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University of Akureyri

University of Akureyri. Teachers’ Professional Development Conference April 2007. Assessment for Learning Workshop: Part 1. The relationship between teaching, learning and assessment Val Brooks. Note on Terminology. Assessment for Learning (A4L)/Formative Assessment

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University of Akureyri

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  1. University of Akureyri Teachers’ Professional Development Conference April 2007

  2. Assessment for Learning Workshop: Part 1 The relationship between teaching, learning and assessment Val Brooks

  3. Note on Terminology • Assessment for Learning (A4L)/Formative Assessment • Assessment of Learning (AofL)/Summative Assessment • Terms used interchangeably but with A4L and AofL representing modern, popular usage

  4. Overall aims To provoke thought and to raise questions Specific objective To develop a deeper understanding of the relationship between teaching and learning and how assessment can help

  5. Task 1 • Write down your own initial ideas about formative assessment • Prose definition? • Bullet point list? • Diagram identifying key characteristics? • Now indicate how summative assessment differs

  6. The relationship between teaching and learning • Complex, making assumptions about what has actually been learnt dangerous • Prior learning determines how pupils respond to new concepts and information • Existing knowledge may provide a platform on which teachers build • Identification of misconceptions/errors of practice is essential but…. • misconceptions/errors of practice are often firmly rooted and resistant to change

  7. How can assessment help? • BEFORE • can be used to uncover gaps in learning, assumptions & misconceptions • baseline assessment helps teachers to tailor their plans to pupils’ actual needs • DURING • helps teachers to monitor pupils’ progress and adjust their approach accordingly • provides regular feedback to pupils on how effectively they are learning so that they can adjust their approach • AFTERWARDS • teachers use feedback to evaluate their teaching (Is change needed? Set targets with pupils?)

  8. Constructivist view of learning as a scaffolded process Assessment is a tool which helps to identify • The foundations on which learning can be built • The holes that need to be filled • Any necessary repair work

  9. TRADITIONAL APPROACH PLAN TEACH ASSESS (Traditionally, assessment was a terminal activity i.e.summative)

  10. INNOVATIVE APPROACH PLAN TEACH ASSESS ASSESS ASSESS (Assessment is an ongoing and integral part of teaching and learning i.e. formative)

  11. Teaching/learning/assessment: a cyclical process Assess Assess

  12. Forms assessment could take Any form that provides the required feedback (fitness for purpose is the test) • Question and answer sessions • Tests and quizzes • Classroom observation • Practical exercises • Mindmapping exercises • Homework

  13. FORMATIVE ASSESSMENT • Takes place during the learning process and is integral to it. The main beneficiaries are the teacher and pupil because they are provided with FEEDBACK about areas of strength and weaknesses. Formative assessment should have a FEEDFORWARD function, informing decisions about how teaching should be adapted and how learning can be taken forward.

  14. SUMMATIVE ASSESSMENT • Summative assessment provides a final summing up of what has been achieved. Therefore, it usually takes place at the end of something e.g. a scheme of work, a year or a stage of schooling. It provides a distillation of information gathered during the assessment process and is especially interesting to others e.g. a school’s senior management team, the next school, the regional authority or the national government.

  15. The Challenge Implicit in Feedforward “If I only do what I did before then I’ll only get what I got before” (quotation from a child) (Using feedback for feedforward purposes is essential if real learning gains are to be made) BUT change can be - exhilarating/stimulating/rewarding - difficult/frightening/too risky for pupils and teachers alike

  16. FORMATIVE TIMING (ongoing and continuous feature of teaching and learning) PURPOSE (Enhancing teaching and learning. Assessment for learning) FORM (Written/verbal feedback + feedforward) AUDIENCE (Pupils, teachers and parents) SUMMATIVE TIMING (Snapshot taken at particular point in time) PURPOSE (Measuring the learning that has taken place. Assessment of learning) FORM (Summary e.g. a grade, level, mark or percentage) AUDIENCE (Other interested parties: government, FE, HE and employers) Distinguishing Formative and Summative Assessment

  17. Major Research • Black, P. and Wiliam, D. (1998) “Assessment and Classroom Learning” Assessment in Education 5 (1), pp. 7-78. (Full report) • Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment (London, King’s College) (Executive summary). • Harlen, W. and Deakin Crick, R. (2002) A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (Report produced by the Eppi-Centre [Evidence for Policy and Practice], based at London Institute of Education. (Two versions available: full report plus an 8-page executive summary)

  18. Review of aims and objectives Overall aim To provoke thought and to raise questions Specific objective To develop a deeper understanding of the relationship between teaching and learning and how assessment can help

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