action sequence prediction extension generalisation Christensen, 1991 in Airasian, p.136 Typology of questions � show breadth of information to be obtained from varying questions � see full table below Open-ended questions diagnostic questions challenge action sequence prediction extension generalisation

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41. Questioning Give pupils enough time to respond thinking in pairs, or groups Give pupils a choice of different possible answers ask them to vote on options Ask all pupils to write down an answer then read out a selected few Black and Wiliam, (1998)

42. Questioning Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils State questions clearly and directly to avoid confusion Airasian, (2000:84-86) Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.

43. Questioning Probe student responses with follow-up questions Allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting. Airasian, (2000:84-86) Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.

44. Questioning Invite students to elaborate �say a little bit more about�.� Echo �so you think that�.� Non-verbal invitations eye contact, tilt of head, nod etc Make a personal contribution from your own experience �I remember� Clarify ideas �I can tell that is the case because�.� UK National Literacy Strategy Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.

45. Questioning Make a suggestion �You could try�..� Reflect on topics �yes, I sometimes think that�� Offer information or make observation on a topic �it might be useful to know that�� Speculate on a given subject encourage students to explore ideas � uncertainty is a normal stage in thinking process UK National Literacy Strategy Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.

46. Questioning Most important!!! To understand link between question and learning intention underlying question Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.Airasian, 2000:84, 86 Questioning strategies Ask questions related to important objectives Avoid global, overly general questions Be aware of patterns in distributing questions among pupils Allow sufficient wait time after asking question State questions clearly and directly to avoid confusion Probe student responses with follow-up questions If possible allow private questioning time for shy and difficult to engage with pupils Remember that oral questioning is a social process involving interaction between teacher and pupils in public setting.

47. Peer and self-assessment Students working in groups, peer assessment valuable way of implementing formative assessment (Sadler, 1989, 1998).

48. Peer and self-assessment Assessment for learning requires effective group work. Peer assessment is very demanding on students� social and communication skills: listening, turn-taking, clear and concise verbal and written expression, empathy sensitivity. Seeba, (2006:191)

49. Peer and self-assessment Peer assessments used to give feedback on each other�s regular presentations of work and on teamwork skills. In pairs use criteria provided by the teacher to give each other feedback on ways of improving quality of work.

50. 5 May 2006 GDE, Assessment for Learning Conference Example of Self assessment exercise in Airasian, p.280 Box 9.3 � scan and import.Example of Self assessment exercise in Airasian, p.280 Box 9.3 � scan and import.

51. Peer and self-assessment Training children to be self-evaluative during whole-class sharing: explain to class purpose of self-evaluation sessions repeat the learning intention during lesson display a range of self-evaluative questions at end of lessons Clarke, Timperly and Hattie, (2003:46) Clarke, Timperly and Hattie, p.46 Training children to be self-evaluative during whole-class sharing explain to class purpose of self-evaluation sessions repeat the learning intention during lesson display a range of self-evaluative questions at end of lessons start by modeling possible answers might have to questions and asking them not to answer questions yet (to stop high-achievers hijacking session) after training period, choose one question and link it to learning intention, e.g. what are you most pleased with about understanding pushes and pulls) allow short period of time (15-30 seconds) of thinking time (heads down, eyes down, don�t move) use a variety of approaches for different days: whole class responses, paired responses, group responses (2-10 mins) avoid getting children to write own self-evaluations Critical that teachers deal with situations that children find difficult or get �stuck�Clarke, Timperly and Hattie, p.46 Training children to be self-evaluative during whole-class sharing explain to class purpose of self-evaluation sessions repeat the learning intention during lesson display a range of self-evaluative questions at end of lessons start by modeling possible answers might have to questions and asking them not to answer questions yet (to stop high-achievers hijacking session) after training period, choose one question and link it to learning intention, e.g. what are you most pleased with about understanding pushes and pulls) allow short period of time (15-30 seconds) of thinking time (heads down, eyes down, don�t move) use a variety of approaches for different days: whole class responses, paired responses, group responses (2-10 mins) avoid getting children to write own self-evaluations Critical that teachers deal with situations that children find difficult or get �stuck�

