Cartoon. ICT supported Assessment for Learning Mary-Anne Murphy. ROTORUA 2011. Intentions of this session. To explore the following questions... What are our understandings of "Assessment for Learning"? What ICT's/Technologies are available to support Assessment for Learning practices?
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Assessment for Learning
To explore the following questions...
If we are to explore the images we have in our minds around assessment, what might they look like and how might they be placed in relation to each other?
What does assessment look like to you?
Questioner & Notetaker
Let’s explore our words.
What are you noticing?
What categories are starting to emerge?
From Latin: to sit beside
How does this definition link with your ideas?
Characteristics of Effective Assessment
Supports teaching and learning goals
Is planned and communicated
Is suited to the purpose
Is valid and fair
What do you understand by these terms?
Assessment FOR Learning
Assessment OF Learning.
How do your words/categories relate to these concepts?
Share your thinking with a differentperson next to you.
Let’s hear from Dylan Wiliam who was one of the co-authors of “Inside the Black Box”.
Assessment for learning – Beyond the black Box, ARG, 1999
Some of the ways the characteristics can be achieved...
Having high expectations for learners
Identify student’s current achievement through observation, questioning, formal and informal testing.
Selecting examples of quality work to exemplify expectations and co-constructing progress with students.
Knowing progressions of learning of subject matter and skills
Provision of feedback that identifies achievement and determines next steps in learning.
How might I create opportunities that will enable students to be actively involved in their own learning?
Teachers and students clearly identify the intended learning outcomes for achievement.
Dialogue and questioning in order to develop metacognitive skills. Learning and thinking talk in the classroom.
Co-construction of criteria that describe the successful achievement of learning.
The use of student self and peer assessment practices
Planning for Learning. Making decisions about relevant and motivating learning tasks that engage the learner.
Adapted from Harlen: Principals of Assessment for Learning
1. What do you think you are learning?
2. Why do you think you are learning this?
3. How will you know you have learnt it?
4. What do you think you need to do now to get better at …/ improve your learning in…?
5. How do you think you learn?
6. So what happens at school that helps you to learn? (I noticed your teacher x, why do you think they did this?)
7. How do the comments your teacher makes about your learning help you?
8. When you are learning, how do you think talking about your learning helps you to think?
What aspects of Formative Assessment do you consider each
question addresses? Discuss.
To what extent do you address these aspects within your current classroom practice?
Lets explore some options...
Scenario 1. You are wanting to capture collective and individual student thinking around their interpretation of an assigned reading. (scribblar)
Scenario 2. You have junior students who are at a pre-reading level and you wish to co-construct success criteria with them. (photovisi)
Scenario 3. You are wanting students to offer feedback to each other in relation to co-constructed success criteria. (wallwisher)
Dialogue for Learning
What is Dialogue for Learning?
How can ICT support a dialogic approach to Assessment for Learning?
“The dialogue between pupils and a
teacher should be thoughtful, reflective,
focused to evoke and explore
understanding, and conducted so that all
pupils have an opportunity to think and to
Black & Wiliams, 2001
Inside the Black Box
You are wanting to capture dialogue you are having with a student about how they worked out a maths problem, so you can upload it to their learning profile/portfolio. (jing)
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