Assessment for Learning Inger Langseth Program for Lærerutdanning Retarded retired

Purpose of Workshop The big picture Introducing Assessment for learning Discussing approaches to developing teacher and student understanding of assessment standards Engaging students with assessment criteria and feedback – model Ideas for practice Discussion ( throughout)

Politics Research US: No child left behind standards&tests UK, US, Canada, Australia: Teaching to the test Accountability Employability Year of production – value US: No child left behind standards&tests Norway: Natonational tests Research UK: Assessment Reform Group Black&Wiliam US: Assessment for Learning Stiggins Australia: Self-assessment Sadler Norway: Kari Smith, E. L. Dale. R. Engh, S. Dobson, K. Klette osv.

Kunnskapsdepartementet Utdanningsdirektoratet Norway Europe Knowledge Promotion National tests Language Portfolio European Framework Qualifications Assessment NEW Kunnskapsdepartementet Utdanningsdirektoratet Opplæringsloven Forskrift til opplæringsloven 01.08.2010 Rundskriv Læreplaner Informasjon Resources NDLA European Council Framework CEFR 2001 Language Educational Policy Profile of Norway 2004 OECD Report 2009 new EQF Portfolio assessmen Alternative exam forms Criterio based plans. Clear aims and objectives: Konwledge, skills and competence

Why do we need to rethink our view on assessment? THE BIG question Why do we need to rethink our view on assessment? The present testing practice is unfair Assessment is very much a tacit knowledge in Norway Feedback is not working properly Formative assessment works better Experience based

The nature of the problem: unfair testing practices Exit level ✓ ✓ ✓ ☐ Royce Sadler cummulative assessment ✓ Entry level Royce Sadler, cummulative assessment Learning paths and grading

The nature of the problem: understanding criteria and level The text reflects a high level of understanding of the topic and clearly/effectively fulfils the purpose of the task. The text clearly expresses what is understood and known about the topic and includes a personal response or opinion. Excellent use of details, examples and information from outside sources. The presentation has a clear introduction and a strong sense of conclusion, while notes and ICT are used sparingly to convey information in an organized fashion. There is an effective use of connectors and transitions to signal the organisation. There is a high level of mastery of pronunciation and intonation and a wide range of vocabulary and sentence structures which aid the flow of communication. The language precisely expresses the ideas of the speaker; mistakes or breakdowns in communication are rare and often corrected, and the language is appropriate to the defined audience. The learner is able to effectively discuss the topic of the presentation spontaneously, using information, details and examples. HOLISTIC description Cummulative assessment and final assessment 10 klasse Taxonomy in assessment criteria

The nature of the problem: Feedback problems- students aren’t engaging Students don’t read their feedback- put it in the bin (Gibbs and Simpson 2002) or at least Students don’t understand their feedback (Lea and Street 1998; Gibbs and Simpson 2002; McCune 2002) Students don’t use their feedback (Gibbs and Simpson) teachers work hard correcting papers, but students aren’t engaging!

Formative assessment works better Assessment that seeks to improve learning rather than meaure learning works better.

When students SEE themselves as their own teachers The nature of change: Visible Teaching – Visible Learning John Hattie 2009 When students SEE themselves as their own teachers When teachers SEE learning through the eyes of the student and

Are you an experienced teacher or an expert teacher? John Hattie 2009 The expert teacher: Students assess their own work Teacher gives feed-back and feed forward Micro-teaching Student teaching Higher order thinking – i depth Takes control over the learning process (intrusive) Knows the level of all her students Communicates with the students Controls the classroom Gives clear instructions Having a Medical or a post mortem

Metacognition – self-assessment At the end of the day, all that matters educationally is self- assessment. (…) In terms of a specific agenda for assessment and learning, nothing has a higher place than ensuring the development of students' abilities to self assess. (David Boud 1998) (…)unless we enable students to take responsibility for making judgements about their learning we are failing to equip them for learning in the future. If our students become effective assessors of their own learning we have assisted them to become lifelong learners.

