Module 2 Session 6 Formative Assessment Differentiation in Assessment Questioning Techniques Presentation Guidance

Session Outcomes By the end of the session you will have: Used and evaluated a sustainability activity as an assessment tool Defined formative assessment Investigated ideas related to formative assessment Evaluated questioning methods Considered the presentation task

Using an assessment tool – sustainability activity Appoint a question master Divide into teams of two Allocate your team a colour from the “Stomp” board Listen carefully to the instructions Once you have completed the activity complete the evaluation sheet provided and share your thoughts with the group

Ofsted says: In failing colleges... “A common feature of a number of unsatisfactory lessons was the failure of teachers to make regular checks on students’ learning and their determination to continue with the planned work even when the students clearly did not understand it.” Ofsted, Why colleges fail, London 2004a,HMSO

Importance of formative assessment Formative assessment is the regular checking of learners’ progress throughout their programme, within and outside teaching and learning sessions, followed by constructive feedback

Recent Research Gipps (1994) assessment “community of practice” between learner and teacher Broadfoot (1998) potential of reviewing and recording achievement Torrance and Pryor (1999) Ecclestone (2002) practicalities in classroom Wiliam and Black (1998) links to learning and motivation Assessment Reform Group (2002) “assessment for learning”

Recent Research Professor John Hattie statistically combined the results of 200,000 experiments in classrooms and published a table listing the most effective teaching strategies in order of effectiveness. Giving learners feedback on their learning errors and omissions, and getting them to correct them or work towards improvement of future work, had a significant impact on their learning. LSDA (2002) ‘Focus on Hattie’s research’, Quality Matters, June Hattie J (1999) ‘Influences on Students Learning’

Black P and Wiliam D (1998) ‘Assessment and Classroom Learning’, Assessment in Education, 5,1,7-74 Criterion or standards-based framework A belief in success by learners and teachers Separation of feedback from grading Focus on learning not performance Development of self-assessment is vital Encouragement of reflective assessment with peers For assessment to be formative it has to be used Requires changing teaching and learning practices

Convergent and Divergent Assessment Convergent assessment (“Can you do this …?”). This approach is often characterised by tick lists and can-do statements. The teacher asks closed questions in order to ascertain whether or not the learner knows, understands or can do a predetermined thing. This is the type of assessment most used in written tests. Divergent assessment (“Show me what you know about …”). The teacher asks open questions that allow learners opportunities to describe and explain what they know understand or can do. The outcome is not predetermined.

Other formative methods Plan formative assessment opportunities Assess groups as well as individuals Encourage self-assessment and peer- assessment Use a range of more divergent assessment techniques In two groups mind-map 5 activities that use self and peer assessment

Questioning Techniques PC SCAT: Tell me what the getaway car looked like? Witness: Sorry I can’t remember a thing.. PC SCAT: Was it blue or red? Witness: Blue PC SCAT: Light blue or dark blue? Witness: Light blue PC SCAT: Ah, just as I suspected!! Where did PC SCAT go wrong?

Open and Closed Questions Closed Questions: Draw out a fact Confirm a point of view Open Questions draw out: Feelings Thoughts Perspectives Understanding

Questioning Techniques Divide into two teams Take it in turns to take a card from the pack Read out the ineffective questioning technique to the opposite team Opposite team make suggestions on how that technique could be made more effective

Presentation Guidance research and critically reflect upon different modes of formal and informal assessment within own subject area LO7 Add to professional development plan strategies for improving assessment, and the use of assessment data to inform learning, in relation to subject pedagogy Possible coverage of LO1,LO6 and LO minutes Tutor and peer feedback References to reading Submit hard copies with written assignment Possible coverage of Minimum Core elements

Possible Format Outline of current assessment practices Issues relating to your subject area Informal and formal methods seen in your peer observation References to reading and theories/principles What you learnt from the observation/interview Action plan of how you will improve your practice

Directed Study Assessment Reform Group (1999) Assessment for learning beyond the black box. Cambridge: University of Cambridge. Black P and Wiliam D (1998) Inside the black box; raising standards through classroom assessment. London: King’s College, University of London. Boud D (2000) Sustainable Assessment. Studies in Continuing Education, 22, 2, Petty G (2004) ‘Geoff Petty’ QIA (undated) ‘Gold Dust Resources’ (Video clips) Torrence H and Prior J (1998) Investigating formative assessment: teaching, learning and assessment in the Classroom. Philadephia: Open University Press.

This slide set has been released as part of the OSIER project, which is promoting the use of resources to support the training of practitioners in Education for Sustainable Development and Global Citizenship within the curricula of all of the home nations of the United Kingdom. You can find out more about the project on the ‘About’ page of the project repository site, OSIER is part of the second round of the UK OER (Open Educational Resources) programme, funded by HEFCE and administered by the Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). The resource forms part of ‘Outside the Green Box: Embedding Education for Sustainable Development in Teacher Training’ by Dr Denise Summers, Johanna Wright, Dianne Dowling, Chris Savory and Ros Spain, and copyright resides with the University of Plymouth. Any images or other materials are original unless stated otherwise. Copyright images may be excluded from the Creative Commons licence described below. See andhttp:// Summers D. (2010) 'Embedding Education for Sustainable Development in Initial Teacher Training in the Lifelong Learning Sector.' Teaching in Lifelong Learning, Vol 2 (1), The resource is made freely available under Creative Commons licence BY-NC-SA which allows you to use this material for any purpose as long as you: acknowledge the original authors do not use it for commercial purposes publish any derived materials under the same licence conditions You can find out more about this licence at: September 2011