assessment and assessment for learning. assessment is the means we use to gather information about...
TRANSCRIPT
![Page 1: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/1.jpg)
Assessment and
Assessment for Learning
![Page 2: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/2.jpg)
Assessment
is the means we use to gather information about how much the learners have learnt
(Criticos, Long, Moletsane, Mthiyane and Mays, 2009)
its wider focus is on performance of learners required for
promotion, school statistics and for planning teaching
it is done at the end of teaching-learning i.e. summative assessment (e.g. through tests). Ideally it should also be done during teaching-learning i.e. formative assessment (e.g. through traffic lights)
![Page 3: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/3.jpg)
Assessment for Learning (AfL)
is the process of seeking and interpreting evidence for use by learners and their teachers to decide:
where the learners are in their learning,
where they need to go next,
and how best to get there.(Assessment Reform Group, 2002)
![Page 4: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/4.jpg)
Interactive Teaching requires Assessment for Learning (AfL)
Read the 3 small bullet points in the definition of AfL (on the previous slide) again to understand why interactive teaching requires AfL.
Our emphasis will be on AfL from here onwards…
![Page 5: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/5.jpg)
Principles of AfL
It is part of planning
Focuses on how pupils learn
It is central to classroom practice
It develops capacity for self and peer assessment
It recognizes all achievement (not just cognitive learning)
It is a key professional skill
Gives importance to learner motivation
Promotes sharing of goals and success criteria with learners
Provides guidance on how to improve (through feedback)
It is sensitive towards learners and constructive for learning
![Page 6: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/6.jpg)
AfL imperatives/essentials:(What should be done for authentic AfL…)
Make learning explicit.
Promote learning autonomy.
Focus on learning (rather than performance).
![Page 7: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/7.jpg)
AfL strategies:(How to achieve authentic AfL…)
Adjust teaching to learning.
Clarify learning intentions and model quality of intentions.
Use questioning and classroom dialogue.
Give quality feedback.
Promote peer and self assessment.
![Page 8: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/8.jpg)
How AfL fits into the OER4Schools programme
Different AfL strategies will be discussed over the coming sessions for Unit 4.
But there is one strategy that has already been discussed in detail: Questioning and Classroom Dialogue (Unit 2).
We will briefly revisit it today in relation to its use for AfL.
![Page 9: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/9.jpg)
AfL Strategies in Teaching-Learning Cycle
Reproduced from: CCEA: Afl Guidance KS 1-2 – 2007 (p.7), with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.
![Page 10: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/10.jpg)
Questioning and DialogueQuestions for AfL promote thinking and illustrate understandings and misunderstandings e.g. shade ¼ portion in the given figures:
Questions for AfL involve everybody especially in thinking. Some ways of achieving this are: ‘No hands up’, use of mini blackboards and increased ‘wait time’.
Dialogue in the classroom for AfL promotes learning autonomy as classroom culture. Some activities are: debates and magic microphone.
![Page 11: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/11.jpg)
Creating Questions for AfL
Blooms’ taxonomy
KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
(see VVOB questioning handout p 3-6)
Socratic questioning
Qs of clarificationQs that probe assumptionsQs that probe reason and
evidenceQs that probe implications and
consequencesQs about viewpoints or
perspectivesQs about the question
![Page 12: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/12.jpg)
Self-assessment
On your Traffic Lights show your understanding of AfL now.
Think of all points that have been discussed:
Assessment and AfL, Principles of AfL, AfL essentials,AfL strategies and The strategies embedded in the teaching-learning
cycleQuestioning and Dialogue for AfL
![Page 13: Assessment and Assessment for Learning. Assessment is the means we use to gather information about how much the learners have learnt (Criticos, Long,](https://reader035.vdocuments.site/reader035/viewer/2022062717/56649e605503460f94b5a5c1/html5/thumbnails/13.jpg)
Acknowledgement
We are grateful to Dr. Sue Swaffield, Senior Lecturer in Educational Leadership and School Improvement at Faculty of Education, University of Cambridge for suggestions and allowing us to use some of her slides in this presentation.