the university of auckland new zealand 7 august 2015 an introduction to formative assessment by...
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The University of Auckland
New Zealand
April 19, 2023
An introduction to formative assessment by Irene Anderson
Media Studies Beacon Group
The University of
Auckland
New Zealand
2005
What is formative assessment?
If we think of students as plants…
The University of
Auckland
New Zealand
2005
Summative assessment of
the plants is the process
of simply measuring
them
The University of
Auckland
New Zealand
2005
The measurements might be
interesting to compare and analyse
but in themselves they do not
affect the growth of the plants.
The University of
Auckland
New Zealand
2005
Formative assessment, on the
other hand, is the garden
equivalent of feeding
and watering the plants
- directly affecting their growth.
The University of
Auckland
New Zealand
2005
Cowie and Bell, 1999
Formative assessment is the process used by teachers and children to recognize and respond to pupil learning, in order to enhance that learning during the activity or task.
The University of
Auckland
New Zealand
2005
Black & Wiliam (1999)
The research indicates that improving learning through assessment depends on 5 deceptively simple key factors:
The University of
Auckland
New Zealand
2005
Number 1
The provision of effective
feedback to students
The University of
Auckland
New Zealand
2005
Number 2
The active involvement of
students in their own
learning
The University of
Auckland
New Zealand
2005
Number 3
Adjusting teaching to take
account of the results of
assessment
The University of
Auckland
New Zealand
2005
Number 4
A recognition of the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning
The University of
Auckland
New Zealand
2005
Number 5
The need for students to be able to assess themselves and understand how to improve
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Learning Intentions OrLearning Outcomes
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Success CriteriaFormative assessment strategies include the use of
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Quality Questioning
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Quality learning conversations
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Feedback
and
Feed forward
The University of
Auckland
New Zealand
2005
Formative assessment strategies include the use of
Self and peer assessment
The University of
Auckland
New Zealand
2005
Why Use Learning Intentions?
“Many pupils do not have a picture (of the
targets their learning is meant to attain) and
appear to have become accustomed to receiving
classroom teaching as an arbitrary sequence of
exercises with no overarching rationale…
When pupils do acquire such overview, they then
become more committed and more effective as
learners: their own assessments become an
object of discussion with their teachers and
with one another…”
Black & Wiliam
The University of
Auckland
New Zealand
2005
Learning Intentions
All these terms mean the same thing:
Learning intentions
Learning outcomes
Learning objectives
The University of
Auckland
New Zealand
2005
Learning Intentions
What are we going to learn?
They may be written like this:
We are learning to …
To be able to …
To understand / explain / discuss etc
Today we will be able to …
The University of
Auckland
New Zealand
2005
Getting learning intentions right
Muddled learning intentions lead to:
Mismatched activities
Inappropriate focus
Awkward success criteria
Examples:
To understand how camera angles help to create suspense in film
NOT
To understand how camera angles help to create suspense in The Matrix
The University of
Auckland
New Zealand
2005
Success Criteria
How do we know we have met the learning intention?
When success criteria are used …
the learning becomes more explicit
students can confirm, consolidate and integrate new knowledge
future learning is scaffolded
students can see what quality looks like
Ann Davies
The University of
Auckland
New Zealand
2005
What does success criteria look like?
Learning Intention:To understand how camera angles help to create suspense in film
Success Criteria:
I can:
Give an example of how camera angles are used to create suspense
Comment on the effect of the example described
Support my comments with reasons and/or justify them
Analyse the use of camera shots by discussing their use in the film as a whole or other films
The University of
Auckland
New Zealand
2005
What does research tell us about feedback?
Hattie’s meta analysis of influences on
student achievement showed:
Average effect was .40
Feedback was .79
Only direct instruction and reciprocal teaching
were higher
Students’ prior cognitive ability followed feedback
The University of
Auckland
New Zealand
2005
What is effective feedback?
It should be:
about the work, not the student
Comments, not grades or marks
aimed at closing the gap between where the student is now and where he/she should be to achieve the standard
short
The University of
Auckland
New Zealand
2005
An example of feedback
To gain Merit you need to develop the effect of the low angle shot with more specific detail.
To gain excellence you need to consider how low angle shots are used elsewhere in the film or commonly used in other films of this genre.
and improvement marking strategy
The University of
Auckland
New Zealand
2005
Further Reading
Absolum, Michael. (2006) Clarity in the Classroom, Using Formative Assessment Hodder Education
Clarke, Shirley. (2005) Formative Assessment in the Secondary Classroom Hodder Education
Hawk, K. & Hill, J. (2001) The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal, September 2001.