using assessment to support teaching and learning in the classroom cornelius young...

Using Assessment to Support Teaching and Learning in the Classroom

Cornelius Young

[email protected]

087-6539013

The Professional Development Service for Teachers is funded by the Department of Education and Science under the National Development

Plan

1

Professional Development Service for Teachers

Professional Development

Service for Teachers

Assessment for Learning

Oral Language

Problem Solving

Active Learning

Portfolio Assessment

Inclusion

Differentiated Strategies

Learning StylesICT in

Teaching & Learning

Classroom Management

Cooperative Learning

Practical Maths

Mental Maths

WritingReading

Reading Recovery

School Planning

Maths Planning

EAL

Tús Maith

Child Protection

Spreag an Ghaeilge le

Spraoi

Post-primary Languages

Post Primary Sciences

Leaving Certificate

Applied

Transition Year

Cultural & Environmental

Subjects

Business & Enterprise Subjects

Leadership Development

Reflective School

Transfer from Primary to Secondary

Leading Planning


T.J. Ó Ceallaigh Regional [email protected](087) 9135319

Cliodhna Breen Regional [email protected](087)1255610

Cornelius Young Regional [email protected](087) 2699754

Elaine O' Connor Regional [email protected](086) 8205916


Sharing the Learning Intentions

Compare different modes of Assessment and describe how they can be applied in your teaching

Describe how you can develop Questioning skills in Assessment for Learning in your classes

Describe the benefits of Peer and Self Assessment and how they can be applied in your class

l...


5


Assessment for Learning

What am I learning?

How will this inform my teaching?


K-W-L Chart

Know already Want to Know Learnt

7


What do you understand by ‘Assessment’

• How do you assess your students currently?

• What is the purpose of assessment?

8


Assessment is the process of gathering information about children’s learning

Screening

Diagnosis Learning

Certification

Feedback

Purpose of Learning


Assessment in education is about gathering, interpreting and using information about the processes and outcomes of learning.

10


Schemes of assessment should:• Provide information about what students know and what

they can do• Enhance the quality of learning• Measure progress made by students• Certify achievement• Motivate• Supply information for teachers, students and parents

that enables them to direct future strategies for teaching and learning

• Allow and encourage students to become reflective and independent learners

11


Types of Assessment

12

Assessment LearningFORFOR

OFOF

ASAS


Traffic Lighting

Can Not Understand

Not Too Sure

Clear Understanding13


Traffic Lighting

• To get an overview of the understanding of the class

• Topic checklists are completed at the start of a topic and the information used by the teacher to structure the planned learning -greens first, reds later

• At the end of the topic, students re-traffic light their understanding of the learning outcomes and list what they need to do - make the basis of a revision lesson

14


Assessment OF LearningSummative Assessment• Happens after the learning takes place• Information is gathered by the teacher• Information is usually transformed into

marks or grades• Looks back on past learning• Comparison with the performance of

others

15


Summative Assessment• Tests• Practical exercises

Purpose:• To find out what pupils know, understand

and can do (do not know, understand...) • What progress have they made?

16


Assessment FOR learningFormative assessment• An integral part of the learning process• Clarifies for students what is to be learned and

what success would look like.• Give useful and timely feedback to students• Comparison with aims and objectives is

important• Helps students to identify the next steps they

need to take and who can help them.

17


Formative Assessment

• Questioning

• Feedback (marking and oral)

• Peer and Self Assessment

Purpose:

• To help pupils learn

18


19

Assessment ‘processes’...

Traditional / typical:instruct instruct instruct then assess

AfL:


20

Assessment OF Learning

Assessment FOR Learning

Happens after learning takes place

An integral part of learning process

Information is gathered by teacher

Information is shared with learner

Information is usually transferred into marks

Information is available on quality of learning

Comparison with performance of others

Comparison with aims and objectives is important

Looks back on past learning

Looks forward to the next stage of learning


21


Assessment AS LearningEnables students to:

• Identify and reflect on elements of their own learning

• Set their own learning targets

• Practice self and peer assessment.22


23


Research Findings OECD 2005Formative Assessment

“The achievement gains associated with formative assessment have been described as among the largest ever reported for educational interventions”

Formative assessment also improves equity of student outcomes. Schools which use formative assessment show not only general gains in academic achievement, but also particularly high gains for previously underachieving students

24


Research Findings OECD 2005Formative Assessment

• Attendance and retention of learning are also improved, as well as the quality of students’ work

Formative Assessment: Improving Learning in Secondary Classrooms (OECD 2005)

• Whole school evaluation and subject inspection now recognise formative assessment as critical to effective teaching and learning

25


AfL is characterised by five principles:

1. Sharing the Learning Intention

2. Sharing the Criteria for Success

3. Quality Questioning based on Criteria for Success

4. Providing Feedback based on Criteria for Success

5. Peer & Self Assessment26





Describe the benefits of clarifying the Learning Outcomes at the beginning of a lesson

...

