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Assessment for Learning Research Summary: Difference between revisions
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Assessment for Learning Research Summary (view source)
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*demoralising pupils by comparing them negatively and repeatedly with more successful learners; | *demoralising pupils by comparing them negatively and repeatedly with more successful learners; | ||
*giving feedback which serves social and managerial purposes rather than helping pupils to learn more effectively; | *giving feedback which serves social and managerial purposes rather than helping pupils to learn more effectively; | ||
* working with an insufficient picture of | * working with an insufficient picture of pupils’ learning needs. | ||
:'''''[http://sasphhs.pennhillswiki.com/file/view/Article+BlackWrkBlBox.pdf Working inside the black box: assessment for learning in the classroom]''''' | :'''''[http://sasphhs.pennhillswiki.com/file/view/Article+BlackWrkBlBox.pdf Working inside the black box: assessment for learning in the classroom]''''' | ||
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* More effort has to be spent in framing questions that are worth asking. | * More effort has to be spent in framing questions that are worth asking. | ||
*Wait time has to be increased to several seconds to give pupils time to think, and everyone should be expected to contribute to the discussion. | *Wait time has to be increased to several seconds to give pupils time to think, and everyone should be expected to contribute to the discussion. | ||
*Follow-up activities have to provide opportunities to ensure that meaningful interventions that extend | *Follow-up activities have to provide opportunities to ensure that meaningful interventions that extend pupils’ understanding take place. | ||
*The only point of asking questions is to raise issues about which the teacher needs information, or about which the pupils need to think. | *The only point of asking questions is to raise issues about which the teacher needs information, or about which the pupils need to think. | ||
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*Pupils should be taught the habits and skills of collaboration in peer assessment. | *Pupils should be taught the habits and skills of collaboration in peer assessment. | ||
*Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress to meet these aims as they proceed. | *Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress to meet these aims as they proceed. | ||
*Peer and self-assessment make unique contributions to the development of | *Peer and self-assessment make unique contributions to the development of pupils’ learning – they secure aims that cannot be achieved in any other way. | ||
''The formative use of summative tests'' | ''The formative use of summative tests'' | ||
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''The underlying issues identified are:'' | ''The underlying issues identified are:'' | ||
*'''learning theory '''(teachers need to know in advance what sort of feedback will be useful; they need to understand how their pupils learn); | *'''learning theory '''(teachers need to know in advance what sort of feedback will be useful; they need to understand how their pupils learn); | ||
*'''subject differences '''(teachers need to have an understanding of the fundamental principles of the subject, an understanding of the kinds of difficulty that pupils might have, and the creativity to think up questions which can stimulate productive thinking | *'''subject differences '''(teachers need to have an understanding of the fundamental principles of the subject, an understanding of the kinds of difficulty that pupils might have, and the creativity to think up questions which can stimulate productive thinking – such pedagogical content knowledge is essential in interpreting response); | ||
*'''motivation and self-esteem '''(learning is not just a cognitive exercise: it involves the whole person | *'''motivation and self-esteem '''(learning is not just a cognitive exercise: it involves the whole person – learning for learning rather than for rewards or grades); | ||
*'''a learning environment ''' | *'''a learning environment '''– principles and plans (teachers need to have forethought of how to teach in a way which establishes a supportive climate); | ||
*'''a learning environment ''' | *'''a learning environment '''– roles and responsibilities (teachers need to help pupils become active learners who can take increasing responsibility for their progress). | ||
'''References''' | '''References''' | ||
*Assessment Reform Group (1999) ''Assessment for learning: beyond the black box''. University of Cambridge, Faculty of Education. ISBN: 0856030422. | *Assessment Reform Group (1999) ''Assessment for learning: beyond the black box''. University of Cambridge, Faculty of Education. ISBN: 0856030422. | ||
*Assessment Reform Group (2002) ''Assessment for Learning: 10 Principles'', available from aaia.org.uk. | *Assessment Reform Group (2002) ''Assessment for Learning: 10 Principles'', available from aaia.org.uk. | ||
*Black, P. and Wiliam, D. (1998) ''Inside the black box: raising standards through classroom assessment''. | *Black, P. and Wiliam, D. (1998) ''Inside the black box: raising standards through classroom assessment''. King’s College, London. ISBN: 1871984688. | ||
*Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) ''Working inside the black box: assessment for learning in the classroom''. | *Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) ''Working inside the black box: assessment for learning in the classroom''. King’s College, London. ISBN: 1871984394. | ||
<hr> | <hr> | ||
{{DfES Ped Pack}} | {{DfES Ped Pack}} | ||
