investigating current issues in education
DESCRIPTION
The Investigators. INVESTIGATING CURRENT ISSUES IN EDUCATION. Today ’ s Program. How do Teacher ’ s use Authentic Assessment in the classroom to Ensure Student Success?. How do Teacher ’ s use Authentic Assessment in the classroom to Ensure Student Success?. - PowerPoint PPT PresentationTRANSCRIPT
INVESTIGATING CURRENT ISSUES IN EDUCATION
The Investigators
Today’s Program....
H
ow do Teacher’s use Authentic
Assessment in the classroom to
Ensure Student Success?
(Marzano & Pickering, 1997, p.241)
How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?
(Marzano & Pickering, 1997, p.241)
Known:
•Tasks have meaningful contexts within the real world
(Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993).
•Aim to assess many kinds of abilities in context
(Rudner & Boston, 1994; Wiggins, 1989).
•Benjamin Bloom’s revised taxonomy - higher order thinking activities
(Lynch and Knight, 2010).
•Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of
ways, the more likely we are to detect the knowledge gaps and prevent naive
conceptions
•Identifying individual gaps, giving feedback to students, and giving strategies
to fill these gaps can ensure student success.
Known:
•Tasks have meaningful contexts within the real world
(Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993).
•Aim to assess many kinds of abilities in context
(Rudner & Boston, 1994; Wiggins, 1989).
•Benjamin Bloom’s revised taxonomy - higher order thinking activities
(Lynch and Knight, 2010).
•Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of
ways, the more likely we are to detect the knowledge gaps and prevent naive
conceptions
•Identifying individual gaps, giving feedback to students, and giving strategies
to fill these gaps can ensure student success.
The Theory
Grant Wiggins
(Marzano & Pickering, 1997, p.241)
Known/Agreed Upon:
•Assessment should be on-going (Education Queensland, 2011)
•result of cumulative studies of work in which students are observed throughout
the year.
•comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net,
year 1 Learning Statements – provide overview of achievements to support and
further student learning (QSA, 2011)
•progress is continually monitored to ensure that they individually gain the best learning
outcomes
•ongoing assessment where teachers can regularly monitor and modify their teaching
strategies in ways that best support students (QSA,2011)
•well-balanced assessment programme will provide opportunities for information to be gathered from the students across a range
of conditions.
Known/Agreed Upon:
•Assessment should be on-going (Education Queensland, 2011)
•result of cumulative studies of work in which students are observed throughout
the year.
•comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net,
year 1 Learning Statements – provide overview of achievements to support and
further student learning (QSA, 2011)
•progress is continually monitored to ensure that they individually gain the best learning
outcomes
•ongoing assessment where teachers can regularly monitor and modify their teaching
strategies in ways that best support students (QSA,2011)
•well-balanced assessment programme will provide opportunities for information to be gathered from the students across a range
of conditions.
Curriculum, Policy & Assessment
(Marzano & Pickering, 1997, p.241)
Teacher Surveys
Known/Agreed Upon:
•on-going assessment was the best way to insure student
success
•linking it to real world situations
Known/Agreed Upon:
•on-going assessment was the best way to insure student
success
•linking it to real world situations
Confusions:
•Term “Authentic Assessment” not familiar – however, the
practice is used
Confusions:
•Term “Authentic Assessment” not familiar – however, the
practice is used
(Marzano & Pickering, 1997, p.241)
Known/Agreed Upon:
•Learning and outcomes monitored and assessed
throughout many tasks over period of time
•Students feel successful in variety of tasks rather than just
big tests
•Feedback
Known/Agreed Upon:
•Learning and outcomes monitored and assessed
throughout many tasks over period of time
•Students feel successful in variety of tasks rather than just
big tests
•Feedback
Students
CONCLUSION
T
hrough investigation the power point has answered a series of questions that were
prompted at the start. Through surveys and interviews that were gathered at schools
whilst on prac the slides gives information that shows evidence that teachers do use
Authentic Assessment although they don’t necessarily use that term. Through the
investigation there was soild findings that ongoing assessment is an important way of
ensuring students success because every student’s success is different. When
authentic assessment is linked to real world situations, students see value in using
their knowledge in actual situations to make meaning so their skills are developed.
