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ASSESSMENT FOR LEARNING

EUROPEAN UNION. Project financed under Phare. MoERI/ NCVETD - PIU. ASSESSMENT FOR LEARNING. Ground rules. EUROPEAN UNION. Project financed under Phare. MoERI/ NCVETD - PIU. All activities are a key part to learning so please participate Respect the opinions of others Be positive

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ASSESSMENT FOR LEARNING

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  1. EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU ASSESSMENT FOR LEARNING

  2. Ground rules EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • All activities are a key part to learning so please participate • Respect the opinions of others • Be positive • Be open to peer group feedback • Be punctual • Enjoy the experience • Switch off your mobile phone Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  3. Aims of the training EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU To develop effective use of assessment and feedback to promote Skills for Life learning and achievement Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  4. Assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Objectives • To define what learning is • To identify the key purposes for which we assess learners and learning • To ensure a shared understanding of terms used to describe forms of assessment • To understand the value of formative assessment and feedback Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  5. Assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Objectives • Give and receive formative assessment and feedback • Make a judgement against a competence in the SPP • Develop an instrument of assessment appropriate to an SPP module • State the implications for using work based assessment • Keep and record evidence of assessment k Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  6. What is learning? EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • In pairs define what learning is. • Be prepared to discuss in groups of 8 people in 5 minutes time • Each group is to write their answer on a ‘post it’ after 5 minutes and stick on flip chart paper Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  7. Process of learning knowledge and skils EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Personal and secure environment Know your student Organize Participation Student attaches and sorts out new skills, ideas and information to existing knowledge Evocation (stimulation, connecting with previous knowledge) Reflects and evaluate Use new knowledge and skills in a new context Discussion Plan Problem solve Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  8. European Qualification Framework EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  9. EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Steve Donohoe – SLICE project, Plymouth, 2002. www.aced.org.uk Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  10. EU Key Competences for Lifelong Learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Communication in the mother tongue; • Communication in foreign languages; • Mathematical competence and basic competences in science and technology; • Digital competence; • Learning to learn; • Social and civic competences; • Sense of initiative and entrepreneurship; and • Cultural awareness and expression Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  11. SCL strategies EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Communicate optimism and high expectations Design activities for a combination of: Thinking Independence Team work Varying learning styles Fun Articulation Accommodate diverse learning styles Conducive physical environment Enhance students’ self-esteem Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  12. Good SCL Practice EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Are you helping the learner to: • Listen • Problem solve • Evaluate • Plan • Read with understanding • Retain information • Learn how to learn for themselves Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  13. Creating an open classroom EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Brainstorm: • How we can remove the barriers to learning in a Romanian classroom? Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  14. Good SCL Assessment Practice EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Do you assess the learner appropriately for SCL? - not just tests? • Self assessment? • Peer group assessment? • Agree with learner what their performance is in respect to the learning outcomes? Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  15. Initial and diagnostic assessment EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • To identify individual learners’ needs, abilities, interests, preferences and prior learning so that appropriate choices can be made and individual support provided if necessary • Screening • Initial assessment • Diagnostic assessment • Learning styles inventory • Vocational aptitude tests Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  16. Assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU To assess learners’ progress in order to: • feed back to the learner and agree actions to help him/her improve • enable the teacher or trainer to adapt his/her methods if appropriate • Formative assessment or ‘Assessment for learning’ within teaching and learning sessions • Individual review, action planning, target setting • Written feedback Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  17. Summative assessment EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU To assess and record learner attainment: • for the learner’s own record • as evidence for entry to further study or employment • for ‘management’ accountability • end of unit/module assessment • end of course/programme assessment Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  18. Summary EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Initial and diagnostic assessment • Assessment for learning (checking) of individual learning/progress accompanied by feedback • in teaching and learning sessions • as part of individual review, target setting and action planning • written feedback • Summative Assessment Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  19. What is constructive feedback? EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU The learner worked hard and the soup tastes OK, but could do with more salt Now it is time to tell the the learner this. • Constructive feedback: • Motivates learner • Informs them of good and bad practice • Tells them how to improve • Raises expectation

