1. Assessment-Based Pedagogy Geoff Masters Australian Council for Educational Research

2. “Evidence from research indicates that when these three principles are incorporated into teaching, student achievement improves…” “Evidence from research indicates that when these three principles are incorporated into teaching, student achievement improves…” Bransford, Brown and Cocking (2000)

3. 1 1 research finding Learning is enhanced when learning opportunities are tailored to individuals’ current levels of attainment. Learning is enhanced when learning opportunities are tailored to individuals’ current levels of attainment.

4. 1 1 “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” Ausubel (1968) research finding

5. “There is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to the learning task, use this knowledge as a starting point for new instruction, and monitor students’ changing conceptions as instruction proceeds.” “There is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to the learning task, use this knowledge as a starting point for new instruction, and monitor students’ changing conceptions as instruction proceeds.” Bransford, Brown and Cocking (2000) Bransford, Brown and Cocking (2000) 1 1

6. 1 1assessmentassessment The essential purpose of assessment is to establish where individuals are in their learning. The essential purpose of assessment is to establish where individuals are in their learning.

7. assessmentassessment 1 1 The process of establishing where individuals are in their learning requires a map of the area of learning. The process of establishing where individuals are in their learning requires a map of the area of learning.

8. assessmentassessment 1 1 less more 350 - 325 - 300 - 275 - 250 - 225 - 200 - 175 - 150 - 125 - Develops a sustained and integrated narrative (eg time or order, consistent point of view, appropriate structure). Develops a coherent argument justifying point of view. Uses detailed evidence to support a point of view. Develops characterisation convincingly (eg discusses motives, feelings). Shows a developed sense of audience. Shapes writing to engage reader effectively. Displays some degree of critical distance. Develops a few related arguments. Expresses clear point of view. Imitates or parodies genre (eg mystery narrative). Incorporates some detailed reflection on personal experience. Incorporates ideas, details and events, most of which contribute to the storyline. Incorporates prompts plausibly (eg visual narrative prompt). Develops characterization (explicitly or implicitly). Considers impact on audience (eg explores aspects of surprise, humour, suspense). Comments on issues briefly and superficially. Expresses opinions based on personal experience. Uses narrow range of ideas (incorporates a few interrelated thoughts). Shapes writing with degree of coherence (eg logical sequence of events), but little sense of conscious control of content. Defines characters minimally (eg given names). Identifies key events, main characters and settings in a narrative. Shapes distinguishable storyline in a narrative. Relies on assertion rather than argument. Relies heavily on prompts (eg copies phrases). Incorporates two or more ideas with little development. Suggests plot but lacks coherence (eg incomplete, gaps in the story logic). Contains irrelevant details. Shows little shape (eg brief or long and disjointed, repetitive, strays from task). Shows a basic understanding of task. Lists unrelated ideas and events. Consists of one or two sentences or less with little development or shape. Consists of words dictated to scribe. Consists of drawing with a few words or word-like symbols.

9. assessmentassessment 1 1

10. obstaclesobstacles 1 1 the conceptualisation of assessment primarily as the evaluation of how well students have learnt what teachers have taught the conceptualisation of assessment primarily as the evaluation of how well students have learnt what teachers have taught Curriculum Teach Learn Assess Report module module

11. obstaclesobstacles 1 1 the ‘factory assembly line model of schooling’ developed during the early years of the 20 th century… “The assumption was that a sequenced set of procedures would be implemented as a child moved along the conveyor belt from 1st to 12th grade.” the ‘factory assembly line model of schooling’ developed during the early years of the 20 th century… “The assumption was that a sequenced set of procedures would be implemented as a child moved along the conveyor belt from 1st to 12th grade.” Darling-Hammond (2004)

12. obstaclesobstacles 1 1

13. obstaclesobstacles 1 1 “In elementary schools, children move from one teacher to the next every year. Every year 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. Each year, we tell every child and teacher to start over again.” (Marshak, 2003) “In elementary schools, children move from one teacher to the next every year. Every year 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. Each year, we tell every child and teacher to start over again.” (Marshak, 2003)

