Teaching and Learning
The word “assess” Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)
References Paul Black, Christine Harrison, Dylan Williams- Kings College London Rosalind Driver – Leeds University Ruth Butler – USA. Harris Cooper – NC, USA. Berliner & Cassanova - USA.
Assessment Summative Formative Summative Formative
What are summative and formative assessment? The garden analogy Think of the pupils as plants
Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants.
Formative assessment, on other hand, is the garden equivalent of feeding and watering the plants - directly affecting their growth.
Comparison FormativeSummative learner driven constant feedback teacher, peer and self assessment helps with pupil learning… content driven end point test exam paper assessment checks what has/not been learned… …assessment FOR learning …assessment OF learning
Questioning Homework
Questioning
Questioning Increasing the ‘wait time’ Answers are longer Failure to respond decreases Responses are more confident Students improve and challenge answers More alternative answers are offered
Questions are not for…… Controlling misbehaviour Helping ‘needy’ students Putting down students Saying “yes, but…..” Showing students what they don’t know
Improving Classroom Questioning Ask fewer questions Ask ‘higher order’/ ‘open’ questions Question for depth Question to promote thinking Use ‘wait time’ Acknowledge and give feedback. Look for the positive in the response.
Lower Order / Closed Questions What? Who? State When? How many? One word answers
Higher Order / Open Questions How can you be sure that…….? What is the same/different about……? Is it always/ever true/false that…….? What would happen if…….? How would you explain…….? What does that tell you about…….? What is wrong with saying…….? You could argue that…...
Concept Cartoons Glaxo Smith Kline Glaxo Smith Kline Glaxo Smith Kline
Homework
Old Adage You don’t make the pig heavier by weighing it
What should homework do? Review material taught in class, not introduce new material Should be an extension of what students learned in class Give students opportunities to practice skills Lead to better retention of factual knowledge Lead to better critical thinking and concept formation Help students relate new information to their prior knowledge and experiences
Homework Requires feedback Should not be used as or perceived as punishment Should not be used to learn new concepts
Type of homework Memory/ recall/practice Students correct their own or other student’s copies Students correct their own or other student’s copies Do not grade Do not grade Do not require a comment/feedback Do not require a comment/feedback
Comprehension, application, analysis, synthesis or evaluation Need oral discussion if corrected in class Need oral discussion if corrected in class Require students to think - allow time Require students to think - allow time Encourage other students to delete or add to their answers Encourage other students to delete or add to their answers Comment/feedback very important Comment/feedback very important
Feedback Marks Comments Marks and Comments
Feedback (Butler,1988) Type of Feedback Given Achievement Gain Marks only None Comments only Scores increased by one- third Marks and comments None
AB
Comments Identify what has been done well what has been done well what needs improvement what needs improvement how improvement might be made how improvement might be made Praise the work, not the pupil, when appropriate
“If a school sends out students with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Too many students leave school with the appetite killed and the mind loaded with undigested lumps of information.” (Abbott, 1999)
Snoopy