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Purpose of Workshop
The big picture
Introducing Assessment for learning
Discussing approaches to developing teacher and student understanding of assessment standards
Engaging students with assessment criteria and feedback – model
Ideas for practice
Discussion ( throughout)
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UK, US, Canada, Australia: Teaching to the testAccountabilityEmployability
US:No child left behind standards&tests
UK: Assessment Reform Group Black&WiliamUS: Assessment for Learning Stiggins Australia: Self-assessment SadlerNorway: Kari Smith, E. L. Dale. R. Engh, S. Dobson, K. Klette osv.
Politics
Norway: Natonational tests
Year of production – value
Research
NorwayEurope
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Knowledge PromotionNational testsLanguage Portfolio European Framework QualificationsAssessment NEW
Kunnskapsdepartementet
Utdanningsdirektoratet
Opplæringsloven
Forskrift til opplæringsloven 01.08.2010
Rundskriv
Læreplaner
Informasjon
Resources NDLA
European CouncilFramework CEFR 2001Language Educational Policy Profile of Norway 2004 OECD Report 2009 newEQF
Portfolio assessmen
Alternative exam
forms
THE BIG question
Why do we need to rethink our view on assessment?
1. The present testing practice is unfair2. Assessment is very much a tacit knowledge
in Norway3. Feedback is not working properly4. Formative assessment works better
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✓
✓
✓
✓
Royce Sadler, cummulative assessment
☐
Learning paths and grading
The nature of the problem: unfair testing practices
Entry level
Exit level
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The nature of the problem: understanding criteria and level
Taxonomy in assessment criteria
The text reflects a high level of understanding of the topic and clearly/effectively fulfils the purpose of the task. The text clearly expresses what is understood and known about the topic and includes a personal response or opinion. Excellent use of details, examples and information from outside sources. The presentation has a clear introduction and a strong sense of conclusion, while notes and ICT are used sparingly to convey information in an organized fashion. There is an effective use of connectors and transitions to signal the organisation. There is a high level of mastery of pronunciation and intonation and a wide range of vocabulary and sentence structures which aid the flow of communication. The language precisely expresses the ideas of the speaker; mistakes or breakdowns in communication are rare and often corrected, and the language is appropriate to the defined audience.The learner is able to effectively discuss the topic of the presentation spontaneously, using information, details and examples. HOLISTIC description
10 klasse
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The nature of the problem: Feedback problems- students aren’t engaging
•Students don’t read their feedback- put it in the bin (Gibbs and Simpson 2002)
or at least
•Students don’t understand their feedback (Lea and Street 1998; Gibbs and Simpson 2002; McCune 2002)
•Students don’t use their feedback (Gibbs and Simpson)
teachers work hard correcting papers, but
students aren’t engaging!
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Formative assessment works betterAssessment that seeks to improve learning
rather than meaure learning works better.
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Are you an experienced teacher or an expert teacher?
John Hattie 2009
The expert teacher:Students assess their own workTeacher gives feed-back and feed forwardMicro-teachingStudent teachingHigher order thinking – i depthTakes control over the learning process (intrusive)Knows the level of all her studentsCommunicates with the studentsControls the classroomGives clear instructions
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Metacognition – self-assessmentAt the end of the day, all that matters educationally is self-assessment. (…)
In terms of a specific agenda for assessment and learning, nothing has a higher place than ensuring the development of students' abilities to self assess.
(David Boud 1998)
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The role of the teacher 5 deceivingly simple clues
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1) Know where the learner iso Questioning, dialogue, classroom taks
2) Give feed-backo Feed-backo Feed forward
3) Explain success criteriao Aimso Objectives
4) Peer assessment5) Self assessment
Assessment for learning
Where to start?
1. Understanding the nature of your own practice
2. Developing a precise vocabulary about assessment
3. Understanding how to motivate, not discourage students through formative assessment
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Active student engagement
Passive student engagement
Info
rmal
act
ivit
ies
and
in
pu
ts
Fo
rmal
act
ivit
ies
and
in
pu
ts
1. The Traditional Model – Tacit standards absorbed over relatively longer times informally and serendipitously
2. The ‘Dominant Logic’ Explicit Model Standards explicitly articulated (with limitations) and passively presented to students
3. The Social Constructivist Model Actively engaging students in formal processes to communicate tacit knowledge of standards
4. The ‘Cultivated’ Community of Practice Model
Tacit standards communicated through participation in informal knowledge exchange networks ‘seeded’ by specific activities.
