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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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Contact me if you want the slides emailed to you

newerapedagogy@gmail.com

FA

‘can do’ FA – case study

slides

Bayarlalaa!