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Assessment at the level of context, process and outcome: the experiential approach Ferre Laevers Research Centre for Experiential Education Leuven University.

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Presentation on theme: "Assessment at the level of context, process and outcome: the experiential approach Ferre Laevers Research Centre for Experiential Education Leuven University."— Presentation transcript:

1 Assessment at the level of context, process and outcome: the experiential approach Ferre Laevers Research Centre for Experiential Education Leuven University

2 A. Assessing the process

3 Quality in care and education PROCESS OUTPUT objectives outcomes  CONTEXT means principles INVOLVEMENT WELL-BEING

4 Well-being When children... feel at ease act spontaneously are open to the world and accessible express inner rest and relaxation show vitality and self-confidence are in touch with their feelings and emotions enjoy life...we know that their mental health is secured

5 Involvement When children are... concentrated and focussed interested, motivated, fascinated mentally active fully experiencing sensations and meanings enjoying the satisfaction of the exploratory drive operating at the very limits of their capabilities...we know that deep level learning is taking place

6 The Leuven Involvement Scale 5 levels > 1 No activity > 2 Interrupted activity > 3 Activity without intensity > 4 Activity with intense moments > 5 Continuous intense activity

7 The scale for in-service training > 1 Very boring – I stayed because it was impossible to leave > 3 I heard it all, but nothing really caught my attention > 5 I‘m impressed by fascinating thoughts that carry me away

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12 -distribution of scores in 2 classgroups- Scanning ‘involvement’: results mean

13 Scanning ‘involvement’: School School School School School School Total distribution of 61 classes (primary school)-

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18 Conclusions about assessing the process Contains key information to improve quality Contains key information to improve quality immediate feedback about quality immediate feedback about quality the shortest road to interventions the shortest road to interventions A conclusive criterion for risk of stagnation A conclusive criterion for risk of stagnation tells who is taking advantage from our efforts and who doesn’t tells who is taking advantage from our efforts and who doesn’t

19 Name Bart Els Jamal Hans Daan Involvement Competence Comments loves maths gives up easily afraid to make mistakes finds maths boring holds on to material Excerpt from the "Process-oriented Monitoring System" Subject: mathematics in first grade of primary school Process or product- oriented? Involvement

20 B. The experiential view on development

21 Shows excellent physical skills for his/her age, which is demonstrated in a broad range of situations where movement is required. It is a pleasure observing his/her movements in space: supple and graceful, purposeful and with efficacy, in an adjusted pace, rhythmical, readily reacting to changes and signals. Picks up new patterns of movement very easily. Gross motor development 1

22 Deep-level-learning Holistic in nature Holistic in nature far from a checklist of isolated skills far from a checklist of isolated skills grasps the essence grasps the essence

23 Is very skilful in handling objects and tools: is able to perform complex operations fluently and with precision. Masters a broad range of manipulations. Has an excellent co-ordination of hand and fingers, detached from the rest of the body. Easily picks up new patterns of movement. Fine motor development 2

24 Succeeds in expressing feelings and experiences via artistic activities and deals with these experiences by expressing them. Has an eye for aesthetic aspects in dealing with space. Takes advantage of the elements of design (symbols, colours, proportions...) to express his/her intuitions and emotions. Can express him/herself through a broad range of artistic forms of expression and can fully enjoy artistic objects (art). Expression through arts 3

25 Has a strong verbal capacity: succeeds in formulating experiences, perceptions and thoughts with precision and in a fluent and expressive way. Uses differentiated vocabulary and complex linguistic structures. Has a well- developed sense of symbols. Masters (initial) reading and writing skills. Reflects on language and linguistic properties. Reflects on language and linguistic properties. Language 4

26 Is keen to explore and experience physical phenomena. Has a differentiated sense of properties and patterns of objects and living creatures. Can make sound predictions about the effects of combinations of materials and interventions. Is able to come up with adequate interventions on objects and nature and to deal with the physical world successfully. Understanding of the physical world 5

27 Deep-level-learning Holistic in nature Holistic in nature far from a checklist of isolated skills far from a checklist of isolated skills grasp the essence grasp the essence The concept of ‘schema’ The concept of ‘schema’

