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Session 3: In classroom assessment

Session 3: In classroom assessment. Vineta Eržen. Bottom up approach : A F L cannot be forced . If you want a change , you have to go deeper - to teachers ‘ perceptions, misunderstandings, etc .

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Session 3: In classroom assessment

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  1. Session 3:In classroom assessment Vineta Eržen

  2. Bottom up approach : AFL cannot be forced. If you want a change,you have to go deeper - to teachers‘perceptions, misunderstandings, etc. Teachers need practical support, also tailored advice - the practicethat works for THAT teacher. Changingthefocusofclassroomconversation ( e.g. throughselfassessmentandpeerassessment): theinvolved learners can and are eager to talk about their learning;they motivateteachers to change too. What are the advantages, benefits, best features of what you’ve heard?

  3. AFL takes a lot of time at the start. AFL might be seen as a new trend that will fade over time. The culture of teaching (teachers‘role as authorithies, knowledge transmission model, etc). Challenges for secondary education - pupils move from class to class and may experience very different assessment. Assessment tools could be a barrier,too - teachers focus on tools (using the "tricks") and may forget the ideas behindthe original purpose of assessment. Assessment criteria are sometimes difficult to identify (solution: the same success criteria can be used in many lessons; success criteria support students in self assessing their own work at home). Curriculum is not supproting AFLenough, exams may work against it. Education and involvement of parents arecrucial; parents need to be involved from the start - help them move away from valuing grades only. What do you see as potential difficulties in your country/environment to adopt such an approach?

  4. Making AfL compulsory? Or giving more autonomy to schools - let them decide when and how to assess and grade thestudent? Teaching and learning without grades? Using different channels, incl. ICT to experience, communicate and promote AFL - for teachersand learners; new technologies, e.g.the mobile phone camera,allow teachers and students to easily record moments in learning that, in turn, can support peer assessment. Promotingexamplesofgoodpractice: helpmovingthe change from classroom level to school level, then to groups of schools, whole districts, country, world: (inter)national consensus, consistency and communication. What are the solutions – 3 to 5 good ways of solving it?

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