14. I would like all children to learn at the level that is right for them. I would like all children to learn at the level that is right for them. Year 3, Berala, NSW Year 3, Berala, NSW I would like classes of children who have the same abilities even if you had an eight year old with an eleven year old. Year 4, St Ives, NSW Year 4, St Ives, NSW 1 1

15. 2 2 Learning is more effective when it leads to deep understandings of subject matter. Learning is more effective when it leads to deep understandings of subject matter. research finding

16. 2 2assessmentassessment requires assessments that investigate and reveal individuals’ understandings of important concepts (ie, assessment as exploration) requires assessments that investigate and reveal individuals’ understandings of important concepts (ie, assessment as exploration)

17. assessmentassessment 2 2 (Nussbaum, 1979)

18. assessmentassessment 2 2 A man holding a heavy ball runs at a constant velocity past a camera on a tripod fixed on the ground. Snapshot A shows the man releasing the ball.

19. assessmentassessment 2 2 Snapshot B. Sketch as accurately as you can the path of the falling ball as seen by the photographer standing on the ground.

20. 2 2obstaclesobstacles pressures that make it difficult to teach or assess in depth (crowded curriculum; mixed-ability classes) pressures that make it difficult to teach or assess in depth (crowded curriculum; mixed-ability classes)

21. 2 2obstaclesobstacles emphasis on the achievement of minimum standards (benchmark performance tests) emphasis on the achievement of minimum standards (benchmark performance tests)

22. obstaclesobstacles 2 2 focus on task performance rather than understanding (isolated skills / competencies) focus on task performance rather than understanding (isolated skills / competencies)

23. 2 2 “Given the goal of learning with understanding, assessments must tap understanding rather than merely the ability to repeat facts or perform isolated skills.” Bransford, Brown and Cocking (2000) Bransford, Brown and Cocking (2000)

24. 3 3 Learning is more effective when learners are supported to monitor and take responsibility for their own learning. Learning is more effective when learners are supported to monitor and take responsibility for their own learning. research finding

25. Learning is facilitated when teachers encourage risk-taking, tolerate mistakes and provide feedback that allows learners to monitor progress. (ie, ‘learning oriented’ rather than ‘performance oriented’ cultures) Learning is facilitated when teachers encourage risk-taking, tolerate mistakes and provide feedback that allows learners to monitor progress. (ie, ‘learning oriented’ rather than ‘performance oriented’ cultures) (Dweck, 1989) (Dweck, 1989) 3 3 research finding

26. 3 3assessmentassessment assessments must enable learners to monitor their own progress over time (across the years of school) assessments must enable learners to monitor their own progress over time (across the years of school)

27. Lauren’s teacher Lauren’s class Special activities Homework Back to home page Back to entry page How is Lauren doing? Most recent report Core Knowledge, ideas, skills Reading Writing Mathematics Science Art Physical Education Music Cross curriculum essential skills Personal and Social skillsassessmentassessment 3 3 LAUREN PEACE This is how I looked when I started school This is me now !!

28. assessmentassessment 3 3 LAUREN’S WRITING Teacher’s comment Lauren has described the task clearly. She is using full stops and capital letters correctly and her spelling of simple words and some difficult words is accurate. Lauren’s comment This is not my very best writing. I’m better at writing stories because I like them more and then I don’t make so many mistakes. I am trying to concentrate harder. Is Lauren’s writing getting better? Is Lauren’s writing what we would expect at Grade 3? Test results What does writing progress look like?

29. Age (Years) weight (girls)assessmentassessment 3 3 LAUREN READING

30. 3 3obstaclesobstacles emphasis on performance (eg, passing / failing; letter grades A to E) emphasis on performance (eg, passing / failing; letter grades A to E)

31. establishes where individuals are in their learningestablishes where individuals are in their learning emphasises and encourages the development of understandingemphasises and encourages the development of understanding supports students to monitor their own progress over timesupports students to monitor their own progress over time in summary effective assessment…

32. in summary Assessment of this kind is an integral part of good pedagogy.