28 Reality Mental schemes

29 Deep-level-learning Holistic in nature Holistic in nature far from a checklist of isolated skills far from a checklist of isolated skills grasp the essence grasp the essence The concept of ‘schema’ The concept of ‘schema’ change the program instead of adding files change the program instead of adding files a dynamic process a dynamic process

30 Has a strong and differentiated awareness of his/her own feelings and perceptions. Shows a lot of interest in the social reality. Has a well- developed role-taking capacity: can enter into people’s feelings, needs and thoughts, takes them into account and acts accordingly. Masters a broad range of social behaviours and strategies and knows how to implement them successfully. Social competence 6

31 Shows an excellent power of abstraction: consequently handles criteria to sort or classify objects, masters the necessary concepts to grasp the world of spatial relations, time and quantities. Holds spontaneous courses of reasoning by linking phenomena, describing patterns and use concepts. Logical and mathematical thinking 7

32 Is able to manage him/herself well: knows what (s)he wants, can set goals, can engage into action without delay and achieve a good result. Does not give up at the first obstacle and can persist in order to reach his/her goal. Can step back and work strategically. Is able to exploit various possibilities and adapt to changing circumstances. Is not ruled by his/her surroundings, but actively determines the group’s course together with others. Self-organisation 8

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34 Basic qualities ➊ Respect of the child ➋ An open framework-approach ➌ A rich environment ➍ Representation ➎ Communication / interaction / inclusion ➏ Observation, observation, observation

35 Een ‘open framework’ Programmed learning Custodial Open framework Child- oriented Initiative of the adult Initiative of the child

36 C. Assessing the output

37 Quality in care and education PROCESS OUTPUT objectives outcomes  CONTEXT means principles

38 At the school level Develop an open framework approach Develop an open framework approach high level of initiative from both teachers and children/students high level of initiative from both teachers and children/students Make teachers competent observers Make teachers competent observers grasp the essence of the developmental area(s) to create a rich environment grasp the essence of the developmental area(s) to create a rich environment see the ‘cognitive loading’ of activities see the ‘cognitive loading’ of activities enrich the environment (make the soup thicker) enrich the environment (make the soup thicker) recognize the levels of competence recognize the levels of competence A PARADIGM SHIFT !

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40 At the national level Make schools accountable for ‘effort’ not for ‘outcome’ Make schools accountable for ‘effort’ not for ‘outcome’ all developmental domains addressed in activities? all developmental domains addressed in activities? level of involvement sufficient for deep level learning? level of involvement sufficient for deep level learning? Principles of a sound approach: Principles of a sound approach: never make public school-related information about test-results never make public school-related information about test-results use national tests to give feedback use national tests to give feedback select topics for testing that are crucial for society select topics for testing that are crucial for society develop a new generation of instruments for assessment develop a new generation of instruments for assessment A PARADIGM SHIFT !

41 The quality of life in society as the final test Well-being and involvement as the best test for school

42 Implications for practice A rich environment A rich environment each developmental area represented each developmental area represented An open framework approach An open framework approach high level of initiative from both teachers and children/students high level of initiative from both teachers and children/students Reflective teaching Reflective teaching observation as source of information observation as source of information a non-lineair rational approach a non-lineair rational approach A PARADIGM SHIFT !

43 Finding the package

44 At the national level Make schools accountable for ‘effort’ not for ‘outcome’ Make schools accountable for ‘effort’ not for ‘outcome’ Principles of a sound approach: Principles of a sound approach: Make accountable for ‘effort’ not for ‘outcome’ are all developmental domains represented in children’s activities? is the level of involvolvement sufficient to expect deep level learning? A PARADIGM SHIFT !

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46 THE ZONE OF PROXIMAL DEVELOPMENT difficulty of task competence of the child involvement fear of failure boredom depression

47 Basic competencies Gross motor development Fine motor development Expression through visual arts Expression through language Understanding the world of objects Understanding the world of people Logical mathematical competence Self-organisation & entrepreneurship

48 At the school level Help teachers to grasp the essence of the developmental area(s) Help teachers to grasp the essence of the developmental area(s) Help them to see the levels of competences Help them to see the levels of competences Make accountable for ‘effort’ not for ‘outcome’ Make accountable for ‘effort’ not for ‘outcome’ are all developmental domains represented in children’s activities? is the level of involvolvement sufficient to expect deep level learning?


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