assessment for learning from theory to practice
TRANSCRIPT
Assessment for Learning –
from theory to practice
Adrian Tebbutt
Independent Education Adviser
Tel: +44 7530046139
Objectives
Review the origins of Assessment for
Learning
To look at some examples of good
practice
To examine some of the issues for
whole school implementation of AfL
practice
To consider possible models for
implementation
Outcomes
Participants
Are aware of the research supporting
the principles of Assessment for
Learning
Have considered some of the
problems and solutions relating to
departments and teachers starting
from different points in the process
Origins
‘Assessment for learning 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 and how best to get there.’
Assessment Reform Group, Kings College, London
(1998 - 2002)
3 questions….
Is there evidence that improving
formative assessment raises
standards?
Is there evidence that there is room for
improvement?
Is there evidence about how to
improve formative assessment?
Outcomes
Inside the Black Box and related
publications
Continuing research, particularly
Dylan William and Shirley Clarke
Additionally:
The work of Carol Dweck –
summarised here
http://www.youtube.com/watch?v=2jDVd-nCEYc&feature=related
Further research
Hattie J.A. (Routledge, 2009)
Visible Learning – a synthesis of over
800 meta-analyses relating to
achievement
Petty G. (Nelson Thornes, 2009)
Evidence-based Teaching – a
Practical Approach (second edition)
www.geoffpetty.com
Assessment of learning
happens after the learning takes place
information is gathered by the teacher
information is usually transformed into marks or grades
comparison with the performance of others
looks back on past learning
Assessment for learning
an integral part of the learning
process
information is shared with the
learner
information is available on the
quality of learning
comparison with aims and
objectives is important
looks forward to the next stage
of learning
The change of emphasis
Sharing aims and success
criteria
Self and peer assessment
Effective questioning and
dialogue
Formative feedback
AfL Procedures
9
Examples from the
classroom… Additional element from research is that
of active engagement (starter activities) Video clip (learning outcomes effective starts 4.23 –
5.16)
Video Clip (generating and using success criteria 0.00 – 0.50)
Video Clip (generating and using success criteria 5.51 – 7.56)
Video Clip (feedback 0.00 – 0.50)
Video Clip (feedback 15.38 – 19.58)
Video Clip (AfL 2) (feedback 4.55 – 9.00)
Implementation
Three phases of the
change process:
◦ Initiation
◦ Implementation
◦ Institutionalisation
◦ Miles et al., 1987
handout
Initiation
Tied to local agenda and need
Clear, well structured approach to
change
An active advocate or champion who
understands the innovation and
supports it
Active initiation to start the innovation
Proven effectiveness of innovation
Implementation
Key activities:
Clear action plan
Develop/sustain commitment
Regular review of progress
Problem resolution
Implementation
Clearly identified responsibility for
initiative
Shared control over implementation
◦ Empowerment of individuals
◦Not top down Mix of pressure and support
Adequate staff development and training
Rewards for teachers early in the
process
Institutionalisation
Change embedded in school
Elimination of conflicting or
contradictory practices
Link to other change in the school
Widespread use in the school and
local area
Bank of local facilitators (e.g. expert
teachers) for skills training and
expansion
Approaches 1
1. Teaching and Learning groups
◦Group of interested teachers
◦Willing to attend/participate in
CPD
◦Willing to experiment, share,
observe
◦Mutually supportive
◦Willing to share expertise and
lead initiative
Approaches 1
1. Teaching and Learning groups
◦ Lead the expansion/development of
the initiative
Approaches 2
1. Whole school – key issues ◦ Sharing the vision ◦ Starting points ◦ Involving the whole school
Whole staff CPD necessary
Need to set up monitoring and progress reviews
Requires assessment policy change handout – policy doc
Need to inform
Parents
Students
What has worked well
Handout – successful actions handout
Discussion - issues
handout – key messages from 8
Schools Project
Action planning 1
What are your next actions going to be
in establishing cutting edge practice in
assessment for learning?
What problems might you face?
What can you do to minimise these?
Action planning 2
Time scale discussion
What comes first?
‘distractions’
Informing parents
handouts – policy document, aims of strategy