Why assess learners Your reasons Some Reasons Torrance
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Why assess learners? Your reasons
Some Reasons – Torrance and Pryor 1998; Black et al. (2003) • Accountability – schools/teachers accountable for their work - tests, progress tracking, performance management, exam results, league tables • Secondary Education qualificationsaccreditation and access – employers, higher education • To advance pupil learning – improvement , feedback, targets for improvement,
Types of Assessment • Summative – A of L • Formative- Af. L • Diagnostic – device pupil’s prior knowledge and then adapting (Subject audit/ Year 7 KS 2 test) future needs for pupils (individual/class)
Afl Tools– ways of gathering evidence
Formative assessment
What are the in-class assessments • Marking exercises • Class tests (aural/oral/mental/end of unit/end of term…) • Quizzes/Puzzles/Problem Solving/Investigations • Open and extended tasks • Questioning? • Observations
Pupil’s attitude – influences them to getting it right and also how successful they are at learning Some pupils want to coast – get by (Perrenound 1991, p. 2) Feedback might discourage them. It needs careful consideration, sensitivity (Hattie and Timperly, 2007) Purposefulness- Not much use on providing feedback ; when a mathematical concept is not fully understood and the teacher’s time would be best spent on modelling and instruction (Didau, 2005)
John Holt How Children Fail ‘petty and contemptible rewards’
Public examinations
Affects of formal assessment- How did you feel? Need to understand the ways assessment can affect learners - pupil attainment and pupil’s attitude towards learning (Nardi and Steward, 2003; Watson 2006)
Dangers - Black et al (2003); Swaffiled 2008; Wiliam 2011 Dangers • The temptation to assess (what is easy to assess) – rather than learning experiences • Teaching to the test • Distorting assessment procedures to improve the department/school standing • Assessment is not robust: underestimating what pupils are achieving
Assessment without levels
Df. E Rationale • https: //www. gov. uk/government/uploads/sys tem/uploads/attachment_data/file/358070/N C_assessment_quals_factsheet_Sept_update. pdf • Podcast Tim Oakes http: //www. youtube. com/watch? v=q 5 vr. BXFpm 0&feature=youtu. be
Discuss why LEVELs have gone? • Pupil Teacher
Schools that have acted on this • http: //community. tes. co. uk/national_curricul um_2014/b/assessment_without_levels/defa ult. aspx • Trinity (launch, breakthrough, elementary, intermediate, advanced)
Durrington
Dylan Wiliam and Paul Black • Inside the black box • Youtube (1 81, 18 3 formative assessment) http: //www. youtube. com/watch? v=hiu-j. Y-xa. Pg • http: //www. youtube. com/watch? v=n 4 v. A 2 quo. Yio • http: //www. youtube. com/watch? v=jtl. Lp_Zsyv. Q • Youtube (Schools network- 16: 30 -25: 00) • http: //www. youtube. com/watch? v=w. KLo 15 A 80 l. I&list=PLXWa ZHHxb. L 1 NVc. Suxnl. Wh. X 6 p 6 r. ZJP 793 h
References • Black, P. et al (2003) Assessment for learning: putting into practice: Open University Press • Swaffied, S. (2008) Unlocking assessment: understanding Reflection and Application: London: David Fulton • Wiliam, D. (2001) Embedded Formative Assessment: Bloomington. Tree Press
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