assessment for learning

DIALOGUE, DISCOURSE, DIVERSITYJULY 2009

•ASSESSMENT FOR LEARNING•FEEDBACK -WHO GIVES IT? - HOW DO WE GET IT?

Aims

• to reflect on the attributes of a quality assessment task

• to link those qualities to the Professional Standards for Accomplished Teachers of Languages and Cultures

• to examine the process of assessment for learning through the experience of staff at the Saturday School of Community Languages, Merewether HS

• to discuss the possible application of the above to participants’ own contexts

Professional Standards for Teachers of Languages and Culture

• Promote reflection • Stimulus for professional

dialogue

http://www.decs.sa.gov.au/curric/files/links/prof_standards.pdf

• Professional standards for accomplished teachers of languages and cultures.

Accomplished languages and cultures teaching is reflected through the following dimensions:

• educational theory and practice• language and culture• language pedagogy• ethics and responsibility• professional relationships• awareness of wider context• advocacy• personal characteristics

Which standards does assessment relate to?• Language Pedagogy

“….approach to assessment examines understanding, learning and performance, and uses assessment to foster learning as well as evaluate learning.............”

“…..select assessment tasks which are appropriate to the purposes of the assessment and use the assessment for effective feedback and reporting.”

ACTIVITY

• What makes a quality assessment task?

Take a few minutes to think about this and discuss it with your colleagues.

Jot down no more than 5 points.

The 10 principles: Assessment for Learning

Assessment Reform Group, 2002http://www.qca.org.uk/qca_4336.aspx

1. Assessment for learning should be part of effective planning of teaching and learning

2. Assessment for learning should focus on how students learn

3. Assessment for learning should be recognised as central to classroom practice

4. Assessment for learning should be regarded as a key professional skill for teachers

5. Assessment for learning should be sensitive and constructive because any assessment has an emotional impact

6. Assessment for learning should take account of the importance of learner motivation

7. Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed

8. Learners should receive constructive guidance about how to improve

9. Assessment for learning develops learners’ capacity for self-assessment so that they can become reflective and self-managing

10. Assessment for learning should recognise the full range of achievements of all learners

Our challenge at SSCL Merewether High School

• To overcome the perception that Saturday School is not as important as mainstream school

• To encourage students and teachers to focus on the process rather than just the product.

RESEARCH PROJECT (PART OF HALF YEARLY ASSESSMENT)

Teachers:• Meet and brainstorm ideasStudents:• from 7-10 are required to

complete a research project.• are given a selection of topics

from which to choose.• are given a selection of media

to use for the presentation of their research eg power point, photo story, oral presentation

• PROJECT

• Outcomes:

• TASK

• Marking Guidelines:

• Points to Note• It is important to follow the due dates carefully as each

section is significant and is marked.• It is necessary to plan your project and return it to the

class teacher on the ‘Student Question and Plan’ sheet.• You will need to hand in the ‘Parent Evaluation and

Student Progress’ sheet.• It is essential that you seek clarification or ask for help at

any time if you are uncertain of anything.• Due Dates and Marks• 17th MAY Student Questions and Plan sheet due

(10Marks)• 31st MAY Parent Evaluation and Student Progress

sheet due (5 Marks)

• 21st JUNE Project Due (85 Marks)

Why have the planning sheet and the parent evaluation and student progress sheet?

• requires some planning – can’t leave the project till the night before

• teacher can give assistance before it’s too late

• parental involvement – parents are aware of requirements of the project & can assist

• promotion of our school and accountability

Feedback to teachers

STUDENT QUESTIONNAIRE AND PLAN (due 17th May)

My Choice is:

I am going to create and include (explain your section or choice):

I need to do these things in order to complete my project (eg research write, draw etc):

Teacher’s Response:

Parent Evaluation and Student Progress (due 31st May)

Project Task: ___________• In relation to his/her project my child is:

– EXPERIENCING DIFFICULTY – COPING WELL – COPING VERY WELL & ENJOYING THE

PROJECT

• So far they have:

• Parent Comment:

Parent Signature: Date:

Student’s Response ( due 31st May)

I am:

• Having difficulty

• Doing well

• Doing really well

I have used my time:

• Not very well

• Effectively

• Very wisely

Comment: How can we help?

