formative assessment and student success mantz yorke
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Formative assessmentand
student success
Mantz Yorke
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A typology of formative assessment
Probably the mainapproach in HE
Where circumstancespermit
Via peer assessmentactivities
Over coffee or inthe bar
Problems if assessoris mentor, supervisor
In work-basedsituations
Only if an assessmentrequirement
Where student is acting self-critically
From Formal Informal
Teachers
Peers
Others
Self
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Formative assessment …
implies no more (and no less) than a discerning judgement about [a] learner’s progress; it is ‘on-going’ in the sense that it goes on all the time; and it is formative in so far as its purpose is forward-looking, aiming to improve future learning (as distinct from the retrospective nature of summative assessment).
Greenwood et al. (2001, p.109)
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Formative assessment
Black and Wiliam’s meta-analysis showed a size effect of 0.7
… formative assessment does improve learning …
The gains in achievement [are] among the largest ever reported for educational interventions.
Black and Wiliam (1998, p.61)
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However, there are weaknesses . . .
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Weaknesses (Subject Review etc.)
In 49 per cent of cases, marking systems could be improved particularly in respect of feedback to students.This sometimes lacked a critical edge, gave few helpful comments and failed to indicate to students ways in which improvement could be made.
QAA (2001, para 28: Subject overview report, Education)
See also QAA (2004) Learning from Subject Review and
Learning from higher education in further education colleges in England
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Weaknesses (Foundation Degrees)
Students of about one-half of the programmes
experience some variation in the quality of written
formative feedback. It is not always clear to students
how their assessed work could be improved.
In five cases review teams highlight this as a
serious problem.
QAA (2003, para 56: Review of 33 Foundation Degrees)
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Formative assessment
• is a more complex matter than some may appreciate
• can be construed as a signalling system
• has an important personal dimension
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Assessmenttask
Assessorinterprets
Grade,feedback
Studentinterprets
Studentinterprets
Criteria
Tutor/assessorStudent
Studentperforms
Tutor/assessor’s self-learning
Teacher characteristicsSubject structureProgram specification
Student’s self-theories,general development
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Employability;broader personal effectiveness
Subjectunder-standing
Meta-cognition
Skilfulpracticesin context
Personalqualities, includingself-theoriesand efficacybeliefs
E
S
U M
The USEM account
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The importance of ‘the personal’
Malleable v. fixed self-theory Dweck (1999)
Learning > performance goals Dweck (1999)
Emotional state Boekaerts (2003)
Locus of control Rotter (1966)
Self-efficacy Bandura (1997)
Learned optimism Seligman (1998)
Practical intelligence Sternberg (1997)
Emotional intelligence Goleman (1996)
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Academic and practical intelligence
Very many successful lawyers … are not all that bright. Some of our best judges do not shine intellectually. Becoming a good lawyer requires a mixture of talents, of which the intelligence revealed by the proposed [university entry] tests is only one. Equally, many bright people have proved to be rubbish lawyers.
Marcel Berlins, on the proposal by 8 top universities to devise an entry examination to complement A-level
The Guardian G2, 10 February 2004, p.17
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Child……Young adult………………………………….Senior
IQ
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Child……Young adult………………………………….Senior
IQ
Practical intelligence
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The virtue of small steps …
I found having large blocks of work without
assessment difficult – you don’t know if you are
grasping it or not until exam time!
Assignments weekly would be better from my
point of view.
[Female in her 30s, pursuing a science-based FD programme]
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The virtue of small steps …
The less individuals believe in themselves, the more
they need explicit, proximal, and frequent feedback
of progress that provides repeated affirmations
of their growing capabilities.
Bandura (1997, p.217)
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… and of supportive feedback
Students observed that feedback was given in
such a way that they did not feel it was rejecting
or discouraging . . .
[and] that feedback procedures assisted them in
forming accurate perceptions of their abilities and
establishing internal standards with which to evaluate
their own work
Mentkowski and Associates (2000, p.82)
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Knowledge gain: effect sizes
Meta-analyses Size N studies
Self-system (E of USEM) 0.74 147
Metacognition (M) 0.72 556
Marzano (1998)
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Towards greater autonomy
Probably the mainapproach in HE
Where circumstancespermit
Via peer assessmentactivities
Over coffee or inthe bar
Problems if assessoris mentor, supervisor
In work-basedsituations
Only if an assessmentrequirement
Where student is acting self-critically
From Formal Informal
Teachers
Peers
Others
Self
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Threats
1. The concern with standards
2. The legacy of the ‘scientific measurement’ paradigm
3. Increased student/staff ratios
4. Unitisation of curricula
5. Research etc.
6. Students maximising the ratio of grade/effort
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Learning Learning Learning
Traditional programme based on year-long units
FormAsst
FormAsst
SummAsst
Academic year
SummAsst
Learning
SummAsst
Learning
Modular programme based on semesters
Formative Assessment?
A challenge for modularity
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Successful ‘WP institutions’
Inter alia
• Emphasise early formative assessment
• Are committed to the support of students
• Accentuate the social in programmes
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Change
Educational change is technically simple and
socially complex
Fullan (2001, p.69)
There is no quick fix