assessment, evaluation and reporting for learning
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Assessment, Evaluation and Reporting for Learning
For the Student Success Teachers by Tom Macartney
Rosabeth Moss Kanter, Confidence: How Winning and Losing Streaks Begin and End.
Crown Press, 2004
Why
assess
FOR
learn
ing?
People on Winning Streaks:
ConfidenceOptimism, expect a positive resultStrong desire to succeedSelf analysis in failureHigh level of effortRisk taking-stretching
People on Losing Streaks:
Pessimism, expect a negative resultSense of futility, hopelessness,
fatalismSelf criticism in failureWaning effortDenial, cover up.Fear of risk taking, defensive
The primary purpose of assessment and evaluation is to improve student learning.
We want to put our students on winning streaks and end losing streaks quickly.
“It is not sufficient for learning to be hands on.
To understand anything, the activity must be minds on.”
Grant Wiggins
What do we mean by “learning”?
A learner is someone who Knows what they know and can do Knows what they can’t do, yet Knows what to do next to reach the next stage
AND Knows what to do when they don’t know what to
do.
Adapted from Ruth Sutton
Our Goal as Educators in 2007Our Goal as Educators in 2007
Improved meta-cognition
Learning how to learn Life-long learning, to equip our students for
the rest of their lives, not just the next test
Knowing Our Student Population
30% of students do not graduate after five years
33% of students go to university26% of university students do not complete their
program
19 % of students go to college43% of college students do not complete their program
18% of students go directly to work
42% of students in applied programs get all of their grade 9/10 credits
29% of students in essential programs get all of their grade 9/10 credits Alan King
Assessment FOR Learning
is the highest yield school
reform strategy available.
Michael Fullan, OISE U of T.
Why assess
FOR
learning?
Research – Five Key Factors
1. The provision of effective feedback to students.
2. The active involvement of students in their own learning.
3. Adjusting teaching to take account of the results of assessment.
4. Recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning.
5. The need for students to be able assess themselves and understand how to improve.
Assessment for Learning Assessment of Learning
•Checks what has been learned to date
•Designed for those not directly involved in daily teaching/learning
•Is presented in a periodic report
•Summarizes information into numbers, letter grades
•Compares students with a standard
•Need not involve the student
•Checks learning to decide what to do next
•Designed to assist teachers &
students
•Used in conferencing
•Detailed, specific, descriptive feedback in words, not scores
•Focussed on improvement of student’s previous best
•Needs to involve the student – the person most able to improve learning
Adapted from Ruth Sutton
““Working Inside the Black Box”Working Inside the Black Box”
FeedbackQuestioningSelf and Peer AssessmentsUse of Summative Tasks
Formatively
Four “Best Practices” to improve student learning
http://131.193.130.213/media//blackwrkblbox.pdf
Why assess FOR
learning?
IMPACT ON STUDENTS Largest gains for low achievers “Gap Closer”
Spec ed to non-Spec Ed male to female
Rivals 1-1 tutorial instruction Profound achievement gains for all
students. 2 – 4 Grade Equivalents 35 Percentile Point gains
Solid foundation for life-long learning. Equal opportunity to succeed.
Why assess FOR learning?
Effective Feedback for Learning Positive first
Specific (not ambiguous)
Frequent
Constructive
Connected to clear criteria
Timely (self and peer)
Helps identify next steps
Followed through
Why assess FOR
learning?
Philosophical ShiftToo often, educational tests, grades and report cards are treated as autopsies when they should be viewed as physicals.
(Reeves; from HTGFL. p112)
Why assess FOR
learning?
Focus on priorities.
Worth being familiar with
Important to know and do
Enduring understanding
From Understanding by Design. Wiggins and McTighe
Worth being familiar with
Important to know and do
Enduring understanding
Developing Effective Tools 3 Key Questions What is ...?
Assessment Methodstraditional quizzes and tests• paper/pencil• multiple choice• constructed responseperformance tasks, projects, personal communication• open-ended• complex• authentic• learning in context• student choice
Worth being familiar with
Important to know and do
Enduring understanding
Focus on priorities.
From Understanding by Design. Wiggins and McTighe
With a mark of 44% represented by the box, is this student ready to move on?
Worth being familiar with
Important to know and do
Enduring understanding
Focus on priorities.
From Understanding by Design. Wiggins and McTighe
With a mark of 44% represented by the box, is this student ready to move on?
Planning assessments around the Achievement Chart helps to ensure clear targets and that teachers do not confuse targets with methods.
Properly used, achievement charts provide a framework for planning assessments and curriculum.
G. Gini-Newman, 2005
Evaluation ToolsEvaluation Tools
Methods
Pen and Paper
Performance assessment
Personal communication
ToolsTools
Marking scheme
Rubric
Checklist
Rating scale
Anecdotal records
Target – Method – Tool matchTarget – Method – Tool match
Targets
•Knowledge / •Understanding
•Thinking
•Communication
•Application
2. How will I provide students with feedback, guidance and an opportunity to improve their demonstrations of learning?
Haim Ginott wrote in 1972,
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.”
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