effects and constraints of assessment for learning
TRANSCRIPT
WORKSHOP
EffectsandConstraintsofAssessmentforLearning
LeonorSantos&JorgePinto
AssessmentforLearning
Assessmentprac9cesintheclassroom,ingeneral,leadtoasuperficiallearning,sinceencouragea"condensed"studymostlyfocusedinmemoriza9on.Thereisaweakrela9onshipbetweenassessmentprac9cesforlearning(AfL)andotheraspectsofteacherprac9ces. (Black&Wiliam,1998)ThereisevidencethatitcanbeobtainedgainsforstudentlearningthroughAfLprac9ces.Highlevelteachinggoalsarecompa9blewithsuccessevenwhenthisismeasuredthroughlimitedinstruments,suchasexternalassessmenttests
(Black&Wiliam,2003)
AssessmentforLearning
Assessmentprac9cesintheclassroom,ingeneral,leadtoasuperficiallearning,sinceencouragea"condensed"studymostlyfocusedinmemoriza9on.Thereisaweakrela9onshipbetweenassessmentprac9cesforlearning(AfL)andotheraspectsofteacherprac9ces. (Black&Wiliam,1998)ThereisevidencethatitcanbeobtainedgainsforstudentlearningthroughAfLprac9ces.Highlevelteachinggoalsarecompa9blewithsuccessevenwhenthisismeasuredthroughlimitedinstruments,suchasexternalassessmenttests
(Black&Wiliam,2003)
AfLisnotanusualprac9ce,althoughitisfavourableforlearning
AssessmentforLearning
Assessmentprac9cesintheclassroom,ingeneral,leadtoasuperficiallearning,sinceencouragea"condensed"studymostlyfocusedinmemoriza9on.Thereisaweakrela9onshipbetweenassessmentprac9cesforlearning(AfL)andotheraspectsofteacherprac9ces. (Black&Wiliam,1998)ThereisevidencethatitcanbeobtainedgainsforstudentlearningthroughAfLprac9ces.Highlevelteachinggoalsarecompa9blewithsuccessevenwhenthisismeasuredthroughlimitedinstruments,suchasexternalassessmenttests
(Black&Wiliam,2003)
AfLisnotanusualprac9ce,althoughitisfavourableforlearning
Isitpossible?
Isiteffec9ve?Howtodoit?
????
Taskinsmallgroups
(20m)
• Goalofthestudy:Tounderstandthecontribu9onforlearningoftheporYolioasanassessmentforlearningstrategy
• Par9cipants:Agroupof4thgradestudents(9yearsold)+sixstudentstodeepanalysis
• Pedagogicalinterven9on:PorYolioinMathema9csandPortuguese:studentsselecttwotasks(greatdifficultyandbiggerlearning)+jus9fica9onoftheselec9ons
EpisodefromPimentel’study(2013)(Master'sDegreeinPre-schooleduca9onand1stcycleof
basiceduca9on,ESESetúbal)
Teacherrole:Ascript,supportstheselec9onandreflec9on,givesfeedbackandengagestudentswithadi9onaltasks
Taskinsmallgroups
Analysetheepisode.Discusstheteacher’roleandthestrengthandweaknessfromthepointofviewofAfL.
S:Iselectedthetaskonthesubjectandthepredicate.T:Andinyourwrifenreflec9onyouwrote:“theselectedtaskhelpedmelearn”.S:Because(pause)becauseIhadsomedifficul9esonthesubjectandthepredicate.T:Aiertheaccomplishmentofthistask,yous9llfeelthatyouhavedifficul9es?S:NoT:Whatdoyouunderstandaboutthesubjectandthepredicate,canyouexplaintome?S:Subjectisbeforethename.P:Areyousure?[S.lookswithadoubYullook]P:Wewillwritehereasentence.Youcanwriteanysentence(...)S:Marianahasaballoon.P:So,whatisthesubjectinthissentence?S:"has”.
P:Areyousure?(silence)Whatistheverb?S:“has”P:So,thereistheverb.Andwhatisthesubject?S:“a”.P:Areyousurethatthesubjectis“a”?S:No,itis"Mariana".P:Whyis"Mariana"?S:Becauseitisaname.(...)P:Doyous9llfeeldifficultyinthiskindoftask?S:Moreorless.P:Doyouliketoimprovetheseaspects?S:Yes.P:SoifIbringarelatedtaskwiththesubjectandthepredicate,doyouwanttomakeitasanautonomouswork,tounderstandbefer?S:Yes.
(Pimentel,2013)
Interac9onbetweentheteacherandonestudentaiertheselec9onofatasktoincludeintheporYolio:
WORKSHOP-EffectsandConstraintsofAssessmentforLearning
FeedbackØ OneofthemostpowerfulstrategiesofAfLØ Akeyissue:Theeffec9venessoffeedback
Characteristics
Context factors
Students’ factors
NatureFocusExtensionFormat
BeliefsPercep9onsConfidencePerformance Task
MomentRela9onT/STeacher’experience
Teachers• Highexpecta9ons• Deepknowledgeabout
theirstudents• Tobepersistent• …
Students• Tohavewillingnesstolearn• Totrust• Tobeconfident• Tobepersistent• …
Toacceptanewcultureofassessment,wheretoerrorisnaturalinalearningprocess
AssessmentforLearning
