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Formative Assessment /‘assessment for learning’
KATE ELLIOTT
ULAANBAATAR, 21 OCTOBER 2013
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21. summative vs. formative assessment
2. Goals (actions to work towards): to produce and supply rubrics to students (sample matrix, rubrics) to create space for reflection by students and teachers to provide qualitative feedback
3. Benefits (the fruits of your labour): you will recognise and reward a student’s attitude and progress you will avoid pre-judging a student’s potential to learn / succeed You will be able to tailor the pace, timing and style of instruction to your
students
3Additional benefits:
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External examinations (e.g. CIE)
End of unit (or module) tests (intra-school)
University entrance exams (e.g. GMAT)
[assessment of learning]
Pre-testing
Progress reports
Taking notes during classes
Peer feedback
[assessment for learning]
FO
RM
ATIV
E(
F)
S
UM
MATIV
E
(S)
(usu
ally
less
-form
al)
(u
sually
form
al)
THE ‘USE VALUE’ OR
CONSEQUENCE OF PERFORMANCE
/ ASSESSMENT DATA IS WHAT
DETERMINES WHETHER IT’s ‘F’ or
‘S’
as teachers: identify, then applydiagnosis should be followed by performance-informed teaching and teaching within the ‘zone’
!
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How can we collect evidence of what students can currently
do/say/make/write?
61. write and distribute rubrics to students
Framework Domain Capabilities Indicators Criteria0= No evidence.1= Some conventions have been applied
2= Conventions have been applied consistently and appropriately.
0= No evidence.1= Final timeline presented via Publisher.
0= No evidence.
2= Student has included some personal events synthesised from their narrative. 3= Student has included the required number of personal events. All have been synthesised from personal narrative.0= No evidence1= 5 events of significance to the wider community have been included.
2= 5 events of significance to the wider community have been included based on research grid.0= No evidence.
1= Annotated draft submitted2= Annotated draft submitted and changes made based on feedback evident in final timeline.0= No evidence1= Paragraph submitted retelling their work process.2= Paragraph submitted and student has demonstrated analysis of and reflection on the process.
VELS
Student has reflected on their work.
Final timeline presented using Microsoft Publisher.
Use of evidence
Ability to respond to peer panelling and reflect on own work
Presentation
Content of timeline informed by personal narrative.
Events of significance to the wider community included in timeline.
Historical conventions for a timeline: timeline spaced correctly, events presented in chronological order with dates, events written as succinct statements.
Changes made to final product based on panelling. Evidence of panelling submitted in the form of annotated draft copy.
1= Student has included personal events in timeline.
History
History
ICT
Thinking Skills
-Provide milestones-Link them to Bloom’s
7Sample matrix Bloom's
Cognitive Taxonomy
Dreyfus' Model of Skill Acquisition
Evaluating and Creating
3.3 Student has included the required number of personal events. All have been synthesised from personal narrative. 3.2 Student has included some personal events synthesised from their narrative.
4.2 Five events of significance to the wider community have been included based on research grid.
5.2 Annotated draft submitted and changes based on feedback evident in final timeline.
6.2 Paragraph submitted and student has demonstrated analysis of and reflection on the process.
Expert
Analysing Proficient
Applying
1.2 Conventions have been applied consistently and appropriately.
3.1 Student has included personal events in timeline.
4.1 Five events of significance to the wider community have been included.
Competent
Remembering and
Understanding
1.1 Some conventions have been applied
2.1 Final timeline presented via Publisher.
5.1 Annotated draft submitted.
6.1 Paragraph submitted retelling their work process.
Novice and Advanced Beginner
No Evidence No Evidence No Evidence No Evidence No Evidence No Evidence No Evidence No Evidence
Indicators Historical conventions of a timeline.
Use of multimedia format
Content of timeline informed by personal
narrative.
Events of significance to the wider community
included in timeline.
Annotated rough handwritten copy
included
Changes made to final product based on
panelling.Indicators
Capabilities Capabilities
Domain: History Timeline Assignment
Presentation Use of Evidence Ability to respond to peer panelling
82. Create a space for reflection
Costa and Kallick’s 16 Habits of Mind
Post-activity reflection sheet (an example)
93. Provide qualitative feedback Lev Vygotsky’s Zone of Proximal Development (ZPD)
A lot of challenge, a lot of support
Encourage a ‘can do’ attitude through
constructive feedback
104. Tailor the pace, level, and teaching style
Student vs. Teacher-centred teaching
Howard Gardner (1982) – Theory of Multiple Intelligences
Test your/their dominant intelligence (Google search a test)
Bruner - Scaffolding Theory
teacher as guide and facilitator of learning
lots of challenge and lots of support
Self-efficacy (Albert Bandura)
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Reflect:
Why is it important to collect, and act on, assessment data during the school term?
12Prevent ‘talent loss’5: Potential Potential – ‘Defektologia’ (Lev Vygotsky) Low performance in a summative
assessment does not tell us what the student learnt that year because only a formative assessment task at the beginning of a new unit can help us to identify the learning curve. If the child performs poorly compared to others, it could be due to i) lack of prior exposure, ii) a learning disability, iii) triggered by apathy, iv) illness.
Please don’t label students as ‘bad’ or ‘stupid’ – we need to build their self-efficacy (self-belief)
13SUMMARYto support lesson planning and delivery that is informed by what students can do/say/make/write,
teachers should:
1. make and provide rubrics (Dreyfus, Bloom),
2. create space for T & Ss self-reflection (Dewey, Katz & Kallick)
3. provide qualitative feedback (Vygotsky, Dewey, Friere)
4. tailor the pace and level, and cater for all learning styles
with conviction supported by:
5. ‘Defektologia’ and Zone of Proximal Development (Vygotsky)
6. Scaffolding theory (Bruner), and
7. Theory of Multiple Intelligences (Gardner)
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End of presentation focus questions:Q: What is the key difference between summative and formative assessment?Q: what are some main reasons for collecting data on students’ progress during the term?Q: how do you use test data to shape your lesson planning?
‘Slow and steady wins the race!’
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slides
Bayarlalaa!