The role of the teacher 5 deceivingly simple clues GUESS: what will he say – deceivingly simple Know where the learner is-give feedback – Peerassessment understand success criteria and – peer help eachother – self assessment

The role of the teacher 5 deceivingly simple clues Know where the learner is Questioning, dialogue, classroom taks Give feed-back Feed-back Feed forward Explain success criteria Aims Objectives Peer assessment Self assessment GUESS: what will he say – deceivingly simple Know where the learner is-give feedback – Peerassessment understand success criteria and – peer help eachother – self assessment

Assessment for learning Where to start? Understanding the nature of your own practice Developing a precise vocabulary about assessment Understanding how to motivate, not discourage students through formative assessment

Active student engagement O’Donovan, Price & Rust 2008 Active student engagement Passive student engagement Informal activities and inputs Formal activities and inputs 1. The Traditional Model – Tacit standards absorbed over relatively longer times informally and serendipitously 2. The ‘Dominant Logic’ Explicit Model Standards explicitly articulated (with limitations) and passively presented to students 3. The Social Constructivist Model Actively engaging students in formal processes to communicate tacit knowledge of standards 4. The ‘Cultivated’ Community of Practice Model Tacit standards communicated through participation in informal knowledge exchange networks ‘seeded’ by specific activities. The Past The Future Traditional approach ‘Laissez-faire’ approach dominant in a different HE environment. One that was arguably more stable, homogenous, close-knit and less fragmented. Based on an assumption that we could rely on serendipitous and ad-hoc ways of students coming to know expectations and standards – there was the time to build understanding. Explicit approach Calls for increased transparency, public accountability, diminished contact time, increasing class sizes of more diverse students have reduced opportunities for informal transfer of knowledge of standards has led to a move toward formalising and codifying assessment standards. Based on an assumption that that explicit articulation is sufficient to clarify standards. However, (Sadler) suggests standards are always context dependent and fuzzy indicative of relative rather than absolute positions. There is a ‘cost’ in terms of time and and resources to codifying knowledge in terms of a need to create a shared context and this cost increases the more diverse an audience’s experience and language. Social Constructivist Active engagement of students in using and applying standards transfers tacit knowledge of standards enabling them to make sense of standards within their own personal and cognitive constructs Vygotsky Links with Lea and Street’s academic socialisation approach. Our past research has been based in this quadrant (pre-assessment workshop, feedback workshop). Cultivated Community of Practice Model

school – teachers - parents - students TRANSPARENCY – school – teachers - parents - students Who are plans made for? A Course plan – Knowledge Promotion 2006 + GCSE B Term plans – Local plans ★★★★★ Mentor based guidance– administration C Classroom plans – local plan ✔ Kollegabasert veiledning - colleagues

Concepts Summative assessment: grading Get information about the students’ learning? Report back to students? Develop self- assessment? Adapt lessons to student level Formative assessment: feedback/forward and grading Assessment for teaching Assessment as learning Assessment of learning - feedback Assessment for learning – feed forward Assessment situations Evaluation

Motivation a price you pay? ”Teachers who invite students into an interesting and challenging process, have got a better chance of creating inner motivation ( in-depth learning) Assessment forms which focus on future learning are motivating.” All students must experience: Real goals Mastery Success Improvement To be challenged To be believed in “Jo mer attraktivt målet er, jo høyere pris er vi villige til å betale” Kari Smith; Norsk Pedagogisk Tidskrift 2007 nr2 Black 30% bedre resultat

Motivation - affective filters Mastery +6 5 -4 - -3 - - -2 - - - -1 6++++++ 5+++++ 4++++ 3+++ 2++ 1+ 100 år . Grades and comments alike!

