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EPSE 423 Learning, Measurement and Teaching

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EPSE 423 Learning, Measurement and Teaching * * * * * * * * * * * * A balanced assessment system takes advantage of assessment OF learning and assessment FOR learning ... – PowerPoint PPT presentation

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Title: EPSE 423 Learning, Measurement and Teaching


1
EPSE 423 Learning, Measurement and Teaching
2
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.

3
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

4
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)

5
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

6
My Philosophy
  • Lifelong learner
  • Safe and equitable learning environments
  • The Golden Rule
  • Second chances

7
Grading protocol
  • Pass B standing
  • Active involvement in all activities and
    discussions
  • Attendance
  • Complete all course requirements

8
  • Strategy Landmark Partners
  • Make an appointment with 4 different people one
    for each landmark.

9
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

10
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

11
3 Categories of Assessment
  1. Diagnostic
  2. Summative
  3. Formative

12
Diagnostic Assessment
  • Assessment to determine an appropriate starting
    point for my instruction
  • Ex a) APK (access prior knowledge)
  • b) Traffic light

13
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

14
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

15
Distinct Differences
Assessment OF
Assessment FOR
Measuring
Learning
Public/Parents
Students
Symbols (A,B,etc)
Descriptive
Daily
Event
Judge
Coach
16
  • Strategy Retell, in your own words
  • Landmark Partner Italy
  • explain to a partner the 3 basic categories of
    school-based assessment

17
Research on Assessment
  • Article Black and Wiliams Classroom
    Assessment, Minute by Minute, Day by Day
  • Strategy Jigsaw
  • discuss

18
Dylan Wiliam
  • Learning About Learning video clips
  • a) Assessment for Learning Research Findings
  • b) Formative Assessment
  • c) Assessment Strategies
  • Discuss.

19
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

20
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
21
  • Strategy Say Something
  • Turn to your partner and share your thoughts,
    questions, or ideas

22
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.

23
PURPOSE

Assessment FOR Assessment OF
to improve learning to measure/report on student learning a snapshot of learning
24
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
25
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
26
TIMING

Assessment FOR Assessment OF
continuous information throughout learning day by day, minute by minute an event usually at the end of learning periodically
27
TEACHERS ROLE

Assessment FOR Assessment OF
guide coach collaborator with student about individual learning evaluator interpreter of data
28
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
29
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

30
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

31
  • 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 ,

32
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
33
Assessment explicitly designed to promote
learning is the single most powerful tool we
have for raising achievement. Black and
William, 1998
34
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
35
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

36
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.

37
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

38
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.
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