A MODEL OF CLASSROOM ASSESSMENT FOR TRINIDAD TOBAGO

A MODEL OF CLASSROOM ASSESSMENT FOR TRINIDAD & TOBAGO Jerome De Lisle School of Education The University of the West Indies, St. Augustine

WHAT IS CLASSROOM ASSESSMENT? v. Classroom assessment is an teacherled activity which occurs as part of the instructional process and is designed to ensure that student learning is fully promoted and supported. It does not occur only at the end of instruction but throughout the instructional episode or as a major component of that episode.

WHAT IS CLASSROOM ASSESSMENT? v. The teacher is an integral part of the process and formal and informal decisions are made by the teacher in collecting data to diagnose learning issues, monitor progress, and to give feedback for improvement. v. The teacher’s role is flexible and responsive to students’ needs and responses. v. The teacher makes use of a range of strategies and is informed by the teachers’ assessment literacy.

WHAT CLASSROOM ASSESSMENT IS NOT v. Equal to or part of a public examination like the SEA or CSEC designed for certifying or selecting students. These have high stakes implications whereas classroom assessment is always low stakes because it is focused on learning. v. A large scale interim or summative assessment such as National Tests designed for monitoring learning. The feedback provided by classroom assessment is immediate and direct; fast and flexible. v. Continuous assessment or school based assessment, which is likely to be directed by specific external policy and procedures, constrains the actions and approaches of the

ARCHITECTURE OF AN ASSESSMENT SYSTEM Public Examinations • For certification and selection Inclusive systems also use psychoeducational assessments for a deeper understanding of the learning profile, strengths and challenges of struggling learners Classroom Assessment • For promoting and supporting learning National Learning Assessments • For monitoring leaning in schools and systems International Learning Assessments For benchmarking and policy comparison

WHAT ROLE DOES CLASSROOM ASSESSMENT PLAY IN AN ASSESSMENT SYSTEM? Public Examinations National & International Learning Assessments Classroom Assessment System (Rules, Tools, Polices)

HOW IS IT CONNECTED TO INSTRUCTION AND CURRICULUM? Curriculum Pedagogy (Instruction) Classroom Assessment

CLOSER ALIGNMENT IN BACKWARD DESIGN CURRICULUM MODELS The hallmark of "backward design" in curriculum is its great emphasis on assessment. The focus on how to assess student learning has increased tremendously. In a "backward" curriculum planning model, the entity of assessment obtains high status in which teachers' are seen as "assessors, " as opposed to "developers. "

BENCHMARKING CLASSROOM ASSESSMENT v. Assessment systems in non-OECD countries have been benchmarked in the World Bank SABER study. v. Assessment systems of high performing education systems have been reviewed by Darling Hammond v. IDB funded local benchmarking also conducted on Brazil, Chile, Hong Kong, Singapore, Ontario, & Canada for TC (PPPM).

LOCAL BENCHMARKING FINDINGS

HONG KONG

ONTARIO, CANADA

SINGAPORE

ENGLAND (2008)

EMERGING, PROMISING, & BEST PRACTICE q. Formative assessment (Assessment for and as Formative assessment learning) (All Western Countries) q. Performance Assessment (US Benchmarking Performance Assessment & Theory) q. Assessing 21 st Century Skills (Singapore, Century Skills Think Tanks, US Theory) q. Assessing Integrated Learning (Canada, Assessing Integrated Learning Australia, Singapore)

FORMATIVE ASSESSMENT This is a fundamental process defining the instructional episode that has been shown to enhance achievement outcomes. The key process is feedback to the students. Following the Canadian Model (Lorna Earl), assessment as learning is considered a separate but key process to assessment

PERFORMANCE ASSESSMENT Performance assessments will allow students to demonstrate the extent to which they know and can do. Learning targets are key and a performance of understanding provides one of a number of possible ways in which students can learn and produce evidence of what they are learning enhances opportunities for feedback and assessment conversations during the process.

ST ASSESSMENT OF 21 CENTURY S KILLS st 21 Skills are critical competencies for future workplaces and societies and extend traditional definitions of intelligence to include a range of social and emotional competencies as well as communication, critical thinking and creativity. Performance promotes knowledge creation classrooms and assessment provide multiple opportunities for

ASSESSMENT OF INTEGRATED LEARNING Integrated learning is a key feature and outcome of modern curricula and aligned classroom assessment will seek ways to promote assessment of identified outcomes. Integrated learning requires the interweaving of assessment, instruction, and curriculum.