Motivation – language production Errors might be a sign of progress OR A SYSTEMATIC MISTAKE Mistakes are not SYSTEMATIC På et visst språklig nivå vil språkproduksjonen preges av språklig eksperimentering og dermed oppstår feil som må betraktes som tegn på fremgang. (Europarådet: Brian North 2007) B1 – student

Motivation – effort Competence Effort I can do-aims 40 år Is not part of the grade. We only assess the result of effort. Competence I can do-aims Accountability- national tests, etc. Employability - labour market PISA 40 år How much work do you do? - What competence have you obtained?

Motivation - responsibility Personalised learning Making plans transparent Develop aims and objectives in cooperation with the students Make students responsible Assessement practices check learning day by day, month by month, term, course Set learning objectives - know how to reach them - assess your own learning

Effective methods MORTEN ( assessment criteria) How to develop a plan with your students Writing frames Effective questioning Assessment for learning – vurderingssamtalen Live! Hot tips

Assessemnt criteria 1 Checklist 2 Rubrics content – language - structure 26

Role play Morten

Training! Student text Exercise is something that people all over the world are doing, and lately there has been very popular to start at a gym. Someone train to loose weight, others just train to keep in shape others to huild muscles. Exercise is good thing, you wiII be in better shape. and you wiIl get better selfesteam. Someone makes money from training, for example as bodybuilders and weight lifters.Weight lifters is an Olympic sport. Personal trainers also makes monev from training, they help other people to get in shape, many people take steroids as a shortcut to get bigger muscles. But with to much steroids you will get some bad side effects, like bad heart, kidney and liver fail.Also alot ofAthletics in the Olympics games uses drugs so they get better, but this is cheating. And if they test you and the test is positiv they wiIl bann you.

I can do – student Je sais parler de ma famille.. Nei Delvis Ja Savoir dire que j’ai des frères et soeurs Savoir les décrire Savoir ses activités Savoir dire les noms des coleurs Savoir dire ”un vélo” Savoir dire ce que l’on mange et ce que l’on boit

Writing frame Othprosjektet My name is Tommy, I'm 16 years old, I am studying to be a carpenter. My hobby is boxing. I train every day almost. Some other tings I like is to sleep and be with my girlfrend. Writing frame Othprosjektet There are differing explanations as to why (how, what, when etc.)……. One explanation is that…… The evidence for this is…… An alternative explanation is….. This explanation is based on….. Of the alternative explanations I think the most likely is…. I'm boxing because it is the sport for me. I can't see myself playing football. I thinks it is boring. I'm boxing in Saupstad The training starts at 6 pm, and it is 4 times a week, when I'm not training boxing, I train at a gym. When I sleep: the reason why I sleep is becaus I'm geting so tired after school. Then it is good to sleep after school. Rigth now the most important thing is to be god at school and be presis to the class, so I can get a god jobb. In the future i woud like to be a carpenter because I can't se myself siting in an office. My mesage to te world is to pay atention to the school.

What kind of questions do you ask? Effective teschers use:( higher order thinking skills) More open than closed questions More complex than simple questions Research from England shows: 70-80% simple closed factual questions 20-30% are questions that need explanations, clarifications, extensions, or generalisations (Dpt of education and skills, England) It takes about 0.9 seconds from the teacher asks a question till the answer is given– 3 s. – minutes is recommended more: effctive questioning ffective questioning Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils. Questioning is one of the most extensively researched areas of teaching and learning. This is because of its central importance in the teaching and learning process. The research falls into three broad categories: • What is effective questioning? • How do questions engage pupils and promote responses? • How do questions develop pupils’ cognitive abilities? It is estimated that 70–80 per cent of all learning-focused questions require a simple factual response, whereas only 20–30 per cent lead pupils to explain, clarify, expand, generalise or infer. In other words, only a minority of questions demand that pupils use higher-order thinking skills. slideshare

