PGCE English and Drama Thursday October 6th 2016 John Keenan John.keenan@newman.ac.uk

Notices SSCC at 12.15 in CH102 Patch Task deadline. Skype. Blog. Email.

Evidence-based Assignment Behaviour – expert; over-arching theories Assessment – expert; pedagogical issues (do we? How do we? Does it work?) Subject – what do we teach and why?

https://youtu.be/-LlfGrP4n6E https://youtu.be/T13se_2A7c8

The Language of assessment Types Scoring Summative AoL Formative AfL Diagnostic High-stakes Ipsative/value added Norm-referenced Criterion-referenced Reliability Validity Glossary http://methodenpool.uni-koeln.de/portfolio/What%20Does%20Research%20Say%20About%20Assessment.htm

Which fruit are you?

Labeling Theory Self-fulfilling prophecy https://youtu.be/xqBu9l-fA8s Rosenthal and Jacobson (1968) Pupils with learning difficulties (Good and Brophy, 1984) Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them

High achievers….low achievers

Purposes of assessment Accountability: to make schools and teachers accountable for their work Certification: which can be used by prospective employers and those controlling access to higher levels of education To advance student learning: where the primary purpose of the assessment is to promote pupil learning and help them to improve (Black et al., 2003; Torrance and Pryor, 1998)

Assessment without Levels – how did we get here? AfL Mastery Meta-learning

Review of research on assessment Implications for motivation: negative impact of high-stakes assessment on low –achieving pupils; tests that are high stakes for schools rather than pupils can just as much impact. Pupils are aware of repeated practice tests and the narrowing curriculum; high achievers are more persistent, use appropriate test-taking strategies and have positive self-perceptions; Low achievers become overwhelmed by assessments and de-motivated by constant evidence of their low achievement. Harlen, W. and Deakin-Crick, R. (2002) Cambridge: The Assessment Reform Group.

AfL 250 assessment articles Black and William 250 assessment articles (covering nine years of international research) Assessment and Classroom Learning (1998) 0.4-0.7% one and two grades. Meisels, Atkins-Burnett, Xue and Bickel (2003), Rodriguez (2005), OECD (2005). http://www.curriculum.edu.au/leader/improving_student_achievement,25374.html?issueID=11603

Meta-learning Royce Sadler (1998) ‘We need to let students into the secret, allowing them to become insiders of the assessment process. We need to make provision for them to become members of the guild of people who can make consistently sound judgments and know why those judgments are justifiable.’ http://www.assessmentforlearning.edu.au/professional_learning/success_criteria_and_rubrics/success_research_background.html

Meta-learning Reflection - a sense of ownership of the material of learning – relating ideas more effectively to our previous knowledge (Rogers, 1969). Students who achieve well are more often students who are aware of their own learning processes – their weaknesses and strengths (Ertmer and Newby, 1996). Metacognition is directly associated with employability by Yorke (2004).

Meta-learning "no discernible difference between how experienced or novice teachers teach or what their students learn. Being an experienced expert teacher apparently made no difference." "focused busyness" behavioural routines are not learning. Cognition Nuthall http://er.educause.edu/articles/2014/11/beyond-the-mooc-model-changing-educational-paradigms

Mastery “The formative assessment process will be far more successful if teachers systematically collect evidence of a student's progress toward mastery of each key building block in a learning progression.” James Popham http://er.educause.edu/articles/2014/11/beyond-the-mooc-model-changing-educational-paradigms

Mastery "The key attribute of expertise is a detailed and organized understanding of the important facts within a specific domain.“ a domain organises knowledge, optimise individual progress toward mastery John Bransford http://er.educause.edu/articles/2014/11/beyond-the-mooc-model-changing-educational-paradigms

Mastery cognitive mapping : a knowledge domain's conceptual structure. cognitive mapping : Constructing a knowledge map, that is, as complete a representation of a knowledge domain as possible. Mapping a learner's cognitive states to a knowledge domain through instruction and assessment. Assessing learner-response data to construct a progressively more adequate representation of the organizational structure of the learner's cognitive states. Updating and recalibrating the learner's cognitive profile until an optimal congruence is achieved between the learner's knowledge states and a knowledge domain. http://er.educause.edu/articles/2014/11/beyond-the-mooc-model-changing-educational-paradigms

Mastery Stage 1: Noticing Stage 2: Making sense Stage 3: Making meaning ask questions and to connect ideas together. Stage 4: Working with meaning The student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place. Stage 5: Transformative learning The student has reached the point where they can formulate new ideas of their own. They know what they would do if a similar situation arose in the future. McDrury and Alterio (2003).

The Giving Tree By Shel Silverstein

Once there was a tree . . .

and she loved a little boy.

And every day the boy would come

and he would gather her leaves

And make them into crowns and play king of the forest . And make them into crowns and play king of the forest

He would climb up her trunk

and swing from her branches

and eat apples.

And they would play hide and go seek .

And when he was tired, Z Z Z he would sleep in her shade.

And the boy loved the tree . . .

very much . . . And the tree was happy.

But time went by.

And the boy grew older.

And the tree was often alone.

Then one day the boy came to the tree and the tree said : “Come, Boy, come and climb up my trunk and swing from my branches and eat apples and play in my shade and be happy.”

“I am too big to climb and play,” said the boy. “I want to buy things and have fun. I want some money. Can you give me some money?”

