EPSE 423 Learning, Measurement and Teaching

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EPSE 423Learning, Measurement and Teaching
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Todays Goals

• Understand the course expectations.
• Define key assessment terms.
• Familiarize learners with some key
• research findings around assessment.
• Brief overview of assessment for, of and as
  learning.
• Brief overview of the 6 big AFL ideas.

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Learning Intentions

• The Learner will
• Understand the course expectations
• Become familiar with key assessment terms
• Become familiar with Black Wiliams research
  around assessment for learning

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Text Resources EPSE 423

• Damian Cooper, Talk About Assessment
• Clarke, Owens, Sutton, Creating Independent
  Student Learners A Practical Guide to AFL
• Recommended Texts (refer to course outline)

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Notebook Structure

• Overview and Definitions
• Metacognition and Learning
• Learning Intentions and Goals
• Criteria
• Descriptive Feedback
• Inquiry/Questioning
• Peer Self-Assessment
• Ownership
• Grading and Reporting
• Strategies

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My Philosophy

• Lifelong learner
• Safe and equitable learning environments
• The Golden Rule
• Second chances

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Grading protocol

• Pass B standing
• Active involvement in all activities and
  discussions
• Attendance
• Complete all course requirements

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• Strategy Landmark Partners
• Make an appointment with 4 different people one
  for each landmark.

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Quick Write

• Assessment
• what the word means to you (how you define it)
• an example of assessment
• how it applies to the classroom
• (8 minutes to record your ideas)
• Strategy Think, Write, Pair, Share
• Landmark Partner USA

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Key Assessment Terms

• Assessment
• Gathering data about student knowledge and/or
  skills, either through informal methods such as
  observation, or formal methods such as testing

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3 Categories of Assessment

1. Diagnostic
2. Summative
3. Formative

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Diagnostic Assessment

• Assessment to determine an appropriate starting
  point for my instruction
• Ex a) APK (access prior knowledge)
• b) Traffic light

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Summative Assessment

• Assessment that occurs at the end of a
  significant period of learning and summarizes
  student achievement of that learning.
• Ex a) Tests
• b) Assignment/ project final mark
• c) Report card mark

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Formative Assessment

• Assessment that occurs during the learning
  process and provides feedback to both students
  and teachers to help improve learning.
• Ex a) Oral - question and answer session
• - suggestions for improvement
• b) Written - First draft of a written assignment
• c) Homework check with feedback
• d) Midway through a project

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Distinct Differences
Assessment OF
Assessment FOR
Measuring
Learning
Public/Parents
Students
Symbols (A,B,etc)
Descriptive
Daily
Event
Judge
Coach
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• Strategy Retell, in your own words
• Landmark Partner Italy
• explain to a partner the 3 basic categories of
  school-based assessment

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Research on Assessment

• Article Black and Wiliams Classroom
  Assessment, Minute by Minute, Day by Day
• Strategy Jigsaw
• discuss

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Dylan Wiliam

• Learning About Learning video clips
• a) Assessment for Learning Research Findings
• b) Formative Assessment
• c) Assessment Strategies
• Discuss.

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Elements of Formative Assessment

• Planning establishes explicit learning
  intentions (goals).
• Sharing learning intentions and developing
  criteria.
• Thoughtful questioning and discussion.
• Pupil self evaluation against learning intentions
  and specified criteria.
• Feedback teacher to child, child to teacher and
  child to child.
• Ownership Gradual Release of Responsibility

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Gradual Release of Responsibility
Modeled
I show, you watch
I show, you watch
Shared
I do, you help
Guided
You do, I help
Independent
You do, I watch
Pearson Gallagher, 1983
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• Strategy Say Something
• Turn to your partner and share your thoughts,
  questions, or ideas

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Assessment FOR and OF Learning

• Assessment for and of Learning Yrsa Jensen (8
  min)
• Discuss
• Purpose
• Audience
• Form
• Timing
• Teachers Role
• Students Role
• BCELC AFL Webcast Series Feb 13, 2008.

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PURPOSE

Assessment FOR Assessment OF
to improve learning to measure/report on student learning a snapshot of learning
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AUDIENCE

Assessment FOR Assessment OF
students teachers and students using information together public/parents information provided to parents others to inform on group progress or program effectiveness
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FORM

Assessment FOR Assessment OF
descriptive what works? what doesnt? what next? information on how to improve symbols grades percentages, etc. report cards, exams, final projects summary statistics
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TIMING

Assessment FOR Assessment OF
continuous information throughout learning day by day, minute by minute an event usually at the end of learning periodically
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TEACHERS ROLE

Assessment FOR Assessment OF
guide coach collaborator with student about individual learning evaluator interpreter of data
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STUDENTS ROLE

Assessment FOR Assessment OF
active participant in self and peer assessment understand own learning, sets goal, criteria study and demonstrate knowledge or learning at a given time can be passive
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Why bother making this distinction?

• The word assessment has been used in our
  language to mean judgement, and we need to
  re-capture its original meaning which was much
  more about feedback than about measurement
• Many of us, including children, parents and
  community members still react to assessment
  with anxiety
• Assessment really means to sit beside
  (assidere)
• Cooper, 2007

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Assessment FOR Learning

• Assessment for learning is any assessment for
  which the first priority in its design and
  practice is to serve the purpose of promoting
  students learning. It thus differs from
  assessment designed primarily to serve the
  purposes of accountability, or of ranking, or of
  certifying competence

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• An assessment activity can help learning if it
  provides information that teachers and their
  students can use as feedback in assessing
  themselves and one another and in modifying the
  teaching and learning activities in which they
  are engaged. Such assessment becomes formative
  assessment when the evidence is actually used to
  adapt the teaching work to meet learning needs.
• Black, Harrison, Lee, Marshall and Wiliam ,

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We need to recognize the profound influence
assessment has on the motivation and self-esteem
of students, both of which are
crucial influences on learning. UK Assessment
Reform Group, 1999
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Assessment explicitly designed to promote
learning is the single most powerful tool we
have for raising achievement. Black and
William, 1998
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A balanced assessment system takes advantage of
assessment OF learning and assessment FOR
learning each can make essential contributions.
When both are present in the system, assessment
becomes more than just an index of school
success. It also serves as the cause of that
success.
Chappuis, Stiggins, Arter and Chappuis 2004
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Focus Reflection

• From the information presented today, reflect
  upon how these ideas about assessment compare
  with your own school experiences with
  assessment
• Strategy Think, Pair, Share
• Landmark Partner Australia

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Readings for next class

• Cooper Talk About Assessment ch. 2
• Be prepared to describe the different purposes
  for assessment according to Cooper.
• Sutton Creating Independent Student Learners Ch.
  1
• Be prepared to explain to another person what
  the term Assessment entails according to
  Sutton.

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Strategies used today

• With a partner, write down a list of STRATEGIES
  modeled in class today. Be sure to include a
  description of each strategy for your own future
  reference.
• Landmark Partner France

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Works cited

• Working Inside the Black Box, Black, Harrison,
  Lee, Marshall and Wiliam. Phi Delta Kappan,
  2004.
• Learning About Learning, UK Assessment Reform
  Group, 1999.
• Talk About Assessment, Cooper, 2007.
• Pearson Gallagher, 1983.
• BCELC Webcast Series, Feb 13/08.