3,201
edits
Teaching Approaches/Assessment: Difference between revisions
From OER in Education
no edit summary
SimonKnight (talk | contribs) No edit summary |
SimonKnight (talk | contribs) No edit summary |
||
| Line 4: | Line 4: | ||
Assessment may take many forms, including whole class, and individual. Readers should consider reading the pages on these approaches in addition to the guidance given below. Where appropriate links have been incorporated - if you are a wiki-contributor, please do add further internal links, and if of high quality (especially CC licenced), external too. | Assessment may take many forms, including whole class, and individual. Readers should consider reading the pages on these approaches in addition to the guidance given below. Where appropriate links have been incorporated - if you are a wiki-contributor, please do add further internal links, and if of high quality (especially CC licenced), external too. | ||
=What is effective assessment?= | |||
{{adaptedfrom|Assessment for Learning Introduction|What|=Assessment for learning= | |||
* is embedded in a view of teaching and learning of which it is an essential part. Assessment for learning is not something extra or ‘bolted on’ that a teacher has to do. Pupil learning is the principal aim of schools and assessment for learning aims to provide pupils with the skills and strategies for taking the next steps in their learning; | |||
*involves sharing learning goals with pupils. If pupils understand the main purposes of their learning and what they are aiming for, they are more likely to grasp what they need to do to achieve it; | |||
*aims to help pupils to know and recognise the standards that they are aiming for. Learners need to be clear about exactly what they have to achieve in order to progress. They should have access to the criteria that will be used to judge this, and be shown examples or models where other learners have been successful. Pupils need to understand what counts as ‘good work’; | |||
*involves pupils in peer and self-assessment. Ultimately, learners must be responsible for their own learning; the teacher cannot do that for them. So pupils must be actively involved in the process and need to be encouraged to see for themselves how they have progressed in their learning and what it is they need to do to improve. Teachers need to encourage pupils to review their work critically and constructively; | |||
*provides feedback, which leads to pupils recognising their next steps and how to take them. Feedback should be about the qualities of the work with specific advice on what needs to be done in order to improve. Pupils need to be given the time to act on advice and make decisions about their work, rather than being the passive recipients of teachers’ judgements; | |||
*involves both teacher and pupil in reviewing and reflecting on assessment data (information). Pupils need to have opportunities to communicate their evolving understanding and to act on the feedback they are given. The interaction between teacher and pupil is an important element of developing understanding and promoting learning; | |||
*is underpinned by confidence that every student can improve. Poor feedback can lead to pupils believing that they lack ‘ability’ and are not able to learn. Pupils will only invest effort in a task if they believe they can achieve something. The expectation in the classroom needs to be that every pupil can make progress in his or her learning. | |||
:Based on: Assessment Reform Group (1999) ''Assessment for learning: beyond the black box''. University of Cambridge, Faculty of Education. ISBN: 0856030422.}} | |||
=How might we use AfL= | |||
{{adaptedfrom|Assessment for Learning Introduction|How|The following table suggests some teaching strategies that will support the development of assessment for learning in your classroom. | |||
{{:Assessment for Learning Introduction/Table}}}} | |||
= High Quality Questioning = | = High Quality Questioning = | ||
