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Assessment: Lessons from Learning Research? Geoff N Masters. Australian Council for Educational Research. LEARNING. observations from brain research. Each brain is unique. The brain goes on being shaped by experience. The brain relates incoming information to existing knowledge.
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Assessment: Lessons from Learning Research? Geoff N Masters Australian Council for Educational Research
The brain goes on being shaped by experience.
The brain relates incoming informationto existing knowledge.
Students are at very different stages of development and attainment.
“Attainment is only loosely related to age.” Dylan Wiliam (2007)
“Experts in a domain have a sensitivity to patterns of meaningful information.” Bransford, Brown and Cocking (2000)
Many curricula fail to support learning with understanding because they present too many disconnected facts in too short a time.” Bransford, Brown and Cocking (2000)
learning is a personalprocess learning is an ongoingprocess Research intoLearning learning is influenced by attitudes andemotions learning is most effective when it builds deepunderstanding
1. building an understanding of individual learners 2. identifying starting points for teaching
“In an ideal world, the teacher would have precise and current knowledge of each student’s starting points and also of what assistance each student requires to move to the next level.” Fullan, et al (2006)
1. building an understanding of individual learners 2. identifying starting points for teaching 3. diagnosing individual difficulties / errors
4 6 1 1 3 5 1 4 = = = 11 16 5 8 8 9 2 7
4. establishing where individuals are up to in their learning
4. establishing where individuals are up to in their learning 5. tracking student progress over time
6. probing students’ understandings of key concepts, underlying principles and big ideas
A man holding a heavy ball runs at a constant velocity past a camera on a tripod fixed on the ground. Snapshot A shows the man releasing the ball.
ball was released from here Snapshot B. Sketch as accurately as you can the path of the falling ball as seen by the photographer standing on the ground.
6. probing students’ understandings of key concepts, underlying principles and big ideas 7. communicating to students the kinds of learning that are valued
8. helping students to see the progress they are making 9. promoting students’ beliefs in their own ability to learn 10. providing guidance on what individuals can do to make further progress