  20. How to give constructive feedback EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Always link to learning objectives • Begin by inviting the learner's own view of their work • React positively to good things • Correct misapprehensions revealed in their work • Make helpful suggestions on how their work may be improved • Suggest how they can change their approach in the future • Always respect the individuality and worth of each student Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  21. Stages in giving feedback EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Allow learner’s self assessment time • Give good news • Clear • Specific • Personal • Honest 2. Give bad news • Specific • Constructive • Kind • Honest 3. End on a high note Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  22. Assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • 'An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils in assessing themselves and each other, to modify 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 and Wiliam, ‘Working Inside the Black Box’ Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  23. Assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Assessment for learning Feedback to learner(s) Feedback to teacher Actions for learner(s) Actions for teacher Enhanced learning for all learners Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  24. What research tells us EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Professor John Hattie statistically combined the results of 200,000 experiments in classrooms and published a table listing the most effective teaching strategies in order of effectiveness. • Giving learners feedback on their learning errors and omissions, and getting them to correct them or work towards improvement of future work was ranked overall third. ‘Focus on Hattie’s research’, LSDA, Quality Matters, June 2002 Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  25. What research tells us EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Black and Wiliam 1998 Teachers need to: • create a culture of success, a belief that all can achieve: ability is incremental rather than fixed • ensure learners have a clear understanding of what is wrong, what must be done to put it right • avoid reference to ability, competition, comparison with others • give learners a medal and mission. • Note: Students often don’t understand what they are meant to be doing and how it is assessed Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  26. What research tells us EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU ‘If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.’ Wiliam, 1999, 2000 Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  27. What research tells us EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Butler’s research In the case of low achievers, interest was undermined by grading with or without comments Butler, 1988 Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  28. Effective assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Should be part of planning teaching and learning • Is about learning • Is learner centred • Requires specific skills Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  29. Effective assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU To promote effective assessment teachers need to: • Share learning aims with learners and check their understanding of these • Share the criteria by which learners’ achievements will be assessed Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  30. Effective assessment for learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Provide opportunities for teacher and learner to reflect on learners’ performance • Develop learners’ self-assessment skills Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  31. Validity It actually assesses what it sets out to assess. Reliability It is likely to produce consistent, repeatable results.. Practicability It is not inordinately difficult or expensive to implement. Fairness It does not make unreasonable demands of the students. It contributes to the effectiveness of the learning process. Impact

  32. EUROPEAN UNION MoERI/ NCVETD - PIU Project financed under Phare

  33. Implications for school management EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • A senior manager to take leadership in establishing a school assessment policy and the training of teachers in assessment • Quality assure all summative assessment • Inform students and parents of formative and summative assessment policy • Resist pressure for “hard” data from tests and encourage the use of other types of assessment Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  34. Implications for teachers EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Need to receive training in assessment • Ensure that assessment is always used to help learning in its broadest sense • If summative assessment report is required ensure evidence is judged against relevant criteria • Involve pupils in self assessment of work to help them to understand criteria used in assessing their work • Use tests only when appropriate • Contribute to moderation and verification procedures in the school Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  35. Planned Outcomes EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • An understanding of the ways in which assessment can promote, and contribute to, effective learning • A range of ways of assessing progress appropriate to the range of your learners Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  36. Outcomes continued EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Techniques for giving formative feedback to a learner • An understanding of the role of Individual Learning Profiles (ILPs) in assessment for learning Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  37. Outcomes continued EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU • Planning end of module assessment instruments • Implementing end of module assessments • Recording end of module assessments Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  38. Definition of learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Knud Illeris definition is : • the outcomes of learning ie what has been learned • the mental processes used by individuals while learning • the interactions between individuals and their environment Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  39. Definition of learning EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Frank Coffielddefinition is : Learning refers only to significant changes in capability,understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Two qualifications. It excludes the: acquisition of factual information when it does not contribute to such changes; immoral learning as when prisoners learn from other inmates in custody how to extend their repertoire of criminal activities. Material produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

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