What is the Criteria for Success?1.2.3.


How well can you draw?

• The NCCA has devised a short course called Houseology.

• As a student sitting the first exam, your task is to draw a house and give it a name

• You have 40 seconds• Best of luck


Success criteriaGrade D• The house has at least two windowsGrade C • The house has a door, roof and a chimneyGrade B• The drawing is three dimensional in natureGrade A• The house has a name that reflects its features• At least two decorative techniques have been

used including smoke coming from the chimney

29


Sharing the Learning Intention• Students should have clear notion of learning intention of

each lesson (put on board at start of class)• The learning intention is what you hope students will

knowknow, understandunderstand or be able to dodo by the end of lesson

Examples: - By the end of this lesson you should be able to

separate sand, salt and water- By the end of this lesson you should be able to understand the character of ….

- By the end of this lesson you should be able to draw a diagram of …

30


Success CriteriaHow will I know whether I've achieved the learning

intention?

We are learning to use effective adjectives in our writing...

• What I am looking for is that you have used at least 5 effective adjectives in your paragraph

• What I am looking for is that you have used at least 4 adjectives which describe the jungle


LCA Graphics & Construction 2008


LC English 2008 OrdinaryCRITERIA FOR ASSESSMENTThe tasks set for candidates in both Paper 1 and Paper 2

will be assessed in accordance with the following criteria:

Clarity of Purpose (P) 30% of the marks available for the task

Coherence of Delivery (C) 30% of the marks available for the task

Efficiency of Language Use (L) 30% of the marks available for the task

Accuracy of Mechanics (M) 10% of the marks available for the task


What Contribution can Questioning Make to Learning

Learning Intention

How would you define a good Question…

Criteria for Success


A Quick Test!!!!

'Corandic is an emurient grof with many fribs. It granks from corite, an olg which carps like lange.............'

35


Good use of questions• How would you define a good question? (Why

do you ask questions in class?) – Causes students to think– Promotes discussion– One to which every child has an answer– One which has a purpose

• Some students, for various reasons, do not answer in class, how do you encourage these students to answer in class?

36


Count Define Find Identify RewriteAnalyse Apply Illustrate Integrate SelectChoose Choose Judge Justify Select

Compare Classify Label List SummariseConclude Compose Make Organise Role-playConstruct Critic Name Outline Show

Decide Debate Perform Paraphrase WriteDemonstrate Design Predict Plan Teach

Describe Discuss Produce Prepare ExplainDevelop Distinguish Rank Prove Identify

Differentiate Draw Recite Quote ReportExamine Evaluate Relate Rate Review


Knowledge

Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write

Comprehension

Conclude, Demonstrate, Discuss, Explain, Generalise, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarise, Tell

Application

Apply, Change, Choose, Compute, Dramatise, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use

Analysis

Analyse, Characterise, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,

Synthesis

Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organise, Perform, Plan, Produce, Propose, Rewrite

Evaluation

Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritise, Prove, Rank, Rate, Select,


BLOOM’S REVISED TAXONOMYCreatingCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judgingAnalysingAnalysing

Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explainingRememberingRemembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding 39


AfL – questioning

type of questions...


AfL – questioning

what? who? when? how many? state...

one word type answers

useful to check who learned facts


AfL – questioning

can you be sure that? what would happen if? how would you explain? what does that tell

you? what is wrong with saying?

answers longer & more varied

useful to promote thinking skills


How can we encourage students to ask questions?

Working in pairs, list below 2 strategies for encouraging students to ask or formulate questions.

43


Use of Questions

When looking at questioning in the classroom we should consider:– Wait time– Variety of questioning– Developing key questions (for key stages of the lesson)– Quality of questions (why does..? Could you explain..?)– Well thought out questions– Involving more than one student in the answer– No Hands Up

44


Effects of Increased Wait Time

• Longer answers• Decreased failure of response• Increased confidence of response• Students challenged and/or

improved answers of other students• More alternative explanations

offered

45


Read the extracts carefully and answer the following questions:

• What is the teacher doing with his questioning?

• What is the lesson like for the learners?

46


Subject Specific

From a few

Questions for a

Topic you are

Covering tomorrow


48

Classroom Strategies: Ask Better Questions

– Ask fewer questions.– Variety of questions

– Sequence questions.

– Prepare key questions– Developing key

questions (for key stages of the lesson)

– Quality of questions (why does..? Could you explain..?)

– Well thought out questions

• Involve more than one student in the answer

• Involve the whole class.