THE FPSI-A MODEL FOR CLASSROOM ASSESSMENT

FPSI KEY PRINCIPLES ØAssessment is a key component of modern day effective pedagogical practice designed to promote learning in the classroom (Wiliam, 2011; Wiliam & Thompson, 2007). ØFormative feedback is the key to successfully promoting and supporting student learning in classrooms(Hattie & Timperely, 2007; Sadler, 1989, 1998). ØFormative assessment must promote self and peer assessment (Assessment as learning with the goal of self-regulation). (Black & Wiliam, 2009; Earl, 2012) ØThe role of performance assessments is critical in a system of diversified assessment (Brookhart, 2009; Darling-Hammond & Adamson, 2014; Wiggins, 1998). ØOne important benefit is performance of understanding use to diagnose and improve feedback (Moss & Brookhart, 2015). ØPerformance assessment will facilitate a knowledge creation classroom in which 21 st century skills and integrated learning are continuously

KEY REFERENCES Black, P. J. , & Wiliam, D. (2009). Developing theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5– 31. Brookhart, S. (2009). The many meanings of “multiple measures. ”. Educational Leadership, 67(3), 6 -12. Darling-Hammond L. & Adamson F. (2014). Beyond the bubble test: How performance assessments support 21 st century learning. San Francisco: Jossey-Bass. Earl, L. (2012). Assessment as learning (2 nd ed. ). Thousand Oaks, CA: Corwin. Hattie, J. , & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81 -112. C. M. Moss & S. M. Brookhart (2015). Formative classroom walkthroughs: how principals and teachers collaborate to raise student achievement. Alexandria, VA: ASCD. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119 -144. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77 -84. Scardamalia, M. , Bransford, J. , Kozma. R. , & Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. Mc. Gaw & E. Care (Eds. ), Assessment and teaching of 21 st century skills (pp. 67– 142). Dordrecht, Germany: Springer. Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance (Vol. 1). San Francisco, CA: Jossey-Bass. Wiliam, D. (2011). What is assessment for learning? . Studies in Educational Evaluation, 37, 3 -14. Wiliam, D. , & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed. ), The future of assessment: Shaping teaching and learning (pp. 53– 82). Mahwah, NJ: Lawrence Erlbaum Associates.

MAIN FEATURES OF THE FPSI Element/Primar Secondary Rationale & Theory y Focus (F) Formative (P) Performance Focus Multiple Measures Diversified (S) 21 st Century Critical Thinking Skills Subject (I)Integrated Centered Promote & support learning Identify what students know and can do. Use performance of understanding to diagnose learning in constructivist-collaborative settings. Employ multiple measures. Promote holistic learning Focus upon deep & integrated learning

MAIN FEATURES OF FPSI There are four levels when designing assessments to support and promote teaching-learning 1. Most classrooms assessments should be formative (for and as learning) 2. There should be an explicit focus on performance assessment to support students’ performance of understanding. 3. Performance assessments and formative assessment are used to generate knowledge creation classrooms are used to foster 21 st century skills. 4. Performance assessments and formative assessment are to used to generate knowledge creation classrooms designed to explicitly promote integration, with themes taken either from the curriculum or from the students themselves.

F IS FORMATIVE (PROCESSES & STRATEGIES) Teacher Peer Self Where the learner is now How to get there going 1. Clarifying, sharing, and 2. Engineering effective 3. Providing feedback understanding learning classroom discussions, that moves learning intentions and criteria for activities, and learning tasks forward – working with that elicit evidence of success – getting the students to provide them learning – developing students to really the information they effective classroom understand what their need to better instructional strategies that classroom experience will understand problems allow for the measurement of be and how their success and solutions - P success. will be measured - 4. Activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning. 5. Activating learners as owners of their own learning

P IS FOR PERFORMANCE OF UNDERSTANDING

ST FRAMEWORK FOR 21 CENTURY SKILLS WAYS OF THINKING Creativity Critical Thinking Metacognition WAYS OF WORKING Communicati on Collaboration TOOLS FOR WORKING Information Literacy ICT Literacy LIVING IN THE REAL WORLD Citizenship Personal & Social Responsibili ty

I IS FOR INTEGRATED LEARNING Unidisciplinary Multidisciplinary Interdisciplinary (Thematic) Transdisciplinary (Child Centered)

A THEORY OF ACTION

ALIGNED TO PCR

ALIGNED TO CXC / SBA

INCLUDES INSTRUCTIONAL EPISODES AND ASSESSMENT CONVERSATIONS The instructional episode follows a formative assessment flow and includes both formal and informal assessments (assessment conversations. A range of assessments are used but the focus is on performance assessment to provide feedback and to support student learning.

