ict supported assessment for learning.(final) pptx

8/9/2019 ICT Supported Assessment for Learning.(Final) Pptx

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ICT supported

Assessment for Learning

Mary-Anne Murphy

ROTORUA 2011


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Intentions of thissession...

To explore the following questions...

What are our understandings of "Assessment for

earning"!

What #T$s%Te&hnologies are a'aila(le to supportAssessment for earning pra&ti&es!

)ow &an these #Ts (e utilised in a pedagogi&all*sound manner!


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O+ AROU

A++T...

"ental models are deepl* ingrainedassumptions3 generali4ations3 or e'enpi&tures or images that in5uen&e how weunderstand the world and how we ta6ea&tion"7The 8ifth is&ipline9 -eter enge. :p. ;


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f we are to explore the imageswe ha'e in our minds aroundassessment3 what might the*

loo6 li6e and how might the*(e pla&ed in relation to ea&h

other!


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raw 7assessment9

What does assessment looklike to you?


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ialogue around our ental odels ofAssessment

Speaker Questio

ner &Notetak

er

•The speaker will speak uninterrupted around their “drawing” whilst the other

listens and takes notes of key words.

•The questioner will then ask questions regarding what the person spoke about,

in an effort to clarify or deepen their thinking. The questioner will also add

anything else to their notes as this is happening.


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Assessment

From Latin: to sit beside

How does this definition link with your ideas?


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n'ol'es

students

@enetsstudents

upportstea&hing andlearning goals

s 'alid andfair

s planned and

&ommuni&ated

s suited to thepurpose

Characteristics of Effective

Assessment


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What do *ou understand (*

these terms!

Assessment 8OR earningand

Assessment O8 earning.

)ow do *our words%&ategoriesrelate to these &on&epts!

hare our thin6in with a


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o what is7Assessment for earning!9

et?s hear from *lan Wiliam who

was one of the &o>authors of7nside the @la&6 @ox9.


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How might I

create

opportunities

that will enable

students to beactively involved

in their own

learning

!nowing

progressions of

learning of sub"ect

matter and skills

#rovision of feedback

that identifies

achievement and

determines ne$t steps in

learning.

%ialogue and questioning

in order to develop

metacognitive skills.

&earning and thinking talk

in the classroom.

The use of student

self and peer

assessment practices

#lanning for &earning. 'aking

decisions about relevant and

motivating learning tasks that engage

the learner.

(o)construction of criteria that

describe the successful

achievement of learning.

Teachers and students clearly

identify the intended learning

outcomes for achievement.

*electing e$amples of quality work

to e$emplify e$pectations and co)

constructing progress with

students.

Identify student+s

current achievement

through observation,

questioning, formal

and informal testing.

Having high

e$pectations

for learners

Adapted from Harlen: Principals of Assessment for Learning

Some of the ways the characteristics can be achieed!!!


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Key questions to ask yourstudents...

1. What do *ou thin6 *ou are learning!2. Wh* do *ou thin6 *ou are learning this!

G. )ow will *ou 6now *ou ha'e learnt it!

H. What do *ou thin6 *ou need to do now to get (etter at I%impro'e *our learning inI!

J. )ow do *ou thin6 *ou learn!

K. o what happens at s&hool that helps *ou to learn! (Inoticed your teacher x, why do you think they did this?)

L. )ow do the &omments *our tea&her ma6es a(out *our

learning help *ou!;. When *ou are learning3 how do *ou thin6 tal6ing a(out

*our learning helps *ou to thin6!

What aspets of !ormati"e Assessment do you

onsider eah


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To what extent do*ou address theseaspe&ts within *our&urrent &lassroom

pra&ti&e!

is&uss


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8ormati'e Assessmentpra&ti&es.

Lets explore some options...

&enario 1. Mou are wanting students to peerfeed(a&6 around a pie&e of writtenlanguage.:Mourdraft.<

&enario 2. Mou ha'e Nunior students who areat a pre>reading le'el and *ou wish to &o>

&onstru&t su&&ess &riteria with them.:photo'isi<

&enario G. Mou are wanting to &o>&onstru&t

su&&ess &riteria for an inquir* learning


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ow it?s *our turn...

oo6 through the #T tools on the wi6i.

#onsider one tool3 or a &om(ination of toolsand share with the person next to *ou how*ou &ould see *ourself or *our studentsusing it to support assessment for learningpra&ti&es within *our &urrent &lass &ontext.


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@ut wait... there?s moreto &onsider...

ialoguefor

earning

What is $ia%oguefor Learning#o' an ICT

support adia%ogi

approah toAssessment for

Learning#


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$ia%ogue for %earning(

)The dia%ogue *et'een pupi%s and ateaher shou%d *e thoughtfu%+ re,eti"e+

foused to e"oke and e-p%ore

understanding+ and onduted so that a%%pupi%s ha"e an opportunity to think and to

e-press their

ideas.

/%ak & Wi%iams+ 0112

Inside the /%ak /o-


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support a dia%ogiAssessment for Learning

approah.

&enarioC

Mou are wanting to &apturedialogue *ou are ha'ingwith a student a(out howthe* wor6ed out a mathspro(lem3 so *ou &an upload

it to their learning


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onsider 'hen seeking ICTsthat 'i%% support Assessment

for Learning praties#

tudents a&ti'el* in'ol'ed and theirlearning at the heart of the pro&ess

ialogue e'ident

8ormati'e pra&ti&es... ot ongoingsummati'e pra&ti&es.

Addresses &hara&teristi&s of eBe&ti'eassessment.

#T supports not leads the pro&ess.

The tools aren?t as important as the

pro&ess.


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Than6s for &oming to this(rea6out.

3ary4Anne 3urphy

mary4anne5inspired.a.n6http788'''.inspired.a.n6

102 999 :;

ict supported assessment for learning.(final) pptx

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