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53. Peer and self-assessment start by modeling possible answers might have to questions and asking them not to answer questions yet (to stop high-achievers hijacking session) after training period, choose one question and link it to learning intention, e.g. what are you most pleased with about understanding pushes and pulls

54. Peer and self-assessment allow short period of time (15-30 seconds) of thinking time (heads down, eyes down, don�t move) use a variety of approaches for different days: whole class responses, paired responses, group responses (2-10 mins) avoid getting children to write own self-evaluations

55. Peer and self-assessment Critical that teachers deal with situations that children find difficult or get �stuck�

56. Peer and self-assessment Impact of self evaluation on learners is overall rise in self-esteem More likely to ask for help More in control of own learning Begin to set own targets and goals Enjoy finding others have similar thoughts Children enthusiastic about self- evaluation sessions (Clarke et al,2003: 50)

57. Peer and self-assessment Impact on teachers Teachers more insight into pupils� learning Time is an issue Teachers found whole-class sharing time more focused and relevant (Clarke et al,2003: 54)

58. Peer and self-assessment Students identify own individual learning targets and at regular intervals have time to writing reflections on own learning, their team learning and achievement of targets. Some students are taught to assess themselves against standards. (e.g. students in Australia and Canada) Sebba, (2006:190) Sebba, p.190 Students identify own individual learning targets and at regular intervals have time to writing reflections on own learning, their team learning and achievement of targets. Peer assessments used to give feedback on each other�s regular presentations of work and on teamwork skills. In pairs use criteria provided by the teacher to give each other feedback on ways of improving quality of work. Some students are taught to assess themselves against standards. (e.g. students in Australia and Canada)Sebba, p.190 Students identify own individual learning targets and at regular intervals have time to writing reflections on own learning, their team learning and achievement of targets. Peer assessments used to give feedback on each other�s regular presentations of work and on teamwork skills. In pairs use criteria provided by the teacher to give each other feedback on ways of improving quality of work. Some students are taught to assess themselves against standards. (e.g. students in Australia and Canada)

59. Peer and self-assessment Self-assessment, �may be even more powerful once students have a good understanding of the criteria � with development of skills in self-assessment, learners can develop as own coaches and critics.� Lissitz & Schafer, p.70 Sebba, p.190 Students identify own individual learning targets and at regular intervals have time to writing reflections on own learning, their team learning and achievement of targets. Peer assessments used to give feedback on each other�s regular presentations of work and on teamwork skills. In pairs use criteria provided by the teacher to give each other feedback on ways of improving quality of work. Some students are taught to assess themselves against standards. (e.g. students in Australia and Canada)Sebba, p.190 Students identify own individual learning targets and at regular intervals have time to writing reflections on own learning, their team learning and achievement of targets. Peer assessments used to give feedback on each other�s regular presentations of work and on teamwork skills. In pairs use criteria provided by the teacher to give each other feedback on ways of improving quality of work. Some students are taught to assess themselves against standards. (e.g. students in Australia and Canada)

60. Challenges to implementing authentic assessment in most/all SA classrooms

61. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Tension between philosophy of learning in intended curriculum and that of implemented curriculum

62. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Preparation of teachers �dependability of assessment is enhanced when teachers have a thorough understanding of the goals and of the nature of progression towards them� PROBLEM when you have poorly prepared teachers. Harlen, (2006:107) Harlen, 2006, p.107 in Gardner, 2006: �dependability of assessment is enhanced when teachers have a thorough understanding of the goals and of the nature of progression towards them� PROBLEM when you have poorly prepared teachers.Harlen, 2006, p.107 in Gardner, 2006: �dependability of assessment is enhanced when teachers have a thorough understanding of the goals and of the nature of progression towards them� PROBLEM when you have poorly prepared teachers.

63. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Preparation of lessons & Knowledge of developmental criteria �To develop students understanding and skills teachers need to have in mind some developmental criteria in order to see how the goals of specific lessons are linked to the progression of more general concepts and skills,� Harlen, (2006:116).

64. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Inadequate training of teachers large classes under-resourced classrooms �Inadequate training and resources are obvious threats to formative assessment. In large and badly resourced classrooms, ideas of individual feedback or of regular groupwork are non-starters�. Stobart, p.137-140

65. 5 May 2006 GDE, Assessment for Learning Conference

66. 5 May 2006 GDE, Assessment for Learning Conference

67. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Teachers beliefs Entrenched views on teaching and learning may undermine or support formative assessment Stobart, (2006:137-140)

68. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Communication Language of learning Literacy in home

69. 5 May 2006 GDE, Assessment for Learning Conference Challenges to implementing authentic assessment in most/all SA classrooms Inclusive education Poor comprehension Poor auditory skills Poor visual skills Time constraints Anxiety Embarrassment Variability of behaviour Understanding directions, completing assessments Understanding oral directions, assessment tasks, and questions being distracted by noises Understanding written directions, assessment tasks and questions, decoding symbols and letters being distracted by visual cues. Finishing assessments Finishing assessments and being able to think clearly; demonstrating best work Finishing assessments, being reluctant to ask questions Finishing assessments; demonstrating best work

70. 5 May 2006 GDE, Assessment for Learning Conference Conclusions For authentic assessment to lead to learning: classroom context must be supportive and feedback to learners productive

71. 5 May 2006 GDE, Assessment for Learning Conference Conclusions Conditions 1. trust and motivation student feels safe to admit difficulties and teacher is constructive and encouraging motivation both teacher commitment to student�s learning and student�s own motivation to learn and improve. Crooks (2001)

72. 5 May 2006 GDE, Assessment for Learning Conference Conclusions Also students must trust that teachers know what is to be learned includes both teachers knowledge of task, criteria and standards to be met Crooks (2001) how effectively these are communicated to the learner Clarke, (2001, 2005).

73. 5 May 2006 GDE, Assessment for Learning Conference Conclusions Students must understand: what they are supposed to be learning & what reaching the intended standard will involve. Crooks (2001)

74. 5 May 2006 GDE, Assessment for Learning Conference Conclusions Assessment for learning compared to assessment of learning for reporting No sharp division between formative and summative assessment Both are important What is more important is striving for good assessment Harlen, p113 Harlen concludes: No sharp discontinuity between assessment for learning (formative) and assessment to report learning (summative), p.113. Suggests that relationship between two is a dimension rather than dichotomy (include table on p.114 in Gardner re continuum of formative-summative) Should simply strive for good assessment, p.115 HOWEVER � IN SA ASSESSMENT FOR LEARNING HAS BEEN COMPLETELY UNDERDEVELOPED!!!Harlen concludes: No sharp discontinuity between assessment for learning (formative) and assessment to report learning (summative), p.113. Suggests that relationship between two is a dimension rather than dichotomy (include table on p.114 in Gardner re continuum of formative-summative) Should simply strive for good assessment, p.115 HOWEVER � IN SA ASSESSMENT FOR LEARNING HAS BEEN COMPLETELY UNDERDEVELOPED!!!

75. 5 May 2006 GDE, Assessment for Learning Conference

76. 5 May 2006 GDE, Assessment for Learning Conference How do we achieve effective assessment? Need a clear conception of all intended learning outcomes A variety of assessment procedures must be used The instructional relevance of the procedures must be considered An adequate sample of student performance is needed Gronlund, p.18-21

77. 5 May 2006 GDE, Assessment for Learning Conference How do we achieve effective assessment? Procedures must be fair to all Specifications of criteria for judging successful performance are required Feedback to students must emphasise strengths of performance and weaknesses to be corrected Must be supported by comprehensive grading and reporting system Gronlund, p.18-21

78. 5 May 2006 GDE, Assessment for Learning Conference

79. Thank you Email: sarah.howie@up.ac.za