MTL

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House
MTL
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Assessment
Stewart Bennett
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W.I.L.F.
(What Im Looking For)

• To understand the link between learning theories
  and assessment.
• Why is assessment a major issue?
• What are some of the key terms associated with
  assessment?
• What is Planning for Assessment?

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What is assessment for?

• Accountability
• To provide information to government,
  taxpayers, parents/ carers.

• Professional

To enhance teaching and learning.

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The A Level Debate
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(No Transcript)
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Diplomas
Construction and built environment Creative
and media Engineering Information technology
Society, health development Business admin
finance Environmental land based studies Hair
and beauty studies Hospitality Manufacturing
product design Public Services Retail
Business Sport and Active Leisure Travel and
tourism
Cancelled
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(No Transcript)
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Michael Gove wants the exams to be more
academically rigorous than the current format of
sitting them in four or six units allows.
He said universities had complained that A-levels
were not preparing students sufficiently well.
He expected schools to abandon AS-levels
To switch emphasis back to examinations taken at
the end of two years of study in order to revive
"the art of deep thought".
He wanted to see sixth-formers doing "fewer, more
rigorous exams".
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Summative / Formative
It (assessment) should not simply be a bolt-on
addition at the end. Rather, it should be an
integral part of the education process
continually providing both feedback and
feedforward. It therefore needs to be
incorporated systematically into teaching
strategies and practices at all levels. Task
Group on Assessment and Testing (TGAT) 1988

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• Television adaptation of Hard Times by Charles
  Dickens

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Simple Summative Assessment Model
Plan what you want to teach
Teach what you have planned
Assess what pupils know.

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Summative Assessment

• 11 plus
• Statutory end of KS tests
• School end of module / year tests
• GCSE
• A1 A2
• Degree
• PGCE

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Simple Formative Assessment Model
Attempt to teach it
Assess learning and effectiveness of learning
Plan what you want to teach
Develop new learning objectives

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English Miss N J G Emily is a thoughtful
student who is motivated and conscientious in
English. Emily can talk and listen in an
increasing range of contexts, developing ideas
thoughtfully. She is beginning to adapt her
speech to the needs of the listener, varying her
use of vocabulary and level of detail. In
responding to a range of texts, Emily shows
understanding of significant ideas, themes,
events and characters. Her written work is lively
and thoughtful where her ideas are often
sustained and developed in interesting ways.
Emily now needs to adapt her style to achieve
particular effects. By reading a wide range of
fiction and non-fiction texts, she will develop
her vocabulary and use of punctuation. Overall,
Emily is working well in English.
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Norm and Criterion Referencing
What I shall call criterion-referenced measures
depend upon an absolute standard of quality,
while what I term norm-referenced measures depend
upon a relative standard. Measures which assess
students achievement in terms of a criterion
standard thus provide information as to the
degree of competence attained by a particular
student which is independent of reference to the
performance of others. R Glaser 1963

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Norm Referencing Assessment
Number of Pupils
Sec. Mod. School
Grammar School
Test Score

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National Curriculum Assessment Model (level
descriptors)
Level 8 Descriptor
Level 7 Descriptor
Level 6 Descriptor
Level 5 Descriptor
Level 4 Descriptor
Level 3 Descriptor
Level 2 Descriptor
Level 1 Descriptor

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Research
We believe that we have established a strong
case that government, its agencies, and the
teaching profession should study very carefully
if they are seriously interested in raising
standards in education. Black Wiliam (1998)

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My dream house! Mark scheme 1 mark for a
drive, 3 marks for a garage, 1 mark per chimney
etc etc.
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Planning for Assessment
How has this influenced the planning done by
this teacher?

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Research findings

• There is evidence that improving formative
  assessment raises standards.
• There is evidence that there is room for
  improvement.
• There is evidence about how to improve formative
  assessment.