Signature: Date:

Reflection Statement

The following statement is designed to assess the suitability of the task for each student and will be used in the development of future tasks.

Please take the time to complete this section honestly and thoughtfully.

The least challenging part of

the task for me was ……. because……..

The most challenging part of the task for me was…….

because………

The most enjoyable part of the task for me was

because………

From the project I learned:

You may list as many things as you wish. There is no need to complete all of the sections below or you may wish to add more. You should include statements about time management or research as well as things about the language and culture.

Parents’ Comments 1So far my child has done:Parent comment:• So far Nick is doing very well with his

project and there are no difficulties. We don’t believe he will have any difficulties but could you pay particular attention to his spelling.

• Has been planning and drawing for the project to get ready to publish it.

• Research/made enquiries about family members – constructed scaffold- researched basic Chinese family structure. Working well.

• Researched family names, bought cardboard. Collected information for power point and started writing speech. We have given Louisa most of the Chinese names. She will be collecting more information.

Parents’ Comments 2

“…. is very responsible in doing her assignments considering her lack of time due to school homework and work responsibilities”

“The timing of the assignment isn’t ideal as it clashes with her half yearly & assignments which need to be completed for her report.”

“ I think Sophie is getting a better understanding of differences of Australian & Chinese family life & learning more about her heritage”

Students’ Comments

“There aren’t many differences between my family and my friend’s. The only obvious difference was the time that we brushed our teeth.”

“.. some things don’t translate across cultures.”

Students’ Comments cont’d

“ I learnt what a mind map was.”

“I also learned to organise all the information so that when I make a book it looks organised”

“I learnt that google language tool exists”

Student comments cont’d

“The most enjoyable part for me was finishing it.”

“Sorry but too much normal school homework at ….”

“No comment.”

“I’m having a few problems with vocabulary.”

What can teachers learn from the planning and evaluation sheets?

• Students’ preferred learning styles

• Students’ interest areas• Areas of students’ strengths

and weaknesses• Data for planning of future

lessons and tasks

Feedback to students

17-20 Applies a wide range of sophisticated linguistic structures to express original ideas.Uses language and visual imagery that is appropriate to the specified age group.Uses culturally appropriate language tools to enhance meaning.Clearly demonstrates awareness of the similarities and differences between Australian and........ families.

13-16 Applies a range of linguistic structures to express original ideas.Most language and visual imagery is appropriate to the specified age group.Uses culturally appropriate language tools to enhance meaning.Demonstrates awareness of the similarities and differences between Australian

9-12 Applies a range of basic linguistic structures to express scaffolded ideas.Some language and visual imagery is appropriate to the specified age group.Makes some use of culturally appropriate language tools to enhance meaning.Demonstrates some awareness of the similarities and differences between Australian and ……..

Less teacher speakTeacher Comments:You have demonstrated strengths in the following

areas:……………………………………………………………………………………………………………………………………………………………………………………………….................................................................................

......

In future tasks you should consider the following:………………………………………………………………………………………………………………………………………………………………………………………………

Where to from here?

Due Dates and MarksDate 28th March Student Questions and

Plan sheet due (10 Marks)

Date 4th April Parent Evaluation and Student Progress sheet due (10 Marks)

Date 9th May Project due (70 Marks)

Date 9th May Reflection Statement due (10 Marks)

Increase the range of choice in the project to cater for different interests and learning styles.

Incorporate more teaching and learning strategies into lessons that cater for different interests and learning styles.

kristine.horan@det.nsw.edu.au

supai.zhao1@det.nsw.edu.au

pamela.m.burns@det.nsw.edu.au