“I’m sorry,” said the tree, “but I have no money. I have only leaves and apples. Take my apples, Boy, and sell them in the city. Then you will have money and you will be happy.”

And so the boy climbed up the tree and gathered her apples and carried them away. And the tree was happy . . .

But the boy stayed away for long time and the tree was sad. And then one day the boy came back and the tree shock with joy and she said, “Come, Boy, climb up my trunk and swing from my branches and be happy.”

“I am too busy to climb trees,” said the boy. “I want a house to keep me warm,” he said. “I want a wife and I want children, and so I need a house. Can you give me a house?”

“I have no house,” said the tree. “The forest is my house, but you may cut off my branches and build a house. Then you will be happy.”

And so the boy cut off her branches and carried them away to build his house.

And the tree was happy . . .

But the boy stayed away for a long time. And when he came back, the tree was so happy she could hardly speak. “Come, Boy,” she whispered, “come and play.” “I am too old and sad to play,” said the boy. “I want a boat that will Take me far away from here. Can you give me a boat?” “Cut down my trunk and make a boat,” said the tree. “Than you can sail away… and be happy.”

And so the boy cut down her trunk and made a boat and sailed away.

And the tree was happy but not really . . .

And after a long time the boy came back again. “I am sorry, Boy,” said the tree, “but I have nothing left to give you, my apples are gone.” “My teeth are too weak for apples,” said the boy. “My branches are gone,” said the tree. “You cannot swing on them” “I am too old to swing on branches,” said the boy. “My trunk is gone,” said the tree. “You cannot climb” “I am to tired to climb,” said the boy.

“I am sorry,” sighed the tree. “I wish that I could give you something… But have nothing left. I am just an old stump. I am sorry…” “I don’t need very much now,” said the boy, “just a quiet place to sit and rest. I am very tired.” “Well,” said the tree, straightening herself up as she could, “well, an old stump is good for sitting and resting. Come, Boy, sit down. sit down and rest.” And the boy did.

And the tree was happy . . .

The End

What do you think to the Giving Tree?

Affinity Groups Participants form a group with those individuals with a similar response to the topic. What is your pedagogy on assessment? Is it similar?

Put them in the middle and then read the rest of the instructions. Modes of Transportation Draw different modes of transportation on a sheet of paper or use an appropriate picture: UFO, train, bus, car, bicycle, skateboard (one form of transportation per paper). Put them in the middle and then read the rest of the instructions. The Rest of the Instructions Choose which mode of transport best represents how you feel about assessment. Explain why.

Frierian Fish Bowl Everyone writes how they feel about assessment and why and puts it in a bag or bowl or hat. This gets passed around and someone chooses a paper and responds to it.

Make a sound that expresses how you are feeling about assessment The group copies that sound The next person adds their sound. The group copies that sound and the previous sound. Continue until the group has made their sounds. Go round and repeat your sound and explain why

https://youtu.be/cIzhAzgH4UE River of life Map your changing views on assessment in a river diagram

In a job interview you are asked what principles underpin your approach to class assessment. What would you say?

Reminder of critical incident (D Tripp; 1993 Routledge) Student fails to hand in homework ? Student is lazy RECAP David Tripp offers a useful tool for reflection in the form of ‘critical incidents’. “Incidents happen all the time but critical incidents are created by the way we look at the event. A critical incident is an interpretation of the significance of an event.” Describing an event is the first stage to understanding it, but in asking what happened and what allowed it to happen, we begin to explore the deeper structures, the ‘hidden curriculum’ that help to produce such an incident. So a student misses a homework deadline, and your first thought is to blame the student...but what else could be at work here?

Reminder of critical incident (D Tripp; 1993 Routledge) Student fails to hand in homework No support at home Didn’t understand the task Playing in school team Student is lazy RECAP The responsibility for the missed deadline could lie with others or even with your own inadequate explanation of the homework task.

What lies behind the surface? Ask form tutor to investigate student’s work load? Set more varied / accessible tasks? Need to support more in school? Special incentives necessary? lazy No home support School team Difficult task RECAP

Identify a critical incident of your own from recent weeks Identify a critical incident of your own from recent weeks. Write it in the middle of the sheet Think about possible factors which affect this incident; why did it happen this way? Could it be seen differently from different perspectives? What could you do about each of these factors? Are they all of the same importance? What might happen if you try to change them? What best to do next? RECAP

RECAP Journey

RECAP Change

Thankyou for voting change back in RECAP Thankyou for voting change back in

RECAP shark

A belief is an idea you no longer question Thomas (2004))

The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement (Woods 1996: 195)

Brookfield (1995) US STUDENTS THEORY COLLEAGUES

‘Thought affords the sole method of escape from purely impulsive or purely routine action. A being without capacity for thought is moved only by instincts and appetites, as these are called forth by outward conditions and the inner state of the organism. A being thus moved is, as it were, pushed from behind.’ (Dewey 1933: 15)

“We do not learn from experience…we learn from reflecting on experience.” John Dewey

Webb 2006 http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf

Bloom’s Taxonomy Revisited

Bloom’s taxonomy In 1956, Benjamin Bloom found that over 95% of test questions which students encounter require them to think at only the lowest possible level—the recall of factual information. 88.3% of statistics are made up on the spot (Vic Reeves)

Multiple intelligences What do we do about it? Multiple intelligences Thinking hats Bloom’s taxonomy

http://www.youtube.com/watch?v=sIv9rz2NTUk

http://www.debonogroup.com/six_thinking_hats.php