- Slides: 16
Assessing without levels For mentors January 2014 Professor Martin Fautley
Dylan Wiliam said: “If what you are doing under the heading of assessment for learning involves putting anything into a spreadsheet, then you are not doing the assessment for learning that makes the most difference to student learning”. (source: https: //secure. ssatrust. org. uk/eshop/default. aspx? mcid=21&scid=31&productid=1325)
Is progression linear? Galton, M. , Gray, J. , Rudduck, J. , Berry, M. , Demetriou, H. , Edwards, J. , Goalen, P. , Hargreaves, L. , Hussey, S. & Pell, T. (2003) Transfer and transitions in the middle years of schooling (7 -14): continuities and discontinuities in learning.
Or… http: //nationalstrategies. standards. dcsf. gov. uk/node/169945? uc=force_uj#a 2
Varying degrees of progress required p. a. 2 Sub-levels progress required p. a. 3 4 6 Sublevels per year 2. 86% 54. 29% 0% 10% 20% 30% 40% 8. 57% 50% 60% 70% 80% 5. 71% 90% 100% Data from Fautley 2012
Reclaiming Assessment • What is the purpose of this assessment? – To help the pupils – To audit attainment – To show progress • How might these affect the assessment undertaken?
Reclaiming Assessment II • Move away from levels and (non-existent) sublevels • Assessment for learning (and doing) – not for linear attainment forecasts • Validity: Assessment for learning – in, with, and through subject-specific attainment
Assessing attainment • Probably criterion referenced • Criteria written specifically for the task/project/activity being undertaken • Different criteria needed for each task/project/activity being undertaken • Criteria need to be uniquely defined, and have a scalable measure
Assessing progress • Are you assessing progress as distance travelled towards a known destination? • Are you assessing progress as distance travelled from a known starting point? • How do these standpoints affect assessment?
Attainment and Progress • How can assessments measuring attainment be used to demonstrate progress? • Are separate measure needed? • Are overarching curriculum goals the starting point for progression measurement?
Reclaiming Assessment III • Assessment in a subject needs to be owned by the department concerned • Attainment and progress need to be really carefully thought about • Learning programmes need to be constructed carefully too
CPD needed? • Constructing learning programmes • Assessment - thinking about destination/distance • Writing assessment criteria • Being freed from whole-school systems that mitigate against appropriate subject-specific learning
Df. E money…. https: //www. gov. uk/government/publications/assessment-innovation-fundapplication-form (Eo. I by 14/2/14)
Parting thought Koretz 2009, p 330
References • • http: //nationalstrategies. standards. dcsf. gov. uk/node/169945? uc=force_uj#a 2 https: //secure. ssatrust. org. uk/eshop/default. aspx? mcid=21&scid=31&productid=1 325 https: //www. gov. uk/government/publications/assessment-innovation-fundapplication-form Fautley, M. (2010) Assessment in Music Education, Oxford University Press. Fautley, M. (2012) 'Assessment issues within National Curriculum music in the lower secondary school in England. '. In Brophy, T. S. & Lehmann-Wermser, A. (Eds), Proceedings of The Third International Symposium on Assessment in Music Education, Chicago, IL, GIA Publications. Galton, M. , Gray, J. , Rudduck, J. , Berry, M. , Demetriou, H. , Edwards, J. , Goalen, P. , Hargreaves, L. , Hussey, S. & Pell, T. (2003) Transfer and transitions in the middle years of schooling (7 -14): continuities and discontinuities in learning. Koretz, D. M. (2009) Measuring up: What educational testing really tells us, Cambridge, MA, Harvard University Press.