EPSE 423 Learning, Measurement and Teaching

Today’s Goals Understand the course expectations. Define key assessment terms. Familiarize learners with some key research findings around assessment. Brief overview of assessment for, of and as learning. Brief overview of the 6 big AFL ideas.

Learning Intentions: The Learner will: – Understand the course expectations – Become familiar with key assessment terms – Become familiar with Black & Wiliam’s research around assessment for learning

Text Resources: EPSE 423 Damian Cooper, Talk About Assessment Clarke, Owens, Sutton, Creating Independent Student Learners: A Practical Guide to AFL Recommended Texts (refer to course outline)

Notebook Structure Overview and Definitions Metacognition and Learning Learning Intentions and Goals Criteria Descriptive Feedback Inquiry/Questioning Peer & Self-Assessment Ownership Grading and Reporting Strategies

My Philosophy Lifelong learner Safe and equitable learning environments The Golden Rule Second chances

Grading protocol: Pass: B+ standing Active involvement in all activities and discussions Attendance Complete all course requirements

Strategy: Landmark Partners – Make an appointment with 4 different people – one for each landmark.

Quick Write Assessment: – what the word means to you (how you define it) – an example of assessment – how it applies to the classroom (8 minutes to record your ideas) Strategy: Think, Write, Pair, Share “Landmark Partner USA”

Key Assessment Terms Assessment: – Gathering data about student knowledge and/or skills, either through informal methods such as observation, or formal methods such as testing

3 Categories of Assessment 1)Diagnostic 2)Summative 3)Formative

Diagnostic Assessment Assessment to determine an appropriate starting point for my instruction – Ex: a) APK (access prior knowledge) b) Traffic light

Summative Assessment Assessment that occurs at the end of a significant period of learning and summarizes student achievement of that learning. – Ex: a) Tests b) Assignment/ project final mark c) Report card mark

Formative Assessment Assessment that occurs during the learning process and provides feedback to both students and teachers to help improve learning. – Ex: a) Oral: - question and answer session - suggestions for improvement b) Written: - First draft of a written assignment c) Homework check with feedback d) Midway through a project

15 Distinct Differences Assessment FOR Assessment OF Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge

Strategy: Retell, in your own words “Landmark Partner Italy” …… explain to a partner the 3 basic categories of school-based assessment

Research on Assessment Article: Black and Wiliams “Classroom Assessment, Minute by Minute, Day by Day” – Strategy: Jigsaw discuss

Dylan Wiliam “Learning About Learning” video clips: a) Assessment for Learning Research Findings b) Formative Assessment c) Assessment Strategies Discuss…….

Elements of Formative Assessment Planning: establishes explicit learning intentions (goals). Sharing learning intentions and developing criteria. Thoughtful questioning and discussion. Pupil self evaluation against learning intentions and specified criteria. Feedback: teacher to child, child to teacher and child to child. Ownership: Gradual Release of Responsibility

Gradual Release of Responsibility Independent Guided Shared Modeled I show, you watch I do, you help You do, I help You do, I watch Pearson & Gallagher, 1983

Strategy: Say Something – Turn to your partner and share your thoughts, questions, or ideas

Assessment FOR and OF Learning “Assessment for and of Learning” Yrsa Jensen (8 min) – Discuss: Purpose Audience Form Timing Teacher’s Role Student’s Role » BCELC AFL Webcast Series Feb 13, 2008.

PURPOSE Assessment FOR…Assessment OF… to improve learning to measure/report on student learning a snapshot of learning

AUDIENCE Assessment FOR…Assessment OF… students teachers and students using information together public/parents information provided to parents others to inform on group progress or program effectiveness

FORM Assessment FOR…Assessment OF… descriptive what works? what doesn’t? what next? information on how to improve symbols grades percentages, etc. report cards, exams, final projects summary statistics

TIMING Assessment FOR…Assessment OF… continuous information throughout learning day by day, minute by minute an event usually at the end of learning periodically

TEACHER’S ROLE Assessment FOR…Assessment OF… guide coach collaborator with student about individual learning evaluator interpreter of data

STUDENT’S ROLE Assessment FOR…Assessment OF… active participant in self and peer assessment understand own learning, sets goal, criteria study and demonstrate knowledge or learning at a given time can be passive

Why bother making this distinction? -The word ‘assessment’ has been used in our language to mean ‘judgement’, and we need to re- capture its original meaning which was much more about feedback than about ‘measurement’ -Many of us, including children, parents and community members still react to ‘assessment’ with anxiety -Assessment really means “to sit beside” (assidere) Cooper, 2007

Assessment FOR Learning “Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence……

An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs”. Black, Harrison, Lee, Marshall and Wiliam,

“We need to recognize the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning.” UK Assessment Reform Group, 1999

“Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” Black and William, 1998

A balanced assessment system takes advantage of assessment OF learning and assessment FOR learning; each can make essential contributions. When both are present in the system, assessment becomes more than just an index of school success. It also serves as the cause of that success. Chappuis, Stiggins, Arter and Chappuis 2004

Focus Reflection From the information presented today, reflect upon how these ideas about assessment compare with your own school experiences with assessment…… Strategy: Think, Pair, Share – “Landmark Partner Australia”

Readings for next class Cooper Talk About Assessment ch. 2 – Be prepared to describe the different purposes for assessment according to Cooper. Sutton Creating Independent Student Learners Ch. 1 – Be prepared to explain to another person what the term “Assessment” entails according to Sutton.

Strategies used today: With a partner, write down a list of STRATEGIES modeled in class today. Be sure to include a description of each strategy for your own future reference. “Landmark Partner France”

Works cited Working Inside the Black Box, Black, Harrison, Lee, Marshall and Wiliam. Phi Delta Kappan, Learning About Learning, UK Assessment Reform Group, Talk About Assessment, Cooper, Pearson & Gallagher, BCELC Webcast Series, Feb 13/08.