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Inside the Black Box

Inside the Black Box . Formative Assessment. New Evaluation Structure for Teachers. All observations will be evaluative in nature The primary points in observation will be to highlight what is wrong and teacher weaknesses

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Inside the Black Box

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  1. Inside the Black Box Formative Assessment

  2. New Evaluation Structure for Teachers • All observations will be evaluative in nature • The primary points in observation will be to highlight what is wrong and teacher weaknesses • Observation notes will be general in nature. Teachers should be able to determine specific steps to improve.

  3. New Evaluation Structure for Teachers • It is primarily up to the teacher to correct what is found to be weaknesses. • Observations will be by checklist to ensure compliance. • Teachers will be ranked based upon observations/evaluations. • Past evaluations will not be taken into account.

  4. Just Kidding But it is a little like we assess our students! Let’s take a closer look at how formative assessment can make a big difference.

  5. Difficulties in AssessmentEffective Learning • Tests encourage rote and superficial learning even when teachers say they want to develop understanding • Questions and other materials are not shared with other teachers and not critically reviewed in relation to what they actually access • Tendency to emphasize quantity and presentation or work and neglect quality in relation to learning

  6. Difficulties in AssessmentNegative Impact • The giving of marks and the grading function are overemphasized, while the giving of useful advise and the learning function are underemphasized. • Approaches are used in which students are compared with one another, the prime purpose of which seems to them to be competition rather than personal improvement.

  7. Difficulties in AssessmentManagerial Role • Feedback to students seems to serve social and managerial functions, often at the expense of the learning function. • Teachers can predict students’ results on external tests because their own test imitate them; but know too little about students’ learning needs. • The collection of grades to fill in records is given higher priority than the analysis of students’ work to discern the learning needs.

  8. Focus of Most Reforms Black Box (classroom) Input Output There is a need now to move further, to focus on the inside of the “black box” and so to explore the potential of assessment to raise standards directly as an integral part of each student’s learning work.

  9. Focus of Most Reforms Black Box (classroom) Input Output Quality of teacher / student interactions Stimulus and help for students to take active responsibility for their own learning Help needed to move students out of trap of “low achievement” Development of habits necessary for students to become life long learners

  10. Formative Assessment Message Feedback to any student should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other students.

  11. Self-Assessment by Students – Clear goals Critical • Recognition of desired goal • Evidence about present position • Understanding of a way to close the gap between the two If formative assessment is to be productive, students should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.

  12. Evolution of Effective Teaching • The choice of tasks – justified in terms in the learning goals Opportunities for students to express their understanding should be designed into any piece of teaching, for this will initiate the interaction through which formative assessment aids learning.

  13. Evolution of Effective Teaching • Teacher – Student Interactions – engaging meaningful dialogue The dialogue between students and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all students have an opportunity to think and to express their ideas.

  14. Evolution of Effective Teaching • Belief in the learning potential of all students – thus we need to clear the way the obstacles of learning Ways of managing formative assessment that work with the assumptions of “untapped potential” do help all students to learn and can give particual help to those who have previously struggled.

  15. Steps to Implementation:

  16. What Others Do To Us Black Box (classroom) Input Output What we have to figure out for ourselves TEAMWORK "Results Now" NEXT:

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