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Measuring for success –

Measuring for success –. the implications for literacy and numeracy teaching practice. Jan Hagston – jan@multifangled.com.au. The Australian context. The states differ but ....

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Measuring for success –

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  1. Measuring for success – the implications for literacy and numeracy teaching practice Jan Hagston – jan@multifangled.com.au

  2. The Australian context The states differ but .... • Most adult literacy and numeracy programs need to use an accredited curriculum e.g. Certificates in General Education for Adults • Some also need to report using the Australian Core Skills Framework (ACSF) • Covers reading, writing, oral communication, numeracy and problem solving • 5 levels of difficulty

  3. What do you see as success for adult literacy and numeracy learners?

  4. How do we know when they have been successful? & Where does assessment fit?

  5. Why do we assess?

  6. Why do we assess? • For appropriate placement of learner • For diagnosis • To inform teaching and learning process • For accreditation (and accountability) purposes • To compare learner’s skills with others (within the program, nationally or internationally) • To compare learner’s skills now with their skills at a previous point in time • To compare learner’s skills with standards • To evaluate the effectiveness of educational programs

  7. Why do we assess? As teachers, our main reason for assessing is to establish where learners are in their learning and development in order for the learner to have the best chance of successfully moving forward. This allows us to: • develop the next stage of the learning program • provide feedback to the learners • evaluate our own performance.

  8. Assessment When we assess a learner’s ability (at a point in time), what do we take into account? What are we looking for? And, I don’t mean just knowledge and skills.

  9. Marr, B. Helme, S. & Tout, D. 2003

  10. Marr, B. Helme, S. & Tout, D. 2003

  11. How do we measure... • Transfer and application • Task process cycle • Autonomy • Awareness • Personal connections • Confidence • Skills and knowledge?

  12. We collect evidence

  13. Evidence can be • Observation of performance / behaviour • Video or photo of performance • A product • Written or oral questions • Written or oral reports • Participation in a discussion • Oral presentations • Feedback/ report from a third party • Self reporting • Role play • Case study analysis (relates more to other than L&N) • Simulation (relates more to other than L&N)

  14. What evidence?

  15. What evidence?

  16. Example of how you might document evidence Dave Tout

  17. How do you use the evidence you gather ... • to develop the next stage of the learning program • to provide feedback to the learners • to evaluate our own performance.

  18. Measurement matters! Why? Because you can’t know if the students have been successful if you don’t assess. You don’t know if you have been successful if you don’t assess. BUT assessment isn’t just about using one tool, it’s about using a whole range of evidence.

  19. References • Hattie, J. 2009 Visible Learning: A synthesis of over 800 Meta-analyses relating to achievement, Roultedge, London • Marr, B. Helme, S & Tout, D. 2003 Rethinking assessment: strategies for holistic adult numeracy assessment. A resource book for practitioners, policy-makers, researchers and teachers, Language Australia, Melbourne • Masters, G N. ‘Assessing Student Learning: Why Reform is Overdue’ ACER Occasional Essays, ACER, Melbourne

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