Assessment & Self Regulated Learning

Weighing the Pig Does Not Increase the Weight of the Pig

Agenda Three Students Instructional Repertoire: CBAM Instructional Repertoire: Effect Size Instructional Repertoire: Bloom’s Tax. Current Research on Instruction

Student 1 Karen is a kind, thoughtful grade-8 student who loves to learn. That said, she has no idea how to function effectively in groups; her teacher puts them in groups at time, but the groups are always to big and end up being friendship groups. Usually one or two kids take over and do all the work. She has never heard of Bloom’s taxonomy and has no idea about social communication or critical thinking skills. Her teacher will at times use rubrics to score their learning.

Student 2 Michael is kind, thoughtful grade-8 student whose teacher is employing Tribes in the classroom. He is developing the skills to work more effectively in groups. They are working on attentive listening and mutual respect. His teacher has begun teaching them Bloom’s taxonomy, but he is finding it a bit difficult, but is starting to get it. The teacher consistently uses rubrics and explains them before the assignment in which it will be used. Last week they worked in a group to design their own rubric to assess their learning.

Student 3 Susan is a kind, thoughtful grade-8 student who has developed a deep level of skill in effective group work; she works independently and cooperatively on projects; she understands Blooms Taxonomy and always determines the cognitive demand of questions prior to responding to a question. She designs her own writing rubrics to self assess her learning. She has an extensive repertoire of social, communication, and critical thinking skills that she invokes by choice and not by default. She is part of a group of three that self assess their understanding prior to beginning a task.

Three Assessment Lenses: Connect these to the 3 Students Assessment ‘of’ Learning – Summative assessment/evaluation at the end of a unit of study or end of a course Assessment ‘for’ Learning – Formative assessment/feedback provided during the learning – influenced by the teacher, but can also be done by the students Assessment ‘as’ Learning – Formative assessment/feedback where Students assess their own work; facilitated by the teacher

Instructional Repertoire: CBAM Non User Orientation Preparation Mechanical – no student benefit Routine – beginning to get benefit Refined – becoming more powerful Integrative – most powerful

Instructional Repertoire: Significance The Problem with significance – controlled by ‘n’ (sample size) – throw out ‘good’ stuff Strength: Gives you ‘confidence’

Instructional Repertoire: Effect Size Shows the mean score difference between the experimental group and the control group Tells us ‘How Much of a Difference’ The Problem with Effect Size – false confidence

Effect Size

Instructional Repertoire: Bloom’s Tax Synthesis Evaluation Analysis Application Comprehension Recall The higher the level of thinking the longer students retain information They are also more motivated to learn at the more complex levels

The levels are everywhere …

Focus on Bloom’s Taxonomy Side A Side B Ranking Ladder Venn Diagram Concept Attainment Mind Maps PMI Academic Controversy Group Investigation Concept Maps Flow Charts Framing Questions Think Pair Share Place Mat Jigsaw Lecture 5 Basic Elements Teams Games Tournaments KWL chart

Current Research on Instruction Number one predictor of student achievement … teacher’s instructional repertoire Number two predictor of student achievement … principal’s support of teachers becoming instructionally skilled (Leithwood et al., 2009)

Current Research on Instruction Article: Four Drivers of Change 1. foster intrinsic motivation of teachers & students 2. engage educators and students in continuous improvement of instruction and learning 3. inspire collective or team work 4. affect all teachers and students – 100 % (Fullan, 2012)

Current Research on Instruction 9 Strong Claims (2012) 1. Effective pedagogies give serious consideration to pupil voice (SRLearning) 2. Effective pedagogies depend on behaviour (what teachers do), knowledge and understanding (what teachers know) and beliefs (why teachers act as they do). 3. Effective pedagogies involve clear thinking about longer term learning outcomes as well as short-term goals.

Current Research on Instruction 9 Strong Claims (2012) 4. Effective pedagogies build on pupils’ prior learning and experience. 5. Effective pedagogies involve scaffolding pupil learning. 6. Effective pedagogies involve a range of techniques, including whole-class and structured group work, guided learning and individual activity.

Current Research on Instruction 9 Strong Claims 7. Effective pedagogies focus on developing higher order thinking and metacognition, and make good use of dialogue and questioning in order to do so. 8. Effective pedagogies embed assessment for learning. 9. Effective pedagogies are inclusive and take the diverse needs of a range of learners, as well as matters of student equity, into account.

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