Loading in 2 Seconds...
Loading in 2 Seconds...
LITERACY LEARNING PORTFOLIOS Learning about effective assessment in Initial Teacher Education programmes. Adair Polson-Genge University of Otago College of Education Southland Campus. Presentation Overview.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
University of Otago College of Education
This presentation provides a model of effective assessment practice using analysis from a Literacy Learning Portfolio assignment completed by third year primary student teachers at the Southland Campus. It focuses on how the student teachers learn to gather and develop authentic literacy knowledge about learners, how to monitor changes in achievement over time, and to use the information to transform their teaching. The model is underpinned by current research into effective literacy assessment practice. It would be useful for classroom teachers because it emphasises a planned and systematic gathering of analysed data (a key MOE initiative) that, when used alongside daily monitoring, would provide rich evidence for recording and reporting student achievement.
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment is part of effective planning; focuses on how students learn; is central to classroom practice; is a key professional skill; is sensitive and constructive fosters motivation; promotes understanding of goals and criteria; helps learners know how to improve; develops capacity for self assessment; recognises all educational achievement.
Assessment Reform Group, 2002
Teachers need an extensive and continually developing knowledge of the learners they teach. Such knowledge encompasses knowing about each learner’s pathway of progress; knowing about the characteristics of literacy learners in general at different points in their development.
Ministry of Education, 2003, p.50
Portfolio assessment approaches can…provide…information that is rich enough to be used for a range of purposes. Supported by benchmark portfolios that document school-wide expectations for progress in learning in particular areas, teachers can come to hold shared ideas about learning progressions and expectations at different levels of the curriculum. These internalised progressions and expectations allow teachers to work towards raising standards on a daily basis, noticing significant learning, acting upon it appropriately and recording it if necessary.
The New Zealand Curriculum 2007, pp.39-40
Teachers need to see their assessments as an integral part of the instruction process and as crucial for helping students learn.
Our students are required to:
Teachers require in-depth pedagogical content knowledge if they are to choose the most appropriate form of assessment and, following assessment, the teaching and learning approach that best fits the needs of their students… assessment, teaching, and learning are inextricably linked: teachers can be meaningfully said to have assessment capability only if they also have curriculum and teaching capability.
Absolum, Flockton, Hattie, Hipkins & Reid, 2009, p.9
The ability to be able to look across a range of indicators and decide on a ‘best fit’ level that will then give direction to the next teaching steps creates a challenge for our students initially, but they get better at it the more they collaborate with others and practice. They need to be able to apply their theoretical knowledge of literacy learning and progressions to guide a sound judgement and a genuine next step that will challenge the learner to the next level of learning.
Absolum et al. (2009) advocate “the development of rich descriptions of progress over time (progressions) and clearly defined indicators of achievement relative to different stages of learning (levels). These will provide the required clarity about what is expected at each level and give teachers a sound basis for learning conversations with students and their parent,” (p.7).
Absolum et al. (2009) suggest that:
Students are in a better position to make decisions about assessment if they are clear about what they are trying to learn and what indicators or criteria they should use to judge progress, and if they are able to be honest with their teacher about their learning struggles, (p9).
Engaging them [the learners] as active participants in assessment conversations where they are given opportunities to present – and have heard – their own perspectives on their efforts and achievements is one way of furthering …success, (ibid, p6).
A useful report card would include information that is trustworthy; comprehensible; relevant; evidence based; uses a weight of evidence; is a ‘best fit’/weigh of evidence report.
The New Zealand Assessment Academy, March 2009, pp.6-7.
At the completion of the assignment, the student teacher’s evaluations of their assessment plans definitely show a more critical knowledge. They are able to make informed judgements about which of the tools best suited their learners and why. It is this new understanding that they need to continue developing to into their own classrooms.
Where specific opportunities to teach deeper oral
language features are planned and assessed, the data is
very rich e.g. asking a range of questions, participating in
a group discussion, preparing a talk, learning how to
Their recommendations for next step teaching of reading
are sound and very much focussed on their existing
knowledge of the learner.
The important link for them to make is the transferring of
the information back into their daily teaching and their
increasing ability to do this is evident in the June practicum.
Where student teachers focus on analysis of the skills and
knowledge of writing shown by the developing writer, what
level that was at and how their feedback would help with this
development, the samples are well done.
Where our student teachers reminded the children about
the learning goal for the sample and a summary of the main
teaching points, the children tended to be more articulate
about what they had achieved and were better able to set new
Where the student teacher affirmed the child’s comments
and added their own observations of what learning they had
observed and analysed, there was a richer conversation.
Most student teachers were able to look at the significant
progressions of learning that had been achieved from the
three samples and make an evidence based summary.
Overall, the reports to parents were well thought out and provided an accurate synthesis of what was analysed and summarised from the samples of work.
I believe that I have a solid foundation in the knowledge of some literacy assessment tools and processes which has come about through the ongoing monitoring of learners throughout the year. The assignment required us to have good knowledge of between about 5-7 assessment tools. This number allowed us to learn more in depth about the tools. It was a quality, not quantity approach, which I liked. I believe this deeper knowledge is going to help me next year because I have the experience to confidently use some tools, as I learn more about others next year. Using assessment tools in a range of areas within the Literacy programme allowed me to make links between the areas, such as writing and reading for a deeper understanding of the learner.
I feel very well equipped in managing the particular assessment tools that I selected for my portfolio. The assignment required us to independently explore the tools, work out how to use them on genuine samples and then extract and use the information for a purpose. This whole process has been extremely valuable in my development as a teacher being actively involved in the cycle of assessment.
I can see a Literacy Portfolio working alongside my daily monitoring of students, especially the learning conversation and the attitudinal data. These reveal important information about the learners that sometimes other assessment tools, like exemplars or daily monitoring may not. The information gained from the learning conversation and attitudinal is important to get inside the student’s heads which assists you as a teacher when forming learning intentions and activities. The information gained from the daily monitoring and Literacy Portfolio is a clear learning pathway of student’s learning and valuable evidence.
The benefits are the freedom to select and use assessment tools applicable your own programme. This immediately gave ownership of the tools to me having selected them myself which motivated me to learn more deeply about particular assessment tools. This allowed the tools to become very much a part of my day to day teaching practice, for example when reading a learner’s writing I am thinking about the exemplars and how the student may be using ‘voice’ or ‘structure’ in their writing which allows for specific feedback and next learning steps. So I didn’t only use the tools in an ‘annotation way’, I used them in a day to day way in the interactions that I have with children. I am beginning to be able to easily see what learners can do and where they need to go next and that has occurred because of this assignment and the focus on assessment. (Student 6)