D Wiliam, P Black, Inside the Black Box
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Assessment for Learning and Learning Theory

• AfL is located within the constructivist and
  social constructivist perspectives on learning
  Piaget and Vygotsky
• Learning is an active process
• Effective learning is linked to previous
  knowledge
• Formative assessment is undertaken by teachers to
  find out what learners do and do not understand
  about a topic
• (Wilson Kendall-Seatter, 2010)

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Constructivist theories

• Vygotsky (1962, 1978, 1986) and Bruner (1966,
  1983)
• Constructivist theories relate to the perceptions
  and previous learning and how this affects future
  learning.
• Constructivist learning cannot be passive as
  pupils are constantly reviewing their learning

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AfL Tools
TW
Mike Gershon
Students write Questions Students ask
Questions Comment-only marking Mid-unit
assessment Wait-time Open vs closed Exemplar
Work Student Marking Lesson Target
Setting Teacher Review Student Review Traffic
Lights 2 stars and a wish Self-assessment
Targets One-Sentence Summary Articulate then
Answer Tell your neighbour Idea
Thoughts Bouncing Wait and recap Devising
Questions Learning Journal Redrafting Key
features Making aims clear Improvement
Guidance Comment Follow-up Group feedback Peer
Marking Teach Collaboration Traffic-Light
Revision Generate and Answer Student
Mark-Scheme Group Answers Corrections Laminate
d Criteria Conveying Progress Think through
Talking Discuss Words Communication Thoughtful
Dialogue What is good? Self-evaluation What is
a good question? Graphic Organisers Talk
Partners Post-It Response Partners Hands
Down Why is it best? Show and Tell Active
Students Thumbs Long and Short Term Minute
Paper Enquiry Question Smiley Faces
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Subject Knowledge
Planning
Scaffolding
Constructivist Theory
AforL
Class Management
ZPD
Pedagogy
Maslow
Bloom
Intelligence
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Formative assessment

• Clarify learning intentions at the planning
  stage.
• Share learning intensions at the beginnings of
  the lesson.
• Involve children in self-assessment.
• Focus oral and written feedback around the
  learning intensions.
• Organise individual target setting so that
  childrens achievement is based on previous
  achievement as well as aiming for the next level.

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Factors that inhibit learning

• The assessment of quantity of work and
  presentation rather than the quality of learning.
• Marking and grading which tends to lower the
  self-esteem of pupils, rather than to provide
  advice for improvement.
• An emphasis on comparing pupils with each other
  which demoralises the less successful learners.

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Developing a learning culture

• Make sure the learning objectives are clear.
• It is best if it is part of a whole school
  policy.
• Separate the task instructions clearly from the
  learning intention and success criteria.
• Share with pupils why they are doing it.
• Learning intensions and success criteria need to
  be visually displayed.
• WILF (What Im Looking For)

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The impact on pupils of sharing learning
intentions.

• They are more focussed.
• They are more likely to express their learning
  needs.
• A learning culture begins to develop.
• The quality of work improves.
• Low and middle achievers are noticeably more
  focussed.
• Positive impact on behaviour.
• Pupils have greater ownership of the lesson.
• Makes a plenary against the learning intentions a
  necessity.

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• Criterion Referenced assessment compare pupils
  with
• one another.
• NO
• Feed forward is associated with Formative
  assessment.
• YES
• N C Level Descriptors help with Criterion
  Referenced
• assessment.
• YES
• A Levels are a type of Formative assessment.
• NO
• Assessment for Learning makes having clear
  learning
• objectives essential.
• YES

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Bibliography 1

• Rogers, B (ed) (2004) How to manage childrens
  behaviour. London Paul Chapman
• Bruner, J (1983) Childs talk learning to use
  language. Oxford Oxford University
• MacGilchrist, B, Myers, K and Reed, J (1997) The
  intelligent school. London Paul Chapman
  Publishing
• Black and Wiliam, (1998), Inside the Black Box
• Black et al, (2002), Working inside the Black Box

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Bibliography 2

• Bandura, A. (1986). Social Foundations of Thought
  and Action. Englewood Cliffs, NJ Prentice-Hall
• Wilson, V, Kendall-Seater, S. (2010) Developing
  Professional Practice 7-14
• Riding, R and Rayner, S (1998) Cognitive styles
  and learning strategies. London David Fulton
• Bloom, B. S. (1976) Human characteristics and
  school learning New York McGraw-Hill
• Gardner, H (1983) Frames of Mind the theory of
  multiple intelligences. New York Basic Books
• Bloom, B.S. (1981). All Our Children Learning A
  Primer for Parents, Teachers, and Other
  Educators New York McGraw