1. PGCE English and Drama Thursday October 6th 2016
John Keenan

2. Notices
SSCC at in CH102
Patch Task deadline. Skype. Blog. .

3. 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?

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

8. The Language of assessment
Types
Scoring
Summative AoL
Formative AfL
Diagnostic
High-stakes
Ipsative/value added
Norm-referenced
Criterion-referenced
Reliability
Validity
Glossary

9. Which fruit are you?

10. Labeling Theory
Self-fulfilling prophecy
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

11. High achievers….low achievers

12. 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)

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

14. 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.

15. AfL 250 assessment articles
Black and William
250 assessment articles
(covering nine years of international research)
Assessment and Classroom Learning (1998) %
one and two grades.
Meisels, Atkins-Burnett, Xue and Bickel (2003), Rodriguez (2005), OECD (2005).

16. 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.’

17. 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).

18. 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

19. 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

20. 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

21. 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.

22. 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).

23. The
Giving Tree
By Shel Silverstein

24. Once there was a tree . . .

25. and she loved a little boy.

26. And every day
the boy
would come

27. and he would
gather her leaves

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

29. He would climb up her trunk

30. and swing from her branches

31. and eat apples.

32. And they would play
hide and go seek .

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

34. And the boy loved the tree. . .

35. very much . . .
And the tree was happy.

36. But time went by.

37. And the boy grew older.

38. And the tree was often alone.

39. 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.”

40. “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?”

41. “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.”

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

43. 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.”

44. “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?”

45. “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.”

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

47. And the tree was happy . . .

48. 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.”

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

50. And the tree was happy
but not really . . .

51. 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.

52. “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.

53. And the tree was happy . . .

54. The End

55. What do you think to the Giving Tree?

56. 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?

57. 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.

58. 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.

59. 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

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

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

62. 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?

63. 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.

64. 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

65. 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

66. RECAP
Journey

67. RECAP
Change

68. Thankyou for voting change back in
RECAP
Thankyou for voting change back in

69. RECAP
shark

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

71. 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)

72. Brookfield (1995) US
STUDENTS
THEORY
COLLEAGUES

73. ‘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)

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

76. Webb 2006

77. Bloom’s Taxonomy Revisited

78. 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)

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