• Think, pair, share, square.

• Wait-time (1 and 2)

• Try no hands up.

• Traffic lights


49

Question Stems• How can we be sure that ...?• What is the same and what is different about …?• Is it ever/always true/false that …?• Why do ____, ____ and ____ all give the same answer?• How do you ….?• How would you explain …?• What does that tell us about …?• What is wrong with …?• Why is _____ true?


50


51


52


Feedback through marking• How clear is the feedback we give the students?

– ‘you must try harder’– ‘develop these ideas further’– ‘good work keep it up’– ‘more detailed needed here’

• How does the student interpret the feedback?– ‘a tick means he probably likes it’– ‘there is a lot of writing at end this means it is bad’– ‘this is one of my best because my hand writing is

neat, I checked my spellings and I put in the date’


Feedback

Teacher marking

[peer assessment]

[self assessment]

[summative as formative]


Guidelines1. Descriptive rather than evaluative 2. Focused on the learning goals and the success criteria 3. Limited to a few traits or characteristics of student performance 4. Timely5. Implemented by students and monitored by the teacher

Examples of Ineffective Feedback

• “Good work.” “Well done!” • “Needs more effort!” • C+ or 67%

More Effective Feedback

“You’re paragraph has a clear and engaging topic sentence. Provide at least three details from the text to support your opinion.”

55


56

Study 1: 4 schools, 12 classes

Lesson 1 work given, marked as follows:

• 4 classes awarded marks

• 4 classes given comments only

• 4 classes awarded both marks and comments

Question: Which set of classes performed best?


57

• 2nd piece of work given. Students told they’d get same kind of feedback

• Students given marks only made slight/no gain

• Students given comments only scored, on average, 30% more on second occasion

• Students given both mark and grade made no progress


58

Study 2 –200 students

Feedback given on first piece of work as follows:

• ¼ of students given comments

• ¼ students given grades

• ¼ students given praise

• ¼ given no feedback at all


59

2nd piece of work done and examined

• Those given comments had improved substantially

• Those given grades and praise had made no more progress than those given absolutely no feedback


A B

AfL – feedback


Effective Feedback

Feedback is most effective when it confirms the students:

• Strengths

• Weaknesses

• where to go Next

(S.W.N.)


62

Feedback and Motivation• Timing of feedback is crucial• Minimal intervention promotes better learning• Feedback should focus on what needs to be

done to improve, rather than on how well the student has done

• Feedback should be designed to lead students to believe ability is incremental, not fixed.


Peer and Self Assessment• Self Assessment

– Students are involved in and responsible for assessing their own piece of work (students know criteria for success)

• Peer Assessment– Students are involved in assessment of the work of

other students (students have to have a clear understanding of what to look for in their peers’ work)

• Peer and self assessment are often considered together. Peer assessment can help self assessment. By judging the work of others, students gain insight into their own performance.


Self assessment

• Traffic lights system

• Mark own work using marking scheme

• Use checking sheets

• Graphic Organisers

• Flash Cards

64


Self Assessment

• Children looking at their own work in a reflective way - metacognition

• Whole class, group , individual

• Criteria must be agreed beforehand by the teacher

• Fosters independence and motivation and positive classroom climate

• Can be shared with other parties


Self assessment - How

• Writing process- drafting, revising, editing and publishing

• Choosing the best samples of his/her work to include in a portfolio

• Creating, talking about, and recording musical compositions


Peer assessment• Mark own work in small groups using text-books• Group marking of questions - Compare answers

and decide which is the best answer• 1 + 1 = Students in groups given a problem or

similar exercise and asked to present findings to class – peers asked to identify one learning point and make one suggestion to improve

67Caroline O’Brien Clip





Describe the benefits of Peer and Self Assessment and how they can be applied in your class

...

Thank you for your contributions during the

session

Please complete and return the evaluation Forms.

The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

69

Cornelius Young

[email protected]

087-6539013


Thinking Skills TableA B C D

Students' actual use of thinking skills

Uses strategies and can self- evaluate strategies' effectiveness; will try new one if needed

Will use new strategy if teacher prompts

Will use strategy only when directed by teacher.

Requires teacher direct contact and modelling of specific strategy to use

Students' awareness of strategy use

Student has 3 or more strategies in his/her repertoire specifically taught.

Student has 2 strategies in his/her repertoire specifically taught.

Student is aware of generic strategies (study, ask, etc.)

No strategy awareness.

Students' awareness of their own thinking

Student is lucid and able to expound on his metacognitive strategies.

Student can verbalise some thought processes behind thinking.

Student verbalises awareness of thinking but not actual 'self-talk' or analysis of thinking.

Student has no understanding of metacognition.

