formative assessment for learning: a natural part of the

Formative

Assessment for learning:

a natural part of the

learning process.

Sharon Hartle: University of Verona

[email protected]

Questa foto di Autore sconosciuto è concesso in licenza da CC BY-NC-SA

https://askatechteacher.com/2015/02/18/7-authentic-assessment-tools/

https://creativecommons.org/licenses/by-nc-sa/3.0/

?

https://www.youtube.com/watch?v=sYdVe5O7KBE)

“the bridge between assessment and learning” (Dylan William

2016)

“The word test can make people nervous. It

has semantic qualities that make us think of

being judged or measured by someone or

something.” (Rogier 2014 p. 2.)

https://www.youtube.com/watch?v=sYdVe5O7KBE

Teasig/Crella 2 Day Seminar: Building Practical Assessment Skills for Teachers

‘the sum of these reforms

has not added up to an

effective policy because something is missing’ Black,

P. and William, D. (1998: 1)

1. Is there evidence that

improving formative

assessment raises standards?

2. Is there evidence that there is

room for improvement?3. Is there evidence about how to

improve formative assessment?

What about

the

classroom

itself?

Students write Questions Students ask Questions Comment-only marking Mid-unit assessment

‘Might’

Wait-time Open vs closed Exemplar Work Student Marking

Making aims clear

Lesson Target Setting Teacher Review Student Review Traffic Lights

2 stars and a wish

Self-assessment Targets One-Sentence Summary Articulate then Answer Scene-Setting

Tell your neighbour

Idea Thoughts Bouncing Wait and recap Incorrect Discussion

Muddiest Point

Devising Questions Learning Journal Redrafting Key features Invert the Question

Improvement Guidance Comment Follow-up Group feedback Peer Marking

Thumbs

Teach Collaboration Traffic-Light Revision Generate and Answer Student Mark-Scheme Group Answers

X and Y All you know Corrections Laminated Criteria

Conveying Progress

Think through Talking Discuss Words Communication Thoughtful Dialogue

Feedback Sandwich

What is good? Self-evaluation What is a ‘good’ question? Graphic Organisers

KWL

Talk Partners Post-It Response Partners Hands Down

Question Stems

Regulating Learning A B C D Why is it best? Show and Tell

Active Students

Long and Short Term Minute Paper Enquiry Question Smiley Faces Squares

Created by Mike Gershon and available at TES Australia

https://www.google.it/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjulNL7yrnXAhULPxoKHSFkCLwQFggoMAA&url=htt

ps%3A%2F%2Fwww.tes.com%2Fteaching-resource%2Fassessment-for-learning-toolkit-6020165&usg=AOvVaw0erZqyPD2pK_2cb6IVVqKG

Assessment Reform Group 2010


Three Useful Concepts for AfL


Use

ful C

on

ce

pts

Teachers and learners collecting data about

individual learning experiences together or individually.

Providing constructive feedback to modify teaching

and learning activity

Establishing goals closing the gap between the present

position and the desired goal.

“On Mushrooms and Saunas”…and, no I didn’t know what it meant either!


“Non mangerei mai dei funghi raccolti nel bosco perche’ forse non sono buoni.”

Your turn to translate:

“I would never eat mushrooms picked in a

wood because they might not be

edible/safe to eat”

“I have never eaten it mushroom taken in

sauna, no good.”

Seven Lesson Stages

Managingthe

Classroom

Startinga

lesson

Clarification, revision and

recycling

Practice/ Experimenta

tion

Closing the

lesson

Receptive Skills

Procedure

Feedback/

correction


Starting a lesson

Entrance ticket: remember?

like the best?

need to review/practise?

Areas that were

motivating problematic

information about lack of

understanding etc.

Peer assessment written work,

choosing items that you

like.

Encourages learners to

take their own and each

other’s work seriously +

sensitive feedback by the

teacher on ‘areas to

work on’

Quiet time: journal/

portfolio writing/ goal

setting

time to think about the

learning

to monitor and help

a transition from one

context to another

Technique Outcome Next step?

Develop or adjust teaching

and learning.

Discuss alternative strategies.

Choose one or two phrases,

techniques to make your own.

Choose one problem area to

work on/ reflect or discuss

how to do this.

Monitor this activity giving

help or asking thought-

provoking open questions.

Either let learners think,

discuss and answer or give

them time to write.


Next Step?


Cooperative work

Think

Pair

Share

Pyramid

Discussions

• Cooperation

• Thinking time• Elaboration

• Confidence

• Comparing

strategies

• Peer support

Next step?

• Reflection

• Polls

• Smiley Sheets• Goal setting

• Goal

achievement


Exit Ticket/Share

with a partner

-Learner

discussion

-Next steps

What’s next?

- Analysis learner comments

- -adjust teaching goals

- adjust study strategies

Goal Setting/WILF

-awareness of teacher aims

-study direction

-negotiation of goals

• Three new things they have learnt

• What they found easy

• What they found difficult

• Something they would like to learn in the future

• Use WILF (what I’m looking for).

• Point to the objectives on the board.

• Elicit what the success criteria might be for a task.

• Negotiate or share the criteria

• Make a record for reference


Planning/thinking time

Pair/groups

ICQs


a) I wrote a lot of key words and then

words that could help me to write the discussion text. I wrote words in italian too.

Then, the interesting phrase that I wrote in

the discussion "No longer did you have to

be young to act young." I liked that and I wanted to use it. So, I only used the nice

phrases I saw and then some key words.

b) We listened twice, ok...I tried to write

them down from the first time, because the

second time I wanted to add as much

information as I could, and because I think

that the notes helped me a lot to write the

summary. I: So did you tend to write key

words or do you...? S: At the beginning I tried to write key words and then I tried to

write the whole sentence in which I found those key words and then I tried to put

them all together with connections.

c) I wrote, I took notes and I missed

something that the video said.

Activity Two

Return to your small group and discuss

which strategies you think are most

effective. You can combine strategies from different descriptions if you want to.

Describe your winning strategy here

…………………………………………….


Mindmapping for summary writing

Conclusion• AfL means approaching the classroom and what goes on inside the black box with an eye

to learning, reflection and developing successful learner strategies rather than simply aiming for measurement and high levels without considering how to reach them. Education is about more than measuring levels and awarding grades, although summative testing is also part and parcel of the process. Summative assessment, in fact, seems to attract more attention than its formative assessment cousin, romping ahead like the proverbial hare leaving the formative assessment tortoise, meandering along reflectively behind. But, in the fable, it is the tortoise who wins in the long run and this is also true for our learners if we help them towards life-long learning. The two types of assessment discussed in this article should actually be considered as two sides of the same coin, with formative assessment leading to better results on summative tests. If we can help our learners to do what they can successfully and to feel proud of their achievements, we are promoting learning as well as steering them towards better results on summative tests. If this is planned and done systematically throughout the whole process it can lead to:

• A greater understanding of what is being taught and what the aims are

• A greater awareness of learners’ own study strategies and the fact that they have choices

• Greater confidence in learners’ own skills and abilitiy

• Better results on summative tests as well


Thank youforlistening



Photo credit: https://thepbsblog.com/2015/02/03/reading-the-write-way/

2)Check in pairs

1) read/Listen

for a reason

3) read/listen

again to check

4) Check as a whole

class

What’s next?

Open questions in whole

class feedback


Photo credit: http://pointtowrite.blogspot.it/2013/05/science-of-feedback.html

Edit and review

Exploring

HOTS

Peer/self correction

Correction

Codes

AfL as a System not a Tool


formative assessment for learning: a natural part of the

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