The Past
The Future
O’Donovan, Price & Rust 2008
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Who are plans made for?
A Course plan – Knowledge Promotion 2006 + GCSE
B Term plans – Local plans ★★★★★
Mentor based guidance– administration
C Classroom plans – local plan ✔
Kollegabasert veiledning - colleagues
TRANSPARENCY – school – teachers - parents - students
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Concepts
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Assessment situations
Assessment of learning - feedbackAssessment for learning – feed forward
Assessment as learning
Assessment for teaching
Evaluation
Summative assessment: grading
Formative assessment: feedback/forward and grading
Motivation a price you pay?
”Teachers who invite students into an interesting and challenging process, have got a better chance of creating inner motivation ( in-depth learning)Assessment forms which focus on future learning are motivating.”
All students must experience:Real goalsMasterySuccessImprovementTo be challengedTo be believed in
“Jo mer attraktivt målet er, jo
høyere pris er vi villige til å betale”
Kari Smith; Norsk Pedagogisk
Tidskrift 2007 nr2
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Motivation - affective filters
Mastery+65-4
- -3- - -2
- - - -1
100 år
6++++++
5+++++4++++3+++2++1+
Grades and comments alike!21
Motivation – language production
Errors might be a sign of progress OR A SYSTEMATIC MISTAKE
Mistakes are not SYSTEMATIC
På et visst språklig nivå vil språkproduksjonen preges av språklig eksperimentering og dermed oppstår feil som må betraktes som tegn på fremgang.
(Europarådet:
Brian North 2007)
B1 – student
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Motivation – effort
EffortIs not part of the grade. We only assess the result of effort.
CompetenceI can do-aims
Accountability- national tests, etc.Employability - labour market PISA
How much work do you do? - What competence have you obtained?
40 år
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Motivation - responsibility
Personalised learning
Making plans transparent
Develop aims and objectives in cooperation with the students
Make students responsible
Assessement practices check learning day by day, month by month, term, course
Set learning objectives - know how to reach them - assess your own learning24
Effective methods
1. MORTEN ( assessment criteria)2. How to develop a plan with your students3. Writing frames4. Effective questioning5. Assessment for learning –
vurderingssamtalen Live!6. Hot tips
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Training! Student text
Exercise is something that people all over the world are doing, and lately there has been very popular to start at a gym. Someone train to loose weight, others just train to keep in shape others to huild muscles. Exercise is good thing, you wiII be in better shape. and you wiIl get better selfesteam. Someone makes money from training, for example as bodybuilders and weight lifters.Weight lifters is an Olympic sport. Personal trainers also makes monev from training, they help other people to get in shape, many people take steroids as a shortcut to get bigger muscles. But with to much steroids you will get some bad side effects, like bad heart, kidney and liver fail.Also alot ofAthletics in the Olympics games uses drugs so they get better, but this is cheating. And if they test you and the test is positiv they wiIl bann you.29
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I can do – student
Je sais parler de ma famille..Nei Delvis Ja
Savoir dire que j’ai des frères et soeurs
Savoir les décrire
Savoir ses activités
Savoir dire les noms des coleurs
Savoir dire ”un vélo”
Savoir dire ce que l’on mange et ce que l’on boit
Writing frameOthprosjektetThere are differing
explanations as to why (how, what, when etc.)…….
One explanation is that……
The evidence for this is……
An alternative explanation is…..
This explanation is based on…..
Of the alternative explanations I think the most likely is….
My name is Tommy, I'm 16 years old, I am studying to be a carpenter.My hobby is boxing. I train every day almost. Some other tings I like is to sleep and be with my girlfrend.
I'm boxing because it is the sport for me. I can't see myself playing football. I thinks it is boring. I'm boxing in SaupstadThe training starts at 6 pm, and it is 4 times a week, when I'm not training boxing, I train at a gym.
