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OER4Schools/Introduction to Assessment for Learning: Difference between revisions
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{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* | * using an '''assessment inventory''' as a self-assessment measure | ||
* using Traffic Lights as a tool in AfL | * using Traffic Lights as a tool in AfL | ||
* | * the concept of ‘Assessment’ vs ‘Assessment for Learning’ | ||
* | * '''Assessment for Learning''' as the process of seeking and interpreting '''evidence''' for use by learners and their teachers to decide: | ||
**where the learners are in their learning, | |||
**where they need to go next, | |||
**and how best to get there. | |||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* keep a record of the assessment methods that you have used on your assessment inventory | |||
* come up with ways that Traffic Lights can be used to help with the review of progress that is part of AfL | * come up with ways that Traffic Lights can be used to help with the review of progress that is part of AfL | ||
* watch an introductory video on AfL and draw out the important points for discussion | * watch an introductory video on AfL and draw out the important points for discussion | ||
|ict= | * watch a powerpoint presentation on AfL, pausing for reflection and to think about how interactive teaching techniques can help with the application of AfL in the classroom | ||
|ict=In this session you will continue consolidating the ICT skills you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well. | |||
}} | }} | ||
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= My assessment inventory = | = My assessment inventory = | ||
[[File:My assessment inventory.jpeg| | [[File:My assessment inventory.jpeg|900px]] | ||
You | {{activity|ia|: Working on your assessment inventory|10}} Complete the assessment inventory {{File|My assessment inventory.doc}}. You can use this to keep track of the assessment methods that you have used (old and new). Each week as you encounter new methods you can add them to the inventory. | ||
*First fill in your name next to the title then add the date in the first row. | |||
*Next describe your current understanding of assessment by identifying different kinds or elements of assessment that you know about. | |||
*Lastly record the assessment measures that you have used in your classroom to assess the student's progress e.g. do you give them a test/ask them questions and record how they have answered/give them homework and assess how well they have done it etc? Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. | |||
By completing another row at the beginning of each session on Assessment for Learning you can assess your own progress as the workshops proceed. As well as adding assessment methods (e.g. Traffic Lights) you can also add any new learning on assessment that the workshop sessions have highlighted. | |||
{{ednote|text= | {{ednote|text= | ||
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded. | Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used to assess their students should be recorded. | ||
Remind the participants to bring the inventory to every session on assessment. | Remind the participants to bring the inventory to every session on assessment. | ||
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Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let use our Traffic Lights | Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let's use our Traffic Lights. | ||
We have already used the Traffic Lights (robots) in the ICT practice, to indicate our own progress in these activities. Can you see in the photo here that the students are displaying a green card on their desk - indicating that they know what they are supposed to be doing? | |||
[[File:TrafficLightsondesk.jpg|right|350px]] | |||
Let's do another quick exercise. | |||
{{activity|wcd|: Whole Group discussion about | {{activity|wcd|: Whole Group discussion about Traffic Lights.|10}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light. | ||
Now discuss: | Now discuss: | ||
* What are the different ways in which I can use Traffic Lights in my classroom? | * What are the different ways in which I can use Traffic Lights in my classroom? | ||
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* When is it appropriate for ''students'' to respond instead of me? What are the pros and cons of that? | * When is it appropriate for ''students'' to respond instead of me? What are the pros and cons of that? | ||
{{ednote|text= | {{ednote|text= | ||
Reinforce that when Traffic Lights are displayed the teacher can see at a glance those students that need help. The Traffic Lights can be used while students are engaged in a task to indicate their progress. The teacher may need to gently remind students to display theirs by saying something like "remember to display your Traffic Light', "has everyone displayed their Traffic Light?", 'have a look around and make sure that everyone has displayed their Traffic Light" etc. | |||
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance. | If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance. | ||
}} | }} | ||
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= Introducing Assessment for Learning (AfL) = | = Introducing Assessment for Learning (AfL) = | ||
{{activity|otr|: Watching a video on formative assessment|5}} Watch 2 segments of this video, bearing in mind these questions for reflection: | {{activity|otr|: Watching a video on formative assessment.|5}} Watch 2 segments of this video, bearing in mind these questions for reflection: | ||
* How is the concept of AfL different from the commonly known notion of assessment? | * How is the concept of AfL different from the commonly known notion of assessment? | ||
* What are some of the elements of AfL that have been mentioned in the video? | * What are some of the elements of AfL that have been mentioned in the video? | ||
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{{activity|otr|: Watching a powerpoint presentation| | {{activity|otr|: Watching a powerpoint presentation on AfL.|15}} | ||
By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_AfL.ppt]]). | By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_AfL.ppt]]). | ||
{{activity|wcd|: Proposed activity for covering the information on page 3 of the VVOB handout (for slide 8)|5}}. | |||
There are 14 short points for participants to get their heads around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. By the end of this activity the participants will have verbally presented the content in a way that should make the material easily accessible and easier to remember. | |||
{{ednote|text= | {{ednote|text= | ||
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During slide 8, tell participants that AfL strategies are in yellow ellipses (it is the image at the beginning of this section). | During slide 8, tell participants that AfL strategies are in yellow ellipses (it is the image at the beginning of this section). | ||
During slide 11, ask participants to read | During slide 11, ask participants to read (or to keep reading to a minimum you could do the proposed activity) of the VVOB handout called ‘Questioning the Questions’ [[file:VVOB - Questioning the Questions.pdf]] that was distributed during Unit 2 Session 2, as a homework task. We will do another activity later that is designed to cover the material on pages 4-6. | ||
During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps: | During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps: | ||
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}} | }} | ||
{{activity|wcd|: Whole group reflection on the powerpoint| | |||
{{activity|wcd|: Whole group reflection on the AfL powerpoint.|15}} Questions for reflection on PowerPoint | |||
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms? | * What steps, do you anticipate, you will have to take to implement AfL in your classrooms? | ||
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers. | * What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers. | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{fup|B}} Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone. | {{fup|B}} Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone. | ||
{{fup|C}} | {{fup|C}} Consider watching the video clip and the Powerpoint presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms. | ||
{{setting of follow up}} | {{setting of follow up}} | ||
= Acknowledgements = | = Acknowledgements = | ||
We are very grateful to: | We are very grateful to: | ||
* '''Dr | * '''Dr Sue Swaffield''', Senior Lecturer in Educational Leadership and School Improvement at Faculty of Education, University of Cambridge for suggestions and permission to use some of her slides in the Power Point presentation; | ||
* '''Dr Shirley Clarke''', for permission to use clips from her DVD 'The Power of Formative Assessment' for the session; | * '''Dr Shirley Clarke''', for permission to use clips from her DVD 'The Power of Formative Assessment' for the session; | ||
