TLA SESSION 4: assessment design and evaluation
Aims of the session:
- Use of learning outcomes and assessment criteria in assessment design
- Barriers to assessment; design of assessment for inclusive learning
- Setting individual learning goals to maximise success
- Start to select and devise which two sessions you will plan
What are learning outcomes?
Take a look at the handout examples: lesson plan, BTEC spec...
How are they linked?
What are they for?
How are they different?
How are they linked?
What are they for?
How are they different?
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- So,
The Learning Outcomes evidence what students will learn and how they will evidence this
Assessment Criteria outline the evidence students need to provide to achieve the outcomes - They also provide grade descriptors that highlight different levels of attainment that should be transparent to the student when they are working towards an assessment...
PAIR up and think of a relevant learning outcome from your subject area and give an example of how you would assess it?
if you like, go further and consider how you might assess the different levels of ACHIEVEMENT?
in groups Create a PADLET MIND-MAP:
what problems there are with assessments?
Which real life barriers to learning might you encounter?
Can you think of any visible or hidden issues which might impact on student success?
planning for disability
Visible or hidden
Mobility
Speech, hearing or eyesight – sensory impairments
Memory or ability to learn, concentrate or understand
Autistic spectrum disorders (ASD)
Dyslexia and dyspraxia
Mental health issues
Emotional/Social/Family
Mobility
Speech, hearing or eyesight – sensory impairments
Memory or ability to learn, concentrate or understand
Autistic spectrum disorders (ASD)
Dyslexia and dyspraxia
Mental health issues
Emotional/Social/Family
Pick a barrier to learning
ANNOTATE your padlet with ideas for 'inclusive assessment'
Watch SARAH's story... how would you help her?
Assessing the assessors!
Take a step back and look at the bigger picture: assessment theory
Watch the video and consider the following for discussion...
Is PISA an effective method off assessment? is it formative or summative?
Do the results tell us anything useful about teaching, assessment and learning?
As a species and as educators we seem pretty obsessed with assessment. Is this obsession well founded?
Do our teaching observations and the 'Quality Cycle' sit within this culture of learning?
Is PISA an effective method off assessment? is it formative or summative?
Do the results tell us anything useful about teaching, assessment and learning?
As a species and as educators we seem pretty obsessed with assessment. Is this obsession well founded?
Do our teaching observations and the 'Quality Cycle' sit within this culture of learning?
Big questions require big theory...
- Kolb's EXPERIENTIAL LEARNING CYCLE...
Underpins many theories of learning
Rationale for assessment and AfL - Essential for teachers wherever they are in their career, 'The Self Reflective Practitioner'
Prof. John Hattie's 'Table of Effects'
Any surprises...?
Any surprises...?
Paul Black and Dylan Wiliam of Kings College London spent four years studying and reviewing research into feedback which is closely linked to ‘formative assessment’.
They concluded in agreement with Professor Hattie that formative assessment has a huge effect on learning quality. It has been found to add the equivalent of two grades to students’ achievement if done very well.
http://geoffpetty.com/for-teachers/feedback-and-questions/
Geoff Petty: Medals and Missons
- Medals: This is information about what a student has done well, e.g. ‘Your paragraphs and punctuation are good’ or ‘That’s good evidence’ written in the margin next to a well made point by the student. Grades and marks are measurements not medals. Medals are information about what exactly was done well.
- Missions: This is information about what the student needs to improve, correct, or work on. It is best when it is forward looking and positive. e.g. ‘try to give more evidence for your views’ or ‘Use more paragraphs to show the structure of your writing’. Again, measurements such as grades do not usually give this information.
- Clear goals: the medals and missions need to be given in relation to clear goals usually best given in advance. Goals might inlcude assessment criteria such as ‘use paragraphing to show the structure of your writing’ or ‘give evidence, illustrations for the points of view you express’.
IN pairs, draw a portrait scetch of each other. Take turns to provide feedback to each other using Petty's M&M approach.
How does this method of feeding back feel? is it helpful?
Journey to Excellence: brilliant professional development resource. Follow the link to biographies and research from a broad range of leading academics.
How does David Perkins notion of 'Intelligence in the Wild' link with assessment and Robin Alexander's notion of 'Dialogic learning'?
How does David Perkins notion of 'Intelligence in the Wild' link with assessment and Robin Alexander's notion of 'Dialogic learning'?
- Theory recap: pull together all the big theory ideas and any of your own research to produce a PADLET or other presentation method on which you will receive formative feedback on from the other team
- Present and receive formative feedback!
assessment practical!
Assessment practical
- Two teams!
- Practical task: in pairs plan a lesson with a specific set of learning outcomes include tasks and opportunities for both formative and summative feedback that takes into account diversity (give options for class type)
- Get back into two teams, share LP ideas and offer formative M&M feedback collectively
- In pairs make improvements
- Present lesson plan ideas and discuss