Assessment for Learning (Chinese language program)
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This document discusses assessment for learning versus assessment of learning. Assessment for learning involves students in the learning process, uses clear targets, and provides continuous feedback to improve learning. It focuses on the process of learning rather than ranking students. In contrast, assessment of learning determines students' competence, ranks students, and has no emphasis on improving learning. The document provides examples of how to implement assessment for learning, including involving students in setting goals and criteria, using feedback, self-assessment, and designing authentic tasks. It emphasizes that assessment for learning should not be optional but rather an essential part of instruction.
Assessment for Learning (Chinese language program)
- 3. What have students learnt? Students not involved in process Determines students’ competence Rank’s students No emphasis on improving learning Teacher assesses learning Assessment of Learning
- 5. Students are involved in process Teachers and students plan strategies Clear Learning Targets Continuous process Assessment For Learning Peer, Teacher and student assess progress
- 6. Assessment For Learning 1.Why? 2.What? 3.When? 4.How?
- 7. What do you assess?
- 8. What do you assess? Everything I teach VocabularyWeekly Test End of Chapter Test Speaking Test Test character writing
- 9. The Traditional Model Of Assessment Teach Test Move on
- 11. Teach - Test - Move on Assessment Of Learning Model
- 12. Assessment For Learning Model During vs. After Target
- 13. ‘On The Plane’ Speaking Task I can introduce myself and family to a Chinese speaker I can state my name and inquire about others names I can ask and state age I can describe my nationality I can introduce my family members Repairing communication skills Role-play ‘On the Plane’ with a partner Taking Roll Observations Portfolio reflection by student Peer-Assessed Family Tree Class Survey / presentation of results to the class Target Check in with students
- 15. say write mak e do Assessment evidence may come from things pupils in response to their learning experiences. Give a variety of options for demonstrating their skills
- 19. 4 Subskill 3 Subskill 2 Subskill 1 Subskill Assessment Assessment Assessment Assessment Goal Informal checklist Label sports/match sentences Role-play with partner Listening Quiz Interview a Sports Person
- 21. What does Assessment look like in your classroom? Think, Pair, Share 想, 谈, 分享
- 22. Get ready for a ‘mind shift’
- 24. Our Target is Learning Learning
- 25. Using Assessment for Learning techniques, students made almost twice the progress over a year. (William, Lee, Harrison and Black - 2004)
- 26. It is not an add-on. It is not optional. • It is a component in effective instructional practice Assessment for Learning
- 27. Why do we assess? Support Provide feedback Plan Improve
- 28. Assessment is actively moving students toward a goal!
- 30. Do you activate Prior Knowledge?
- 31. KWL
- 34. Let’s go to the Olympics Identify Critical Junctures
- 35. Do you provide Learning Goals to students? Develop student-friendly Learning Maps at time of planning.
- 37. Assessment + Feedback = success
- 38. feedback
- 39. feedback provides the learner information with: Where I am Where I want to be
- 40. feedback ....more effective for learning than praise or comments about performance Suggestions, hints, or cues for improvement
- 41. Develop Feedback mechanisms in your classroom
- 45. As teachers, we need to reject the idea that... Assessment is something we do to students
- 46. ENGAGE Learners in the Assessment process.
- 47. I learn best when I understand what the Learning Target is.
- 48. I learn best when I am given feedback about the quality of my work, and what I can do to improve it.
- 49. I learn best when I am fully involved in deciding what needs to be done next.
- 50. I learn best when I am given opportunities to reflect on my learning and are given advice on how to make improvements.
- 52. Assessment for Learning is NOT Optional! An essential component of an Outstanding Chinese Program
- 53. 1. Student-Friendly Learning Intentions • Provide students with a clear and understandable vision of the learning target. I can..... I am able to ..... I know..... I will be able to ..... I am learning how to..... I can tell... I can write... I can read..
- 54. Learning Intentions - S.M.A.R.T • Small • Measurable • Achievable • Realistic • Time limited
- 59. We are learning to.... What I am looking for.... Display the Learning Goals in the classroom.
- 60. Learning Goals for Role- play We are Learning to... What I am looking for... Greet and welcome a friend. Ask a friend what they would like to eat. Ask a friend what they would like to drink. Express hunger and thirst! Express my food/drink likes and dislikes Use ‘Thank you’ in social settings Clear and loud Chinese pronunciation Correct pronunciation of Chinese Lots of expression! Gestures to support language Suitable props to make the role-play authentic
- 61. We are learning to name the parts of the body in Chinese. What I am looking for is a correctly labelled body template. Display the Learning Intentions in the classroom.
- 62. Do you show students what good work looks like?
- 63. Planning Tips 1. What are your Learning Intentions? 2. How are you going to accomplish them? (What steps will you take to accomplish your objective? What activities will you do? How will you acquire the learning? Under what conditions will the learning occur?) 3. How you will measure success? (What evidence will you have to demonstrate that
- 64. Do they know the criteria for success?
