1. VISTA 19 August 2005 21 October 2005 Park Hyatt, Melbourne Assessment & Reporting Conference Margaret Forster - ACER Keynote Address 2

2. Assessment and Reporting What do we need to understand? Margaret Forster

3. understand for what purpose ? to enrich teaching and learning experiences to report effectively to parents

4. understand for what purpose? to enrich teaching and learning experiences to report effectively to parents to better support learning

5. 1 the implications of research into learning

6. What does the research into how children learn tell us? What does the research into how children learn tell us? Bransford, Brown and Cocking (2000) How people learn: brain, mind, experience and school. National Academy Press. Bransford, Brown and Cocking (2000) How people learn: brain, mind, experience and school. National Academy Press. 1 the implications of research into learning

7. learning is enhanced when 1 the implications of research into learning

8. learning is enhanced when *teachers identify and work from individuals’ current knowledge, skills and beliefs 1 the implications of research into learning

9. learning is enhanced when *teachers identify and work from individuals’ current knowledge, skills and beliefs *it leads to deeper understandings of concepts and their applicability 1 the implications of research into learning

10. learning is enhanced when *teachers identify and work from individuals’ current knowledge, skills and beliefs *it leads to deeper understandings of concepts and their applicability *decision makers are able to monitor and act on feedback about learning 1 the implications of research into learning

11. 1 Learning is enhanced when teachers identify and work from individuals’ current knowledge, skills and beliefs. 1 the implications of research into learning

12. Implication for assessment & reporting? Assessment and reporting must provide information about where students are in their learning. 1 the implications of research into learning

13.  Assessment and reporting must be based on a clear understanding and circumscription of the area of learning against which achievement will be assessed and reported. 1 the implications of research into learning

14.  We need to define and clarify each of the domains/areas against which achievement will be reported. 1 the implications of research into learning

17.  We need to develop a research-based understanding of what it means to make progress within that area. 1 the implications of research into learning

18. Civics

20. 2 Learning is enhanced when it leads to the development of deeper understandings of concepts and their applicability. 1 the implications of research into learning

21. Implications for assessment & reporting? Assessment and reporting will be focused in part on the depth of a student’s understanding. 1 the implications of research into learning

22.  Assessment and reporting is likely to draw on different and more sophisticated assessment approaches. 1 the implications of research into learning

23. — example: understanding layers of meaning Lovely Mosquito Lovely mosquito, attacking my arm As quiet and still as a statue, Stay right where you are! I’ll do you no harm– I simply desire to pat you. Just puncture my veins and swallow your fill For nobody’s going to swot you. Now, lovely mosquito, stay perfectly still– A SWIPE! and a SPLAT! and I GOT YOU! Doug MacLeod

24. Does the writer think the mosquito is lovely? Explain your answer.

25. 3 Learning is enhanced by the ability to monitor learning so that appropriate action can be identified. 1 the implications of research into learning

26. Implications for assessment & reporting? Assessment feedback and formal reporting must allow students teachers and parents to monitor learning over time and to be benchmarked against appropriate points of reference. 1 the implications of research into learning

27. What do we need to understand? We need to understand growth and recognise evidence of growth We need to understand growth and recognise evidence of growth 1 the implications of research into learning

28. challenges What do teachers understand? ( UK example) What do students focus on? ( UK research, US and Canadian experience) 1 the implications of research into learning

29. 2 the role of assessment methods

30. Assessment is a vehicle for gathering evidence about student learning. 2 the role of assessment methods

31. assessment methods PerformancesPerformances ProjectsProjects ProductsProducts Paper and penPaper and pen PortfoliosPortfolios 2 the role of assessment methods

32. ExternalTeacherStudentPeer (self) Performances XX Projects XX Products XX Paper & pen XX Portfolios XX XX

33. 3 the context of a standards frameworks

34. content standards Content standards answer the question: What do we expect students to know, understand, and be able to do? 3 the context of a standards framework

