module 2 session 6 formative assessment differentiation in assessment questioning techniques...
TRANSCRIPT
Module 2 Session 6Module 2 Session 6Formative Assessment
Differentiation in AssessmentQuestioning TechniquesPresentation Guidance
Session OutcomesSession Outcomes
By the end of the session you will have:
Used and evaluated a sustainability activity as an assessment tool
Defined formative assessmentInvestigated ideas related to formative
assessmentEvaluated questioning methodsConsidered the presentation task
Using an assessment tool – Using an assessment tool – sustainability activitysustainability activity
Appoint a question masterDivide into teams of twoAllocate your team a colour from the
“Stomp” boardListen carefully to the instructionsOnce you have completed the activity
complete the evaluation sheet provided and share your thoughts with the group
Ofsted says:
In failing colleges . . . “A common feature of a number of unsatisfactory
lessons was the failure of teachers to make regular checks on students’ learning and their determination to continue with the planned work even when the students clearly did not understand it.”
Ofsted, Why colleges fail, London 2004a,HMSO
Importance of formative Importance of formative assessmentassessment
Formative assessment is the regular checking of learners’ progress throughout their programme, within and outside teaching and learning sessions, followed by constructive feedback
Recent ResearchRecent Research
Gipps (1994) assessment “community of practice” between learner and teacher
Broadfoot (1998) potential of reviewing and recording achievement
Torrance and Pryor (1999) Ecclestone (2002) practicalities in classroom
Wiliam and Black (1998) links to learning and motivation
Assessment Reform Group (2002) “assessment for learning”
Recent ResearchRecent Research
Professor John Hattie statistically combined the results of 200,000 experiments in classrooms and published a
table listing the most effective teaching strategies in order of effectiveness.
Giving learners feedback on their learning errors and omissions, and getting them to correct them or work
towards improvement of future work, had a significant impact on their learning.
LSDA (2002) ‘Focus on Hattie’s research’, Quality Matters, June https://www.lsneducation.org.uk/user/order.aspx?code=021332&src=XOWEB
Hattie J (1999) ‘Influences on Students Learning’ http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/papers/influences.cfm
Black P and Wiliam D (1998) ‘Assessment and Classroom Black P and Wiliam D (1998) ‘Assessment and Classroom Learning’, Learning’, Assessment in EducationAssessment in Education, 5,1,7-74, 5,1,7-74
Criterion or standards-based frameworkA belief in success by learners and teachersSeparation of feedback from gradingFocus on learning not performanceDevelopment of self-assessment is vitalEncouragement of reflective assessment with
peersFor assessment to be formative it has to be usedRequires changing teaching and learning
practices
Convergent and Divergent Convergent and Divergent AssessmentAssessment
Convergent assessment (“Can you do this …?”). This approach is often characterised by tick lists and can-do statements. The teacher asks closed questions in order to ascertain whether or not the learner knows, understands or can do a predetermined thing. This is the type of assessment most used in written tests.
Divergent assessment (“Show me what you know about …”). The teacher asks open questions that allow learners opportunities to describe and explain what they know understand or can do. The outcome is not predetermined.
Other formative methodsOther formative methods
Plan formative assessment opportunities
Assess groups as well as individuals
Encourage self-assessment and peer-assessment
Use a range of more divergent assessment techniques
In two groups mind-map 5 activities that use self and peer assessment
Questioning TechniquesQuestioning Techniques
PC SCAT: Tell me what the getaway car looked like?
Witness: Sorry I can’t remember a thing..PC SCAT: Was it blue or red?Witness: BluePC SCAT: Light blue or dark blue?Witness: Light bluePC SCAT: Ah, just as I suspected!!
Where did PC SCAT go wrong?
Open and Closed QuestionsOpen and Closed Questions
Closed Questions:Draw out a factConfirm a point of view
Open Questions draw out:FeelingsThoughtsPerspectivesUnderstanding
Questioning TechniquesQuestioning Techniques
Divide into two teams
Take it in turns to take a card from the pack
Read out the ineffective questioning technique to the opposite team
Opposite team make suggestions on how that technique could be made more effective
Presentation GuidancePresentation Guidance
research and critically reflect upon different modes of formal and informal assessment within own subject area
LO7 Add to professional development plan strategies for improving assessment, and the use of assessment data to inform learning, in relation to subject pedagogy
Possible coverage of LO1,LO6 and LO8
15-20 minutes
Tutor and peer feedback
References to reading
Submit hard copies with written assignment
Possible coverage of Minimum Core elements
Possible FormatPossible Format
Outline of current assessment practicesIssues relating to your subject areaInformal and formal methods seen in your
peer observationReferences to reading and theories/principlesWhat you learnt from the
observation/interviewAction plan of how you will improve your
practice
Directed StudyDirected Study
Assessment Reform Group (1999) Assessment for learning beyond the black box. Cambridge: University of Cambridge.
Black P and Wiliam D (1998) Inside the black box; raising standards through classroom assessment. London: King’s College, University of London.
Boud D (2000) Sustainable Assessment. Studies in Continuing Education, 22, 2, 151-167.
Petty G (2004) ‘Geoff Petty’ http://www.geoffpetty.com/index.html
QIA (undated) ‘Gold Dust Resources’ http://excellence.qia.org.uk/GoldDust/assessment/assessment.html (Video clips)
Torrence H and Prior J (1998) Investigating formative assessment: teaching, learning and assessment in the Classroom. Philadephia: Open University Press.