This has shown an increase in understanding of the tasks students are involved in.
•Term “Authentic Assessment” not familiar – however, the practice is used
•Term “Authentic Assessment” not familiar – however, the practice is used
How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?
Professional Development to familiarise teachers with the term ‘Authentic Assessment’, as well as to further their knowledge and practice to ensure student success in all students to their fullest.
Tasks have meaningful contexts within the real world (Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993). •Aim to assess many kinds of abilities in context (Rudner & Boston, 1994; Wiggins, 1989). •Benjamin Bloom’s revised taxonomy - higher order thinking activities (Lynch and Knight, 2010). •Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of ways, the more likely we are to detect the knowledge gaps and prevent naive conceptions •Identifying individual gaps, giving feedback to students, and giving strategies to fill these gaps can ensure student success. •Assessment should be on-going (Education Queensland, 2011) •result of cumulative studies of work in which students are observed throughout the year. •comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net, year 1 Learning Statements – provide overview of achievements to support and further student learning (QSA, 2011)•progress is continually monitored to ensure that they individually gain the best learning outcomes •ongoing assessment where teachers can regularly monitor and modify their teaching strategies in ways that best support students (QSA,2011)•well-balanced assessment programme will provide opportunities for information to be gathered•on-going assessment was the best way to insure student success •Links to real world situations•Learning and outcomes monitored and assessed throughout many tasks over period of time•Students feel successful in variety of tasks rather than just big tests
Tasks have meaningful contexts within the real world (Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993). •Aim to assess many kinds of abilities in context (Rudner & Boston, 1994; Wiggins, 1989). •Benjamin Bloom’s revised taxonomy - higher order thinking activities (Lynch and Knight, 2010). •Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of ways, the more likely we are to detect the knowledge gaps and prevent naive conceptions •Identifying individual gaps, giving feedback to students, and giving strategies to fill these gaps can ensure student success. •Assessment should be on-going (Education Queensland, 2011) •result of cumulative studies of work in which students are observed throughout the year. •comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net, year 1 Learning Statements – provide overview of achievements to support and further student learning (QSA, 2011)•progress is continually monitored to ensure that they individually gain the best learning outcomes •ongoing assessment where teachers can regularly monitor and modify their teaching strategies in ways that best support students (QSA,2011)•well-balanced assessment programme will provide opportunities for information to be gathered•on-going assessment was the best way to insure student success •Links to real world situations•Learning and outcomes monitored and assessed throughout many tasks over period of time•Students feel successful in variety of tasks rather than just big tests
(Marzano & Pickering, 1997, p.241)
REFERENCE LISTA
fflerbach, P. P., Heibert, E. H., & Valencia, S. W. (1993). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e- courses, EDED11405
Ensuring Student Success, http://e-courses.cqu.edu.au
A
ustralian Curriculum, Assessment And Reporting Authority,2009. National Assessment Program. Retrieved from http://www.acara.edu.au/assessment/assessment.html
B
oston, C., & Rudner, L.M. (1994). Authentic Assessment and Using Knowledge Meaningfully.[PowerPoint slides]. Retrieved from CQUniversity e-courses,EDED11405 Ensuring Student
Success, http://e-courses.cqu.edu.au
F
orehand, M. (2010). Bloom's Taxonomy: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved fromhttp://scholar.google.com.au/scholar?
q=blooms+revised+taxonomy&hl=en&as_sdt=1%2C5&as _sdtp=on
L
ynch, D., & Knight, B. A. (2010). The Theory and Practice of Learning Management: A text for the student of Learning Management. Frenchs Forest, NSW: Pearson Australia.
Q
ueensland Studies Authority, 2009. Student assessment regimes: Getting the balance right for Australia. DRAFT discussion paper.
W
iggins, G. (1989). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e-courses, EDED11405 Ensuring Student Success, http://e-
courses.cqu.edu.au
W
iggins, G. (1994). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e-courses, EDED11405 Ensuring Student Success, http://e-
courses.cqu.edu.au