Download presentation
Presentation is loading. Please wait.
1
Setting Standards Janice Orrell
2
Standards-based Assessment?
What is it? What can inform the development? How to develop and write standards?
3
Assessment Design Informs & Shapes Learning
Tells students what you, the teacher/assessor, think is important Relevance Relatedness Dictates students’ learning activities Defines students to themselves as learners Effort Ability Persistence
4
What Informs Assessment Design?
Traditions Conventions Wisdom of experience Contemporary trends Expedience Scholarship
5
Scholarship on Learning & Assessment
Students require risk and ambiguity to learn Students require challenge to engage in their learning Students need support in their learning Students who are meta-cognitive are more likely to succeed
6
Metacognitive is knowing what you know and don’t know and how you learn and how to go about finding out what you don’t know. Its awareness of your own approach to learning and the current status of your learning.
7
Scholarship on Learning & Assessment
Students require risk and ambiguity to learn Students require challenge to engage in their learning Students need support in their learning Students who are meta-cognitive are more likely to succeed Students learn for the longer term when they have to DO SOMETHING with the knowledge and concepts they learn Much assessment is taken up with surface learning and trying to ‘spin out a grade’.
8
Approaches to Assessment
Measurement – grading grade variation & distributions discrimination Criterion What is to be assessed? Standards How well? Normative Performance of other students Work required Coverage and focus The quality Level of the performance or learning attainment
9
Points of reference Ideographic: Pre-determined behavioural norms:
“How does the performance or product measure against this student’s earlier performances or products?” Pre-determined behavioural norms: “How does the student performance or learning product compare against established norms for this particular level of students?” Pre-established criteria: “Did the student performance or learning product demonstrate or address the criteria for which the task was established?” Pre- determined standards: “What level of performance and understanding does the student demonstrate in this task?
10
Scholarship to Inform Standards
Cognitive Development Biggs SOLO Taxonomy Pre-structural Uni-structural Multi-structural Relational Extended abstract
11
Scholarship to Inform Standards
Reasoning Perry’s Ethico-Moral Reasoning in College Students Black & white thinking Multiplicity + search for truth. Relativism but no commitment Commitment Conditional Commitment
12
Other influences Professional Standards
Often these can be called standards but in fact they are criteria.
13
Teacher Registration Board Core Principles and Standards: What is missing?
Professional Relationships Professional & Collegial learning Learner Respect Parent/Caregiver Partnership Professional Knowledge Learning processes Learning Content Learning Context Professional Practice Planning & Teaching Feedback & Reporting Learning Environment
14
Teacher Registration Board Core Principles and Standards: What is missing is HOW WELL?
Professional Relationships Professional & Collegial learning Learner Respect Parent/Caregiver Partnership Professional Knowledge Learning processes Learning Content Learning Context Professional Practice Planning & Teaching Feedback & Reporting Learning Environment
15
Other influences Professional Standards Disciplinary standards
Often are be called standards but in fact they are criteria or domains of learning. Standards tell us how well How well do we want students to learn and perform?
16
How well? Relational Commitment Relativism Cognitive Extended Abstract
Multi-structural Uni-structural Ethico-moral Reasoning Limited Commitment Commitment Relativism Multiplicity Black & White thinking
17
Judging and Grading Judging and grading implies that what is being observed is being compared with something. The meaning of grades is embodied in both the criterion and the points of reference and, theoretically, they are selected based on the purpose or intentions of a particular assessment task.
18
Assessment practice is surrounded by uncertainty (Allen 1998)
Academics design tasks, award grades and provide feedback that, They feel comfortable with, They believe the student will feel is fair, Can with stand robust scrutiny by colleagues. They make decisions that lead to preferred and expected outcomes using their experience to predict the best and worst outcomes!
19
What attributes would you like to engender in your graduates?
Knowledgeable disciplinary specialists? Ethical, efficient & trust worthy professionals? Collaborative, reliable colleagues and team players? Community & corporate citizens? Effective problem solvers? Creative & critical reasoning thinkers? Effective verbal & written communicators? Culturally literate? Technologically literate?
20
Assessment as Mapping Learning for the Curriculum?
Workplace Context Professional Action Professional dispositions Knowledge Skills
21
Knowledge of Core Concepts
Attributes indicators Unacceptable Acceptable Proficient Advanced Knowledge of CCs in the field Recognition of concepts Use of terminology Translation of terminology Limited and inaccurate knowledge of CCs and use of terminology or translation into own words. CCs are known, but limited capacity to translate into own language and use them to describe ideas Can analyse and apply core concepts to novel contexts Can use and translate the terminology into own language Knows, understands, analyses, applies & critiques CCs. Creative use of CCs to generate new learning
22
Critical Thinking Attributes indicators Un-acceptable Acceptable
Proficient Advanced Critical Thinking in the Field Using evidence Forming opinions Recognising multiplicity & diversity Repeats the thinking of authorities eg books, teachers, peers etc, Anecdotal thinking Black and white thinking validated by authority. Fixed opinions that are not supported by evidence Uses evidence to form opinion Recognises multiplicity of opinion and factors that may have contributed to the diversity of opinion Forms creative and novel opinions based on evidence & principles. Synthesis complex information Can evaluate and adjust opinions in the light of new evidence & hypothetico -deductive reasoning
23
Communicative Ability
Attributes indicators Un- acceptable Acceptable Proficient Advanced Communicative Competence Initiating Opinion sharing Listening Responding Negotiating Reviewing Compromising Is reticent about engaging in conversation or answering questions Goes along with the opinions of others Can report information and anecdotes and will respond to questions. Engages in reciprocal conversation Shares & explains opinions Questions, listens and responds to the opinions of others with respect for difference Engages in negotiation of meaning and opinion sharing. Synthesises & evaluates interpersonal exchanges & suggests novel compromises & solutions
24
Workplace Competence Attributes indicators Un acceptable Acceptable
Proficient Advanced Professional Competence Questioning Observing Noticing Initiating Interacting Questions lack insight Observations are superficial Functions only under direction Interactions can be in-appropriate Asks some questions Some limited use of learning to interpret o Observations Carries out basic tasks alone, but requires supervision Asks focused and insightful questions Notices environmental features and analyses them in the light of learning Can initiate & work without constant supervision Appropriate in interactions Asks critical questions sensitively Critically interprets observations Takes initiative appropriately & responsibly Recognises & works within their own limitations Relates professionally
Similar presentations