- 66. Self Assessment of Role-play Clear and loud Chinese pronunciation Suitable props to make the role-play authentic Correct pronunciation of Chinese Lots of expression! Gestures to support language
- 67. My Chinese Learning Log
- 70. My Writing Goals
- 71. My Reading Goals
- 72. My best work
- 74. Download a Chinese Learning Portfolio http://images.creativechinese.com/wp-content/uploads/2011/04/language_portfolio1.pdf
- 75. Two stars and a wish The success criteria (or ‘steps to success’ The feedback must be linked to the Learning Outcomes
- 76. Traffic Lights Checklist I need help to meet the success criteria I think my work is quite good. This is my best work!
- 77. 3. Feedback is essential! 97 What do students say? Assessment is not related to what we do in class Not enough information on criteria or marking schemes We do not know what teachers want Inadequate or superficial feedback Teacher obsession with what’s on the test Too little choice and flexibility Assessments are not authentic or based on real-life
- 78. feedback provides the learner information with: Where I am Where I want to be
- 79. feedback ....more effective for learning than praise or comments about performance Suggestions, hints, or cues for improvement
- 80. Feedback must be : Specific Measurable Observable Understandable Matched to the Learning Goal
- 81. Think, Pair, Share 想, 谈, 分享 How can you improve the feedback you give students?
- 82. 4. How does this work in your classroom? Current position Goal
- 84. Two Essential Questions to ask yourself....... • What do I want my students to be able to do? • How will I know they can do it? say write mak e do Assessment evidence may come from things pupils in response to their learning experiences.
- 85. 4. Design activities that challenge and motivate!
- 86. Authentic Tasks
- 87. Break your Themes into small Building Blocks
- 88. Peer Assessment
- 89. Rubrics
- 90. Assessment for Learning Why? What? When? How?
- 91. What’s next? • Student-friendly Targets/Learning Intentions • Show students what good work looks like • Learning Portfolios • Use Feedback to move students toward their Goal • Self Assessment and Peer Assessment
- 92. Think, Pair, Share 想, 谈, 分享 1 Question 2 Things I knew already 3 new Things I would like to use in my classroom. 1 2 3 1 2 1
Editor's Notes
- #3: So most teachers are familiar with assessment of Learning.
- #5: So most teachers are familiar with assessment of Learning.
- #8: So is Assessment is for learning...What do we assess? Do we assess everything we teach? Do we only assess
- #13: Just overview: Learning target Building blocks Knowledge or subskills Critical junctures Assessment for learning
- #14: We check in with students during the learning process. To see if we need to re-teach an area or go faster or slower.
- #15: Put this in your classroom. Remind students that learning is a process...a bit forward...back..forward again.
- #21: It seems obvious really. We assess to find out what students know.. Well...
- #23: Challenge what you think...shift your thoughts... See things new... With that mind shift...comes action...you do things differently...think things differently. Hoping today you..will see or hear something that makes your mind shift... Usually that mind shift will require some NEW action..
- #24: Our aim as teachers is to maximize learning... So many teachers think that preparing students for tests is the sole aim of assessment. They are missing a large part of the learning process. Imagine, aliens landed....Using hands, what do you think learning looks like?
- #25: Need to remember our target is learning. Very often, especially when teaching languages we can get caught up in external assessments, how to prepare students for exams etc., And forget that our primary goal is ‘learning’ NOT testing.
- #27: So, I urge you to rethink your assessment practices. Choose one or two things that really turn that light globe on today. Your thinking may shift...and this would be great.
- #28: The focus is learning and not testing. It is active.
- #29: goal of success. the traditional method of testing has no place in a language-learning classroom....teach - test - grade.
- #31: Before you teach.... Some teachers..say they don’t have time...get into content. Missing opportunity to connect learning and building on learning.
- #34: Need to rethink the way we plan our lessons. Assessment needs to be ongoing.
- #43: Recognise their achievements Highly motivational
- #46: Learning needs to be a partnership. It’s not..us and them. The student needs to be actively involved in their learning.
- #47: Right from the first steps of planning....students need to be engaged in the process.
- #48: Learners learn best when they: • Understand clearly what they are trying to learn, and what is expected of them • Are given feedback about the quality of their work, and what they can do to improve it • Are fully involved in deciding what needs to be done next and who can give them help if they need it. • Are given advice about how to go about making improvements AifL 2004
- #51: Are given advice about how to go about making improvements
- #52: We are going to look at 5 elements of Assessment for Learning.
- #53: We will look at 5 ways...we can improve our Chinese program. These are not optional. I have seen too many Chinese programs fail or at best struggle along. It’s not the way we have always assessed students. But evidence all points to AFL is a key to student success. People have asked me for many years...how is it your program is successful?
- #54: Not having targets is like...running a race and not knowing the destination...
- #75: Allows students to reflect on their learning, get feedback, and demonstrate their ability and skills. It is also provides feedback to parents.
- #80: One of my pet peeves is the ‘Good Job’ statement. Research has found that this type of statement does not work as well, for learning. We need to give specific feedback
- #83: The gap in between...is feedback that will allow students to attain the goal.
- #85: So when you start planning a Unit of work...ask those 2 questions.