MARGARET HERITAGE’S MODEL OF FORMATIVE ASSESSMENT MAKES CLEAR THE LEARNING CYCLE

A Feedback Loop • Performa nce Assessm ent • Assessm ent of 21 st century skills • Assessm ent of integrated learning

Decode and recode curriculum documents to design instruction/ assessments Identify where the learner is going using shared learning intentions/targets, rubrics, pre-assessments, discussion Identify where the learner is now using performance-based activities, assessment conversations Ensure student knows how to get there - Peer, self, and teacher feedback Summative Assessment/Evaluation-Exit tickets, FUST

CODE & DECODE

SAMPLE OUTCOMES & OBJECTIVES SAMPLE INTEGRATED PERFORMANCE ASSESSMENT-PRIMARY SCHOOL THEME: Our Region: The Caribbean-Waters that Link and Divide Us Class: Standard 3 Term 1 Time: 1 week (See Standards in Toolkit, page 47 -56) 21 st century skills Integrated Topic-Aquatic Habitats in the Buccoo Reef learning Content/Skills/Competencies Science, ELA, Mathematics, Social Studies Collaboration, Communication, Citizenship

SAMPLE ASSESSMENT TASK Task Description: Performance Assessment task Students engage in a one week series of activities in which they learn the science and social relevance of the Buccoo Reef in Tobago. The activity culminates in oral presentations/exhibitions on "Save the Buccoo Reef" and a social media Facebook page or You. Tube video advocating action on conservation and protection. Big Idea Plants and animals are adapted to live in different habitats and are interdependent. Human activity can have a considerable effect on natural habitats. Taking action to ensure a sustainable environment is part of local and global citizenship.

RATIONALE & RUBRICS Teacher explains role of citizen in protecting the environment. Citizens are advocates and empowered citizens communicate with other citizens on important social issues. Collaboration between citizens is critical to successful communication and action. 21 st century skills Integrated learning Transdisciplinary Themes

SAMPLE INSTRUCTIONAL EPISODE Where the learner is going-Discussion Formative Students explore newspaper clippings, publications and videoclips on Buccoo Reef (ELA) Teacher clarifies the role and importance of reefs in island ecosystems (Science) Assessment flow Teacher reviews the economic impact of reef tourism (Social Sciences) Teacher discusses conservation and protection of natural resources (Social Studies/Science) Sample Videos Video 1 a- Buccoo reef/ Video 1 b-Buccoo/ Video 2 -Fish Reef Habitats/ Video 3 -What is a Coral Key Questions What are coral reefs? What are the facts and figures on the Buccoo Reef (Math) Why are coral reefs important? What are some habitats within a coral reef ecosystem? What are some human occupations related to economic activity on the reef? What are some ways in which reefs can be protected? Optional-Here you may use SRs and CRs to provide feeback through Quizzes, Exit Slips and Reviews Teacher explores learning targets, performance tasks and criteria

SAMPLE INSTRUCTIONAL EPISODE Where the learner is now- ACTIVITY 1: ORAL PRESENTATIONS/EXHIBITIONS A Variety of Habitats in the Buccoo Reef The Buccoo Reef as a Tourism Product Citizen Advocacy in Protecting the Buccoo Reef ACTIVITY 2: CONSTRUCT FACEBOOK PAGE ACTIVITY 3 (Optional) Field Trip ACTIVITY 4 (Optional) Scrap Book or Portfolio

INSTRUCTIONAL EPISODE How to get there Teacher provides feedback during activity Students use communication and collaboration rubrics Summative Assessment Construct Digital or Paper & Pencil Exit Tickets

INITIAL TESTING v. Greater clarity in instructional flow v. Clear Decode and Recode phase v. Consideration of Rubric phase v. Conflicts with traditional teaching v. Benefits in high performing school contexts

FROM BENCHMARKING TO MODEL & POLICY MODEL EXPLORATION WRITTEN POLICY TEACHER PROFESSIONAL LEARNING SYSTEMS IMPLEMENTATION PLAN

TOWARDS A POLICY DOCUMENT 1) 2) 3) 4) 5) 6) 7) 8) Benchmarking Rationale Model Theory Elements Examples Model of Implementation Suggestion for professional learning