神奈川沖浪裏 (1830s)

神奈川沖浪裏 (1830s)Kanagawa-Oki Nami-Ura

What did you feel?

What did you understand?

T HEFaFlDiDrW

Major categories of natural disasterssubmerge, amplitude, tidal wave, depth, energy, coasttropical, cyclone, heavy winds, heavy raindeluge, flowing, overflow, inundationhunger, dearth, shortage, accesssymptoms, health, contagion, lowered immunityinadequate rainfall, shortage, dryness, arid, desertification inferno, fire, radiant heat, burning, destruction of habitatfault lines, seism (shaking, vibration), Richter Scale (1-10), oscillation

Natural disasters

match the disaster to its corresponding image

Tsunami, JapanHurricane Katrina, USADrought in MongoliaFloods in PakistanDisease in PakistanEarthquake in JapanWildfire in AustraliaFamine (aridisation of land) in Mongolia*

Assessment and Progresscase study: ‘Natural Disasters’

M2,U4 of Mongolia-Cambridge Year 11 SyllabusAugust 25

Kate Elliott / E.Kate

Teacher Trainer, The Ministry of Education and Science

newerapedagogy@gmail.com

Q: is M2 a content or general unit?

activity: discuss in pairs1st

What does assessment look like? / What form(s) can assessment take?(1 minute)

2nd What can teachers assess? / What can students produce that teachers can assess?(e.g. do/say/make/write)

3rd

What is the purpose of assessment? / Why is assessing students an important part of the learning cycle?(1 minute)

S3

The purposes of assessmentLet’s focus on the teacher and student relationship, as this is in our court

1. To compare students’ outputs using a standardised measure2. To identify what students know, what they need to learn, and to gauge

appropriate ways to get them there (also: pacing).3. …..4. …..

Extension: what style of assessment do each of these purposes require? S3, R6

KEY TERMS RE: ASSESSMENT

Constructive versus Destructive feedbacksandcastle & building-block analogies

Formative versus Summative to ‘inform’ in ‘informal’ way vs. to ‘summarise’

Qualitative (personalised) versus Quantitative (enable comparison)individually-tailored, detailed comments vs. NAPLAN, PISA, TIMSS

Peer and personal assessment (student-driven assessment)promote self-regulation as learners through guided reflection

TASK: match the images with the core assessment word to demonstrate recognition of corresponding format R6

Self-efficacy (Albert Bandura 1977, 1994)For Bandura, self-efficacy is ‘the belief in one’s capabilities to organise and execute the courses of action required to manage prospective situations’. That is, a student’s self-efficacy is their belief in their own ability to succeed in a particular situation. For Bandura, these beliefs determine how students think, behave and feel (1994) at school.

R6

Extension Q:What level of assessment is most relevant to whom?

Consider the stakeholders: students (and their parents), teachers (and schools), examiners (and university selection committees), funding bodies, etc.

S3, R6

Assessment for Learning (AfL)

TechniquesMonitoring notes (e.g. did the student contribute relevant comments during class discussion?)Lexical interrogation / notebooks (i.e. check the usage of grammar and vocabulary in a student’s notes)Go-between / phone a friend (e.g. ask students to raise their hands for additional assistance – teacher as guide/rover)Notation schemes XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXUtilising student outcomes (i.e. take note of what they’ve shown they can do/say/make/write)‘Comment only’ marking(i.e. focus on qualitative, constructive feedback that is tailored to the recipient)Presentation forums (e.g. have students report back on what they have learned)Quiz(e.g. run a MCQ quiz or ‘pop quiz’ as a way of concluding a lesson, enhancing student motivation, and testing for retention/application of new knowledge)

[f] How and When ?

• [P]

• [G]

• [I]

• [W]

Possible Approach : Classroom AssessmentOUTCOMES / RECORD KEEPINGRecord the results of in-class assessment tasks (learning objective, outcome: ‘achieved’ or ‘working towards’)Collect outcomes in a way that supports observation of patterns and trends.

Remember Chris and his clipboard yesterday?

Q: What if you notice that a student had demonstrated a skill earlier in the unit, but now does not?

Photo lifted from: www.utexas.edu

Are you certain that the question was pitched at the equivalent level on the Bloom’s Taxonomy? (recognition of pitch)

Did the assessment format take a distinctly different form last time and demand a style of presentation that the student is weak in? (format vs. content)

• To be carried out at the end of each module (for us: term)• Progressive tests, designed to test the learning objectives of the term,

will be sat by students.• Students’ individual results in the ISA will contribute to the students’

final annual attestation (faa), whilst also providing feedback to teachers on progress made by students in the more short-term.

• Learning Objectives tested will also be tested through Classroom Assessment. But tasks should be run in an alternative context – alongside other learning objectives in most cases.

Progress Cycle

Planning

Questioning and Monitoring

Input and Outcomes

Recording progress

School-based assessments

Oral and Written Feedback

Formative Assessment

What AfL can be channelled into our lesson planning for learner-centred classes?

Inputs – OutcomesIs there a return on our investment? Could the inputs be changed in order to improve student outcomes?

Questioning and monitoringRemember Chris and his clipboard?

Oral and written feedbackQualitative, constructive comments (formal and less-formal)

Tracking progress: focus on individual gains, not only where a child performs in relation to her/his peers

Test a number of skills through PBL (project-based learning), inquiry, end of unit test, etc.

Plan for the next unit / module

Lesson plan here

Leaving Note:

• Avoid labelling the student (e.g. ‘you are a bad student’). -describe the outcome and encourage thought about how to improve it. Promote self-efficacy (belief in self as a capable learner to minimise risk of attrition / talent loss)

• Encourage senior students to become self-regulating learners.-provide language tools that will help them to talk about the learning process (e.g. see: The 16 Habits of Mind). -ask students to grade themselves in terms of their application (attitude) to a task and/or command of a new skill.

• Accommodate different learning styles. (see: Gardner’s Theory of Multiple Intelligences) -test what you set-out to test-you have some control over how target skills are developed and tested (formative level) -when explaining something, ask yourself: ‘is there another way?’ -experiment and see what your students respond best to

• Personalise student feedback -feedback is more meaningful when it focuses on developmental progression points rather than numerical grades-this requires you to get to know your students

Further Reading:

Bloom’s - a practical guide for teachers - http://edorigami.wikispaces.com/blooms,+learning+styles+and+thinking+organisers

More on Albert Bandura and self-efficacy - http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

www.freemake.com-download YouTube video clips-copy the URL, press ‘paste URL’, open in specified folder