35. Content standards describe learning ‘outcomes’: the things we watch for, the things we can observe, and the things we can collect evidence about to demonstrate what students know and can do as a result of their learning. 3 the context of a standards framework

36. Descriptions of developing speaking ability

37. performance standards Performance standards answer the question: How adequate at a particular age, grade or stage of schooling is a student’s performance? 3 the context of a standards framework

40. a standards framework makes explicit what we valuemakes explicit what we value defines the direction of growthdefines the direction of growth provides a frame of referenceprovides a frame of reference –for shared communication –against which achievement and progress can be mapped and monitored over time 3 the context of a standards framework

41. implications for teaching ? understanding the relationship between the framework and the curriculum 3 the context of a standards framework

42. implications for assessment? understanding the paradigm shift: a framework independent of the measuring instrument a framework independent of the measuring instrument 3 the context of a standards framework

43. a simple idea instruments (provided they are adequately calibrated) are superficial interchangeable unimportant in themselves instruments (provided they are adequately calibrated) are superficial interchangeable unimportant in themselves 3 the context of a standards framework

44. implications for reporting? understanding that reporting is based on an inferential process 3 the context of a standards framework

45. a challenge a challenge Do teachers understand how to draw an inference to a standards framework? an inference to a standards framework? -- confusing recording with reporting -- confusing recording with reporting -- ‘beginning, consolidating, established’ -- ‘beginning, consolidating, established’ 3 the context of a standards framework

46. BCE judgements did not in themselves indicate where on the CSFII continuum a student was located. Most students who were rated ‘consolidating’ Level 4 would have been rated ‘established’ for Level 3, and ‘beginning’ Level 5. BCE judgements did not in themselves indicate where on the CSFII continuum a student was located. Most students who were rated ‘consolidating’ Level 4 would have been rated ‘established’ for Level 3, and ‘beginning’ Level 5. 3 the context of a standards framework

47. Beginning, Consolidating and Established were best thought of as ratings made in relation to each CSF level, and not as an indication of a student’s location on the underlying standards framework. Beginning, Consolidating and Established were best thought of as ratings made in relation to each CSF level, and not as an indication of a student’s location on the underlying standards framework. 3 the context of a standards framework

48. 4 student achievement

49. Year 3Year 5 Reading 600 500 400 300 200 100

52. that teachers believe that every learner is on an individual path of development and is capable of further progress 4 student achievement

53. 5 the larger school context

54. ‘ In elementary schools, children move from one teacher to the next every year. Every June we trash a year’s worth of relationships built between children and their teacher, and we throw away all the knowledge the teacher has gained about what each child needs and can do. 5 the larger school context

55. Each year, we tell every child and teacher to start over again -- even though we know that the teacher’s knowledge of and caring for the child is the single most important variable in determining the school success of many children, particularly those who are most vulnerable.’ Marshak, D. (2003). No Child left Behind: A Foolish Race into the Past. Phi Delta Kappan, vol 85, no 3. Marshak, D. (2003). No Child left Behind: A Foolish Race into the Past. Phi Delta Kappan, vol 85, no 3. 5 the larger school context

56. Implications of a standards framework for teaching ? Implications of a standards framework for teaching ? confidence & trustconfidence & trust share expertiseshare expertise reduce workloadreduce workload to better support learningto better support learning 5 the larger school context

57. Implications of a standards framework for assessment & reporting? Implications of a standards framework for assessment & reporting? valid and reliable informationvalid and reliable information that can be supported by evidence that can be supported by evidence descriptive informationdescriptive information comparative informationcomparative information –over time –in relation to expectations 5 the larger school context

58. 6 the importance of leadership

59. Implications for assessment & reporting? Implications for assessment & reporting? providing a focusproviding a focus making time/ encouraging discussion/ collaborationmaking time/ encouraging discussion/ collaboration providing tools that support best practiceproviding tools that support best practice 6 the importance of leadership

61. We need to understand…. the implications of research into learning the role of assessment methods the context of a standards framework student achievement the larger school context the importance of leadership