1. Assessment for Learning
Inger Langseth
Program for Lærerutdanning
Retarded retired

2. 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)

3. 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.

4. Kunnskapsdepartementet Utdanningsdirektoratet
Norway Europe
Knowledge Promotion
National tests
Language Portfolio
European Framework Qualifications
Assessment NEW
Kunnskapsdepartementet
Utdanningsdirektoratet
Opplæringsloven
Forskrift til opplæringsloven
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

5. 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

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

8. 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

9. 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!

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

11. 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

12. 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

13. 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.

14. 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

15. 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

16. 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

17. 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

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

19. 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

20. 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

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

22. 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

23. 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?

24. 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

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

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

27. Role play Morten

29. 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.

30. 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

31. 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.

32. 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

34. 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

37. 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

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

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

40. 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.

41. 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
/assessment.html

42. Takk for meg

43. 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?

44. An example from England
tiers.ppt
Transparent aims and objectives
My wikispace – a process

45. Vurderingsveiledning L06

46. Academic writing frames
Rapportskriving
Preliminaries
Title page
Abstract
Contents
Main text
Introduction
Methodology
Findings/Results
Discussion
Conclusion
End matter
References
Appendices
University of Hartfordshire. ntfram.htm University of Manchester .uk/
Slideshare.com

47. Council of Europe

48. 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)

49. 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

50. 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?

51. Literature
Dpt for Education and Skills UK Teaching repertoir Unit 7: Questioning
Lecture at Åre Margaret Price 2009.”Smoke and mirrors”
Dylan Wiliam .asp Dylan Wiliam og andre
Hattie

52. Role play