When I sleep: the reason why I sleep is becaus I'm geting so tired after school. Then it is good to sleep after school.
Rigth now the most important thing is to be god at school and be presis to the class, so I can get a god jobb.
In the future i woud like to be a carpenter because I can't se myself siting in an office.
My mesage to te world is to pay atention to the school.
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What kind of questions do you ask?
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Effective teschers use:( higher order thinking skills)•More open than closed questions•More complex than simple questions
Research from England shows:70-80% simple closed factual questions20-30% are questions that need explanations, clarifications, extensions, or generalisations (Dpt of education and skills, England)
•It takes about 0.9 seconds from the teacher asks a question till the answer is given– 3 s. – minutes is recommended
more: effctive questioning slideshare
Extension Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate.Clarification Useful when the student’s response is unclear or incomplete.Justification Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes.Prompting (hint)Useful when students do not respond to the original questionRedirection Used to elicit a variety of opinions during problem-solving sessions or discussions.PlanningUse questions to identify learning objectives for follow-up self-study. Pose questions
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Responses – follow up questions
Effective questioningWait time (3 seconds - 3 min)Check with your partner timeAnswer time: No hands policyAnswer time: All hands policy
Effective checking/ reporting/Show me when you have learned thisExplain this to Peter, he needs your expertiseCheck yourself: blank paper. Miniboards Cups – red, white
Log – end of lesson
Day to day assessment
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Summarize the most important points of today’s lecture.
Hand your paper in before you leave the room.
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What is the muddiest point in today’s material?Hand your paper in before you leave the room
http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/assessment.html
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Delmål relatert til læringsteori /IKT
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Delmål Læringsteori Vurderingsform Web
Kunnskap Behaviorisme-Undervisning
EgenvurderingMedelevvurdering1-2 timer, dag til dag
Web-flervalgsp.- interaktiv
Ferdigheter Kognitivisme-Oppgaveløsning-Selvstudium-Eksamensoppgaver
Lærervurdering Egenvurdering6 ferdigheter , praksis1-4 uker
Web 1.0-Oppgaver--prosjekt
Holdninger Sosial-konstruktivisme-samarbeid
Ingen vurderingspraksis
Evaluering, gruppekarakter
Web 2.0-Samskrive, - sammensatte tekster
Refleksjon Egenvurdering, tilbakemeldinger
Gruppearbeid - Teamarbeid - Samproduksjon – hvordan vurderes det?
Dysthe: elevene er eiere av sin egen læring!
An example from Englandhttp://norwenglish.com/kurs/vurdering/les_
metiers.ppt Transparent aims and objectives
http://norwenglish08.wikispaces.com My wikispace – a process
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Academic writing frames
RapportskrivingPreliminaries Title page Abstract Contents
Main text Introduction Methodology Findings/Results Discussion Conclusion
End matter References Appendices
University of Hartfordshire.
http://www.uefap.com/writing/intro/intfram.htm
University of Manchester
http://www.phrasebank.manchester.ac.uk/
Slideshare.com
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Progressiv pedagogikkEn progressiv pedagogikk krever frigjøring fra lærebøkene, kreativitet fra lærerens side, tilpasning til elevenes interesser og behov og tilrettelegging av elevaktive arbeidsformer.
(Imsen, 2003: 65)
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Active engagement with feedback
Explicit Criteria
Completion and submission of work
Students Active engagement with criteria
The Social Constructivist Process Model, Rust et al, 2005
Actively engaging students with assessment and feedback
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Objectives competence defined as domenes
European Council – Framework:Domenes: personal, public, occupational, educationalDomener: location, Institutions, Persons, Objects, Events, Operations, texts
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LiteratureDpt for Education and Skills UK Teaching
repertoir Unit 7: QuestioningLecture at Åre Margaret Price 2009.”Smoke
and mirrors”http://bit.ly/9FKZ4P Dylan Wiliam
http://www.ltscotland.org.uk/learningaboutlearning/index.asp Dylan Wiliam og andre
http://bit.ly/95Utlh Hattiehttp://teachers.tv
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