Report and reflect on assessment information.
Evidence 1.) Notes in class, 13th March, Professional Studies
Need to look at how and what you are doing as assessment. Should be done for learning, not just for the sake of assessment. Should be done to establish what children know, and how they are learning, and used to inform future teaching.
Should be factual and based on evidence, however some very important assessment is informal and invisible e.g listening to them talking. This forms the basis of how you are teaching and what is being understood.
Objective teacher judgement needs to be used - sometimes you know what they can do is different to what the test shows.
G.T.S
You need to know (as a result of assessment) who is your top reader, who needs individual support etc (may be asked to prove this)
Assessment can be:
damaging
demotivating
inaccurate
based on false assumptions
unreliable
We need to be careful the assessment we incorporate doesn't make students feels as though they are not achieving or hinder their love of learning.
Assessment needs to be explicit - students need to know what they're doing and why and how they went in the assessment. Learning outcomes should be shared, and explanations given as to what it will 'look' like when the students have successfully achieved the learning outcome. This can help students to assess their own learning and progress. If you give them the opportunity to contribute, they will.
What you do with the information gathered is very important e.g use it to reflect on what they have learnt, what you need to teach, is your teaching reaching the students, do you need to create individualised programmes for certain students..
DO NOT get students to publicly voice how they did in a assessment
Assessment should be done WITH students, NOT TO students
Tell them:
why we are doing it
how we do it
how they did
Evidence 2.) Notes in class, 23rd May, Professional Studies
Assessment for learning is not just a classroom based issue, also a political issue
National Standards
The concerns: they are untested
could label children as young as 5 as failures
could result in misleading and damaging school league tables
they are not the solution to under achievement.
Vague - teachers and/or don't really know how to interpret them. Don't know what to do with the results gathered from them, e.g how to extend those well above or assist with those well below as nothing has been put in place.
Why the were bought in: tackle the problem of different judgements teachers were making of assessment, throughout schools. The aim was to create a standardised judgement of students across all schools
How am I as a teacher suppose to report against these standards?
This is not a random process, all schools have assessment plans to say what teachers are to collect assessment information on and when to do it
George St Normal - school wide assessment plan, very extensive
Learning is the focus
Always assessing as you are teaching.
Has dates for when teachers need to enter the assessment info into the school computer program
Range of assessment to collect the info
School reports have a layout template the teachers can use
She used class lists with the L.Os on the page for unit plans, she gave from 1-3 ticks to students depending on their level of competency at achieving the L.O (good idea, quick, directly relates to L.O)
Wrote down informal observations in modelling books for maths etc, good idea as I always forget
Evidence 3.) Reading "Inside the black box: Assessment for learning in the classroom" Black, P. Harrison, Lee, Marshall, William (2004).
The focus of this reading was on assessment for learning being the 1st priority of assessment and the purpose should be to promote students learning rather then for ranking students and/or holding them accountable.
Programmes were implemented throughout England in order to examine how to improve formative assessment.
The following aspects in assessment were covered, questioning, feedback and peer & self assessment, and advice was given on how to use these in the most effective way to enhance formative assessment.
Questioning
- allow for longer wait time, can help students to become more involved in discussions and increase length of replies.
- more away from factual, recall questions to big picture, open, problem solving questions
- spend more time in framing questions that are worth asking - quality not quantity
Feedback through grading
- students ignore comments when a grade is give
- comments that identify what has been done well and what needs improving can encourage all students to believe they can improve
- give students opportunities to respond to comments e.g allow them to prove they have done something somewhere else if you (teacher) have stated otherwise
- those who are told that feedback will 'help them learn' as opposed to, 'how you do tells us how smart you are', learn more
- need to make it explicit what is involved in a high quality piece of work and what steps need to be taken to improve
Peer & Self assessment
Peer assessment is useful in that some students may accept criticisms of their work from peers but not from the teacher, and they will use language each other understand.
Self Assessment - teachers need to help students to develop the skills to self assess
Examples - thumbs up, traffic lights
e.g write green/thumbs up if they completely understand; yellow/thumbs across if they somewhat understand; and red/thumbs down if they don't understand and want help.
In order to self assess, students need to know the purpose and success criteria of the work assigned to them.
The aim of assessment is to motivate all, even if some are bound to achieve less. Competition, ranking, marks etc, can work to demotivate those students who aren't 'high achievers' - don't see the purpose in trying if they never come out top.
In conclusion, students need to be active participants in assessment. We need to make it known that learning is less dependent on their ability to get the the right answer, and more so on their readiness to express and discuss their own understanding.
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