Are We There Yet?

1. Are We There Yet? Assessment & Evaluation of Learning Guest Lecturer: Diane Powell Dip Teaching (Primary), BEd, MEd (Ed Leadership) (Assistant Principal - Kismet Park PS)

2. Principles of Learning and Teaching (POLT) The fifth Principle of Learning and Teaching(PoLT)states that that students learn best when: Assessment practices are an integral part of teaching and learning.

3. In learning environments that reflect this principle the teacher: 5.1 Designs assessment practices that reflect the full range of learning program objectives. 5.2 Ensures that students receive frequent constructive feedback that supports further learning. 5.3 Makes assessment criteria explicit. 5.4 Uses assessment practices that encourage reflection and self assessment 5.5 Uses evidence from assessment to inform planning and teaching.

4. The Bigger Picture

5. Assessment should be… • Holistic • Purposeful • Timely

6. HOLISTIC • Scientist • Writer • Historian • Reader • Listener • Communicator • Mathematician • Technologist • Collaborator • Sportsperson • Analyst • And much more……

7. PURPOSEFUL • Assessment is an ongoing meaningful process for analysing student progress • As a teacher I: • set goals and standards that need to be measured • assess to observe behaviours, attitudes and skills of students • test to diagnose and confirm student learning • evaluate student results by reflecting upon, revising and enhancing my pedagogy • Assessment must include a student directed component that offers involvement in design, feedback and self-evaluation

8. TIMELY http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm#definition

9. Assessment for Learning • Formative/Diagnostic assessment • This assessment is valuable data for planning instruction. • Teachers should work together in teams to discuss the cohort’s developmental needs and moderate expectations through sharing student test results. • Designing future tests in teams will maintain consistency.

10. Assessment as Learning • Self assessment allows students to ascertain progress towards short and long term learning goals and their individual learning plans. • Ongoing monitoring of their own goals allows students to take responsibility for their learning. • Regular teacher feedback is vital.

11. Learning Development • How will I Know I’ve furthered my Learning?

12. Examples of Self Assessment • Rubrics – co-designed with teacher • Learning Journals - Reflections • ePortfolios • Mind Maps • Graphic Organisers • Checklists • Visual representation • Three Way Conference

13. Assessment of Learning • Summative assessment is useful for knowing how effective is our teaching BUT it does not improve student learning. • Summative assessment is best administered at mid year and end of year to inform our report writing. • Prep, Year 7 and new students at other levels may need beginning points.

14. Milestones • What will Confirm my Learning?

15. Assessment Evidence • What assessments will allow students to show their knowledge, skills, behaviours and deep understandings of the subject/topic/program? • Authentic Performance Tasks that allow for different learning styles. • Other methods (eg. Checklists, mastery tests, observations, quizzes)

16. Value Adding • Assessment strategies should be based on a variety of tasks, be inclusive of all learning needs and allow judgements of specific skills and depth of understanding • Teachers need to be strategic about the number of tests administered and know their purpose for achieving intended outcomes.

17. Curriculum Planning • Assessment is integral to all curriculum planning and provide evidence that VELS have been achieved at a particular level. • Assessment Evidence includes authentic performance tasks and other evidence (eg. quizzes, tests, prompts, observations, homework, journals)

18. Expectations • Developmental Stages

19. Teacher Judgements • Every measurement is associated with some error and so teacher judgements are vital. • Teacher’s prior knowledge of each student, observations, conversations and questioning of students helps to build an overall picture.

20. Testing is….. • A snapshot of each student’s capacity in a given timeframe • It is only a fraction of the whole profile of a student • It is OVERT - (i.e. students know they’re being tested) • It can be a positive or negative experience for a student • Its reliability as a measurement tool is dependent on a range of factors

21. Differentiation • We need to be more discerning of using tests that will tell us more about high and low end students’ strengths & weaknesses • A standard test will be too easy or too hard • The best test is where a student achieves 50%-60% accuracy http://www.sreams.com.au/about/aboutsreams.html

22. Implications for Test Design • In any class you need 3 different tests for the high, middle and low ability groups or a test that provides a gradient of difficulty. • Open ended activities • Students need to be told that the test is to find out what they know as well as what they now need to know.

23. Accountability • Mandatory Testing • English Online Interview (EOI) Prep – Year 2 • National Assessment Program for Literacy & Numeracy (NAPLAN) Year 3, 5, 7 & 9

24. Assessment Schedule P-6 Literacy

25. Evaluation Have our GOALS been ACHIEVED?

26. Evaluation • How will the effectiveness of the teaching strategies be monitored? • Did the assessment tasks enable students to achieve the outcomes? • Was evidence from on-going assessment used to inform/adapt teaching strategies? • Were students asked to evaluate the unit? • Was a student survey used to measure levels of student engagement? (Monkey Survey: http://www.surveymonkey.com/) Sign up for FREE (basic level)

27. Characteristics of EffectiveAssessment 1 & 2 • Assessment practices are integral to the teaching & learning process and are matched to the teaching & learning goals. • Assessment practices use a range of measures allowing students to demonstrate what they know and can do; leading to a more accurate picture of their learning and growth.

28. Characteristics of EffectiveAssessment 3 & 4 • Assessment practices promote deeper understanding of learning processes by developing students’ capacity for self-assessment, so they can become more reflective and self-managing. • Assessment is authentic– based on an understanding of how students learn and requiring them to apply their relevant skills, knowledge and understanding to real-world challenges.

29. Characteristics of EffectiveAssessment 5 & 6 • Assessment processes are valid, reliable, fair and equitable and cater for the range of learning styles. • Students are involved in negotiating assessment to ensure a shared understanding of purpose, criteria and standards to more effectively engage them in their learning.

30. Characteristics of EffectiveAssessment 7 • Students have access to ongoing constructive feedback that supports further learning. • For example: Peer assessment, ePortfolios, three-way conferences

31. References • DEECD: Assessment Website: http://www.education.vic.gov.au/studentlearning/assessment/default.htm • DEECD: POLT Website: http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/default.htm • DEECD: Assessment Tools: http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/tools/default.htm • DEECD: Stages of Learning (VELS): http://www.education.vic.gov.au/studentlearning/stagesoflearning/default.htm • DEECD: Student Assessment: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/assessment_current_per.pdf • http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/Synopsis_assessment.pdf • Philip Holmes-Smith: Student Performance Analyser (SPA) http://www.sreams.com.au/spa/aboutspa.html