70


Graphic Organisers


Flash Cards


Continuum of assessment


KWL• Know

• Want

• Learnt

(KWHL -How)


PMI diagram

• Plus

• Minus

• Interesting


Talk Partners3 things learnt• Easy• Difficult• Future learning


Check lists


Thumbs up – thumbs down


Other Self assessment tools

• W W W E B I

• Ladder

• 2 stars and a wish

• Numerical scale of understanding 1-5

• Prompts – – the most important thing I learnt was– what I found difficult was


Conferencing

• Sharing of knowledge and understanding of the child’s work

• Simple conversation or planned meeting

• Encourages listening, openness and feedback

• Could concern a single product of learning or a general learning experience


Portfolio • Collection of child’s work

– shows improvement– shows range of work– shows strengths and interests– shows best work

• Evidence of progress across a strand, strand unit or a theme or topic

• Hard copy and / or electronically (e-portfolios)• Can represent AfL and AoL


Concept mapping

• Graphic organisers or picture summaries of the child’s understanding of ideas and the relationships between ideas.

• Rich insights into children’s learning and mis –conceptions

• Used at the beginning, middle or end of a unit of work

• Good for children with learning difficulties


Teacher Observation


Number Concept

Recognising and naming of numerals 1-5

Concept Development

Naming five shapes

Naming of five colours

Pupil 1

Pupil 2

Pupil 3

Pupil 4

Pupil 5

Pupil 6

Teacher as Observer Some Early at Risk Indicators 4 (Numeracy)Class:


Teacher Designed Tasks and Tests

• Oral assignments• Individual tasks• Group tasks• Paper and pencil

tests


Guidelines for Written Tests


Consider• What will be assessed ?

• How will it be assessed?

• How will the assessment be used?

• Do you use assessment to support progress or identify failure ?


Written tests• Teach revision strategies and study skills (appropriate to

your subject)• Help students to identify for themselves the topics they

most need to revise• Consider the feedback to be given. It needs to be timely,

specific and include suggestions for ways to improve:

What was good about the work

Areas for improvement

Strategies for improving the work• Avoid a competitive environment

89


HomeworkPossible approaches:• Set the homework at the beginning of the lesson

(particularly effective for underachieving students)• Provide written criteria for assessment in advance• Provide exemplars to illustrate standards• Encourage students to reflect on and improve their work• Consider the type of feedback (marks / written

feedback / both?

90


AfL as classroom practice

Using assessment as

part of teaching and learning the

teacher...


Planning for AfL (Goal setting)

Strategies DescriptionWhat are we learning to-day?

Give learning outcomes and purpose of lesson at start of class in ‘pupil speak’

What am I looking for?

Show at the outset what students will be able/required to do to demonstrate achievement of the learning goals: ‘you will be able to answer..’ you will know..’

Traffic Light Grouping

Differentiate lesson according to difficulty of task by student self grouping, Green (confident), amber (doubtful), red (difficulties)

92


Planning for AfL (Questioning)

Strategies DescriptionWait time Systematically allow >5 seconds for all replies to

teachers questions, without interruption

No Hands Up Select students to answer questions- no volunteering/hands up

Distributed Answers

Ensure all students get to answer questions fairly & systematically calling

Open/Closed Questions

Vary types of questions: some requiring thinking and limit recall questions

Think, Pair, Share

Pair students to discuss and plan questions

Traffic Light Differentiate students by Green (Known), Amber (unsure), Red (Not Known) 93


Watch the clip Hot Research Assessment for Learning

Learning and write down

• Two things that you learned

• Two questions I still have

94


Learning Preferences of Digital Natives

• Teamwork• Experiential activities• Use of technology • Multitasking • Goal orientation • Collaborative

• Digital Natives are better at:– Taking in varied

information– Making decisions

quickly – Multitasking – Parallel processing– Thinking graphically

(rather than textually)

Oblinger, Diana. “Understanding the New Student.” Educause

Review, 38.3 (2003): 36-42.


Integrating Technology• Digital Educational Resources• Presentation Tools• Generic and Specialised

Software• Internet for Communication• Virtual Learning Environment• For Publication including

Internet• Testing• A range of hardware incl: IWB• Creating resources eg:

simulations and Multimedia presentations

• Creating text based work including Portfolios, Blogs and typed assignments

• Creating Visual Representations eg: Mindmaps, Storyboards and video

• Sound Recordings eg: Podcasts

• Producing Multimedia Presentations

• Online collaboration

using assessment to support teaching and learning in the classroom cornelius young...

Documents

teachers assessment

teachers types of assessment

teachers schemes of

learning intentions

outcomes of learning

purpose of assessment

self assessment

teachers traffic lighting