1. Assessment Advice

2. Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. Assessment has multiple purposes: Assessment for learning (formative) Assessment as learning (formative) Assessment of learning (summative) http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment Advice

3. The purpose of this workshop is to: Define the concepts of assessment for learning, assessment as learning and assessment of learning Explore effective and powerful assessment approaches for classroom use

4. OUR EDUCATIVE PURPOSE What is powerful to learn? Victorian Essential Learning Standards What is powerful learning and what promotes it? Principles of Learning and Teaching LEARNER How do we know it has been learnt? Assessment Advice Who do we report to? Students Teachers Parents Community System

5. Write down your immediate thoughts when you hear the word assessment Assessment

6. “ Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.” http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment definition

7. At classroom level (student, teacher and parent) Provide appropriate learning opportunities Feedback for future learning Develop partnerships Modify teaching Why do we gather and interpret evidence of learning? At a whole school level (teacher and leadership team) Monitor and evaluate teaching program and inform future curriculum planning At system level (leadership team and system) Evaluate, provide quality assurance & certify To report to Government

8. Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. Assessment has multiple purposes: Assessment for learning (formative) Assessment as learning (formative) Assessment of learning (summative) http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment Advice

9. Recent international research on assessment points to substantial gains in student achievement that can be affected through the use of formative assessment in the classroom. “Formative assessment promotes the goals of life long learning, including raising levels of student achievement, greater equity of student outcomes, and improved learning to learn skills” OECD (2005) Formative Assessment Improving Learning in Secondary Classrooms, Paris, France: OECD Publishing Assessment for learning (formative) research

10. Assessment for learning occurs when teachers use inferences about student progress to inform their teaching. http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment for learning (formative) definition

11. Teacher changing planned curriculum from an observation of a student’s unexpected high level of current knowledge, skills and behaviours Prior learning Teacher scaffolding a students learning after s/he demonstrates a misconception in a conversation, an essay or on a test Sharing criteria so that students understand what they are being assessed against and can strive to achieve Assessment for learning in practice

12. Where are we at? RED - I have little or no understanding AMBER - I have a partial understanding GREEN – Enough understanding to continue Black & Wiliam, Working Inside the Black Box

13. “Formative assessment is most productive when students are trained in self-assessment so that they can understand the purposes of their learning and grasp what they need to do to achieve.” Black, P & Wiliam, D (1988) Phi Delta Kappan. Bloomington: Oct 1998. Vol. 80, Iss. 2;SSN/ISBN:00317217tPhi Delta KappanOct 1998 Assessment as learning (formative) research

14. Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment as learning (formative) definition

15. Students: self and peer-assessing writing reflections developing concept maps of previous and new learning setting goals discussing annotated work with their teachers Assessment as learning in practice

16. Assessment as learning Reflection Take a couple of minutes to reflect on what you have learnt about assessment so far today, write it down Identify one thing you would like further clarification around or something you would like to learn more about How could you go about learning more?

17. Where are we at? RED - I have little or no understanding AMBER - I have a partial understanding GREEN – Enough understanding to continue Black & Wiliam, Working Inside the Black Box

18. “The overall message is that summative tests should become a positive part of the learning process. Through active involvement in the testing process, students can see that they can be the beneficiaries rather than the victims of testing, because tests can help them improve their learning.” (Phi Delta Kappan. Bloomington: Sep 2004. Vol. 86, Iss. 1; pg. 9)Phi Delta KappanSep 2004 Assessment of learning (summative) research

19. Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp Assessment of learning (summative) definition

20. Tests at the end of a unit AIM, VCE state-wide exams Benchmark reading text levels Presentation, e.g. oral or project Assessment of learning in practice

21. Where are we at? RED - I have little or no understanding AMBER - I have a partial understanding GREEN – Enough understanding to continue Black & Wiliam, Working Inside the Black Box

22. Assessment for learning occurs when teachers use inferences about student progress to inform their teaching Which assessment approaches do you think are most effective and powerful?

23. Assessment as learning occurs when teachers use inferences about student progress to inform their teaching Which assessment approaches do you think are most effective and powerful?

24. Assessment of learning occurs when teachers use inferences about student progress to inform their teaching Which assessment approaches do you think are most effective and powerful?

25. Further Assessment information www.sofweb.vic.edu.au/blueprint/fs1/assessment/asp www.sofweb.vic.edu.au/blueprint/fs1/guidelines/default.a sp email: assessment.reporting@edumail.vic.gov.auassessment.reporting@edumail.vic.gov.au