EFFECTIVE ASSESSMENT FOR YEAR 7 & 8 LEARNING LANGUAGES

Kia Ora Assalaam alaikum Ayubowan Annyong haseyo Dobar dan Ni hau ma Konnichiwa Talofa Namaste Malo e lelei Bula Kia Orana

When you hear the word ‘assessment’ what memories and thoughts pop into your head? Note them Discuss them Identify common things that you have listed Is there a ‘theme’ or common thread to the way you are all thinking about assessment?

EFFECTIVE ASSESSMENT WHERE CAN YOU FIND THE BEST ADVICE ABOUT ASSESSMENT?

THE NEW ZEALAND CURRICULUM

Assessment (Page 39) The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides. With this in mind, schools need to consider how they will gather, analyse, and use assessment information so that it is effective in meeting this purpose.

KA HIKITIA Managing for Success – Maori Education Strategy

Māori Potential Approach in education Less focus on... More focus on... Remedying deficit Realising potential Problems of dysfunction Identifying opportunity Government intervention Investing in people and local solutions Targeting deficit Tailoring education to the learner Maori as a minority Indigeneity and distinctiveness Instructing and informing Collaborating and co- constructing

Pasifika Education Plan nPlan.aspx

Key Priorities to lift Pasifika achievement include: Building strong learning foundations; Lifting literacy and numeracy achievement; Increasing the number of students achieving and leaving school with qualifications.

ASSESSMENT AND NZC What is the main purpose of assessment? (NZC pg 39) What are the different uses of assessment information? (NZC pg 40) Name the 6 characteristics of effective assessment and some each one up in 1 sentence. (NZC pg 40) Where would you find the Teaching as Inquiry process? (NZC pg 40)

Characteristics of effective assessment

Teaching as Inquiry

Effective Pedagogy Teacher actions promoting student learning While there is no formula that will guarantee learning for every student in every context, there is extensive, well- documented evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. This evidence tells us that students learn best when teachers: create a supportive learning environment encourage reflective thought and action enhance the relevance of new learning facilitate shared learning make connections to prior learning and experience provide sufficient opportunities to learn inquire into the teaching–learning relationship

FORMATIVE OR INFORMAL ASSESSMENT What does it mean for your practice? It may mean that you have to critically examine what ‘effective assessment’ means to you. It may mean a shift away from focusing just on ‘summative assessment’. It may mean starting to teach in a very different way. It may mean re-defining the purpose of assessment for yourself.

Just remember

AND - good formative assessment is like shining a torch in a dark room.

The origins of ‘assessment’

Purpose of Formative Assessment

Teacher related factors

View Assessment as guiding student learning effectively. Terry Crooks – Otago Uni Establish where learners are in their learning Establish where they are going Establish how to get there

An Overview of Formative Assessment 1. Relationship - building a learning-focused relationship. 2. Clarity – being clear about what is to be learnt. 3. Assessment – understanding that assessment is a good thing. 4. Feedback – promoting further learning. 5. Reflection – goal-focused, evidence-based and inclusive of the learner. 6. Next Steps Clarity in the Classroom – Michael Absolum pg 22, 23, 24

Building a learning focused relationship. The three guiding principles are Respect Openness Honesty Clarity in the classroom - Michael Absolum pg 49

Clarity Clarity in the learning is achieved by 1.Being clear about what is to be learnt – Learning Intentions 2.Being clear about how it is to be learnt – Success Criteria Clarity in the Classroom – Michael Absolum pg 76, 78

Learning Intentions

Clarifying terms All these terms mean the same thing: Learning intentions Learning outcomes Learning objectives Learning goals

Learning Intentions defined Learning intentions may be written like this: We are learning to … To be able to … To understand / explain / discuss etc Today we will be able to …

If learning intentions are not written clearly the result may be: a mismatch of lesson focus with activities an inappropriate focus awkward success criteria that don’t fit the learning.

Success Criteria

Success criteria – why are they important? How do we know we have met the learning intention? When success criteria are used … the learning becomes more explicit students can confirm, consolidate and integrate new knowledge future learning is scaffolded students can see what quality looks like.

Keeping the learning to the forefront Learning intentions and success criteria need to be readily available to students. Think about ways this could be done in your classroom: For the class For individual students

Assessment Learning is impossible without ongoing assessment. Learning is about attempting to reduce the gap. between what you know and what you want to know. Assessment is the process of gaining information about the gap. Clarity in the Classroom – Michael Absolum pg 98

Feedback

The promotion of further learning is important. It must both leave learners with responsibility and motivation for their learning and also help them to advance. “How we prompt, how we scaffold, how we praise, how we discuss learning; these are all critical acts of teaching that must be done correctly…” Clarity in the Classroom - Michael Absolum.pg 120

Reflection Active reflection is a fundamental component of effective teaching. Contemporary research says so. Active learning is pivotal to building learning- focused relationships. Providing learners with opportunities to reflect builds their self-efficacy and motivation to learn. It provides opportunities to celebrate success. Clarity in the Classroom – Michael Absolum pg 143, 145

Self-Assessment and Peer-Assessment Strategies. Why use these strategies? Research has shown that the greatest learning comes from the active involvement of students in their own learning. Every part of the process supports and encourages deeper learning and understanding on the part of the student.

Self-Assessment Students can mark and comment on their own work when they have A clear understanding of what the learning intention is and Clear, specific criteria to reflect against. Criteria can be developed as a class activity – this involves the students in reflecting on how their work fulfills these expectations.

PEER ASSESSMENT This can be done either Individually or In a group. The focus should be on a recently completed piece of work and all should be familiar with the Success Criteria. In group situations members can help one another. In both situations students should suggest ways in which the work can be improved.

Ideas for using self and peer- assessment effectively Marking against annotated examples Individual self-assessment sheets Traffic lights Last 5 Minutes Questions and tasks to extend understanding Gauging self-improvement against their own past work. Portfolios Presentations

IT’S OK NOT TO UNDERSTAND AND TO BE STUCK An important element of developing the skills of self-assessment is how the teacher deals with situations where students find their work difficult. Remember that the language you use is influential in building an acceptance that it is ok to find things difficult. Consider ways in which you can get that message over to the students.

NATIONAL STANDARDS AND OTJS One of the most important aspects to National Standards and one that sets us apart from the rest of the world is the value that has been publically placed on teacher’s professional judgement. Relax – take a deep breath – Remember – It is ok to make an overall teacher judgement as to where a child is at with their learning from wide ranging sources and they do not all have to be Summative Assessments.

National Standards Used as a signpost Sources of evidence from across the learning areas to support decision-making Overall Teacher Judgement OTJ Decision made in relation to the National Standards Observation of Process Evidence gained from informal assessment opportunities, incorporating the observation of process, such as: Focused classroom observations Student work books Tasks: e.g. maths tasks, ARB’s Running records Student peer assessments Test Outcomes Evidence gained from assessment tools, including standardised tools: 6 year observation survey PAT STAR E-asTTle Gloss IKAN NumPA Learning Conversations Evidence arising from Learning Conversations: Conferencing Interviewing Questioning Explaining Discussing

SUMMATIVE OR FORMAL ASSESSMENTS When giving a summative assessment to students you need to ensure that It is linked directly to curriculum learning objectives You know which level you are assessing The test is manageable and reasonable for the students The test outcomes are reliable and defensible