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Overview. Different ways of conceptualizing assessmentThe implications of these conceptualizations for assessment task design:Rethinking classrooms as communities of practice'Activity' as a core practice that integrates teaching, learning and assessmentScaffolding activity in the language clas
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1. Integrated task design in school-based assessment Steve Andrews
&
Matthew Clarke
2. Overview Different ways of conceptualizing assessment
The implications of these conceptualizations for assessment task design:
Rethinking classrooms as ‘communities of practice’
‘Activity’ as a core practice that integrates teaching, learning and assessment
Scaffolding activity in the language classroom
3. Thinking about assessment: Purposes Summative assessment
Designed to retrospectively (looking backwards) evaluate learning
External examinations at the end of a course or year
Formative assessment
Designed to prospectively (looking forwards) inform learning
In-class assessments integrated into teaching-learning cycle
4. Thinking about assessment: Scope Convergent assessment
Pre-specified answers expected
Knowledge controlled by teacher (examiner)
Student role = receiver who regurgitates knowledge
Divergent assessment
Provisional, exploratory answers accepted
Knowledge jointly constructed by teachers and students
Student role = participant in community of practice
Divergent assessment offers scope for building on and extending traditional, convergent assessment practices
Divergent assessment assists with integrating teaching, learning and assessment
5. Classrooms as communities of practice Communities of practice involve:
Mutual engagement in a
Joint enterprise or project
Using a repertoire of shared language-discourse
Communities of practice include:
More expert members (teachers)
Less expert or novice members (students)
Novices gradually become more expert through participation in community activities
6. Activity: The core of integrated teaching, learning & assessment Thinking of assessment tasks as activities enables teachers to
Integrate teaching, learning and assessment
Integrate process and product
Mutually negotiate learning with students
Thinking of assessment tasks as activities enables students to
Mutually negotiate learning with peers
Be motivated by a purpose that reflects authentic practices of the wider community
Direct their learning towards a genuine audience
Find diverse scope for engagement
Offer multiple responses as part of their transformation of knowledge
7. Activity 1 Look at the task in the handout
In small groups, work out ways that you could redesign it to reflect the features of integrated activities in the last slide we viewed.
8. “But my students can’t do it…” The central role of scaffolding in enabling performance Scaffolding includes: Modeling Feeding back Instructing Questioning Task structuring Cognitive structuring Tharp & Gallimore, 1988 Lantolf & Thorne, 2006