Responses – follow up questions Extension Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate. Clarification Useful when the student’s response is unclear or incomplete. Justification Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes. Prompting (hint) Useful when students do not respond to the original question Redirection Used to elicit a variety of opinions during problem-solving sessions or discussions. Planning Use questions to identify learning objectives for follow-up self-study. Pose questions Utdypende spørsmål, oppfølgingsspærsmål

Day to day assessment Effective questioning Wait time (3 seconds - 3 min) Check with your partner time Answer time: No hands policy Answer time: All hands policy Effective checking/ reporting/ Show me when you have learned this Explain this to Peter, he needs your expertise Check yourself: blank paper. Miniboards Cups – red, white Log – end of lesson

FOCUSED LISTING Write down as many words as you can related to “assessment for learning.”

CLASSROOM OPINION POLL Do you believe that you will change your assessment practice? Yes or No

Hand your paper in before you leave the room. TWO MINUTE PAPER Summarize the most important points of today’s lecture. Hand your paper in before you leave the room.

Hand your paper in before you leave the room MUDDIEST POINT What is the muddiest point in today’s material? Hand your paper in before you leave the room http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint /assessment.html

Takk for meg

Delmål relatert til læringsteori /IKT Vurderingsform Web Kunnskap Behaviorisme -Undervisning Egenvurdering Medelevvurdering 1-2 timer, dag til dag flervalgsp. interaktiv Ferdigheter Kognitivisme -Oppgaveløsning -Selvstudium -Eksamensoppgaver Lærervurdering 6 ferdigheter , praksis 1-4 uker Web 1.0 Oppgaver -prosjekt Holdninger Sosial-konstruktivisme -samarbeid Ingen vurderingspraksis Evaluering, gruppekarakter Web 2.0 Samskrive, - sammensatte tekster Refleksjon Egenvurdering, tilbakemeldinger Dysthe: Overordnede strategier – teknikker(individuelle) Overordnet: 1) klargjøre delingsmål, dele målene 2) gjennomføre aktiviteter som gir info om lring 3) gi fremovermeldinger 4) bruke medelevvurdering og medelevundervisning 5) elevene er eiere av sin egen læring. Dette er overordnet syn og lærere trenger redskap for få dette til. Dysthe: elevene er eiere av sin egen læring! Gruppearbeid - Teamarbeid - Samproduksjon – hvordan vurderes det?

An example from England http://norwenglish.com/kurs/vurdering/les_me tiers.ppt Transparent aims and objectives http://norwenglish08.wikispaces.com My wikispace – a process

Vurderingsveiledning L06

Academic writing frames Rapportskriving Preliminaries Title page Abstract Contents Main text Introduction Methodology Findings/Results Discussion Conclusion End matter References Appendices University of Hartfordshire. http://www.uefap.com/writing/intro/i ntfram.htm University of Manchester http://www.phrasebank.manchester.ac .uk/ Slideshare.com

Council of Europe

Progressiv pedagogikk En progressiv pedagogikk krever frigjøring fra lærebøkene, kreativitet fra lærerens side, tilpasning til elevenes interesser og behov og tilrettelegging av elevaktive arbeidsformer. (Imsen, 2003: 65)

Actively engaging students with assessment and feedback Explicit Criteria Active engagement with criteria Active engagement with feedback Students Completion and submission of work The Social Constructivist Process Model, Rust et al, 2005

Objectives competence defined as domenes European Council – Framework: Domenes: personal, public, occupational, educational Domener: location, Institutions, Persons, Objects, Events, Operations, texts Hvordan vet du at du har deket det viktigste ved et tema?

Literature Dpt for Education and Skills UK Teaching repertoir Unit 7: Questioning Lecture at Åre Margaret Price 2009.”Smoke and mirrors” http://bit.ly/9FKZ4P Dylan Wiliam http://www.ltscotland.org.uk/learningaboutlearning/index .asp Dylan Wiliam og andre http://bit.ly/95Utlh Hattie http://teachers.tv

Role play