Formative assessment

Pre-starter for
early birds:
Sound a bit odd.

http://www.youtube.com/watch?v=wK
Lo15A80lI&feature=related
1

http://www.youtube.com/watch?v=8TRiL
Duzx5A 2

Open v Closed

• Open questions.
• Closed questions • An open questions
• A closed question can be deliberately seeks longer
answered with either a answers
single word or a short • Using open questions
phrase.
• They ask the respondent to
• Using closed questions think and reflect.
• They give you facts. • They will give you opinions
• They are easy to answer. and feelings.
• They keep control of the • They hand control of the
conversation with the conversation to the
questioner. respondent.

Lower order v Higher order

• lower order, for memory, • higher order, for more
rote, and simple recall demanding and exacting
thinking

Assessment for Learning

• It is not a question of how much assessment you do,
or how much feedback you provide, but how
intelligently you use assessment to inform your
future teaching and your feedback to pupils.
• Capel, S. et al., 2005
• any assessment for which the first priority is to serve
the purpose of promoting students‘ learning
• Black et al (2003) in Capel et al (2005)

12 October 2010

Pedagogy & Practice Curriculum & Department
1. Differentiation strategies x4 (SEND and 1. Applying and adapting curriculum √
G&T) 2. SOW x3
2. Aspects of lesson planning: a. Modern curriculum
a. Linking learning to objectives b. Make small SoW (e.g. share SAS1
b. Questioning techniques ideas) √
c. Linking starters to plenaries 3. Learning outcomes (?)
d. Pace 4. Levelling NC
3. Assessment a. What is expected at each level
1. Behaviour for learning √ b. How to apply it(?) to NC?
5. Putting theory into practice in a 5. Marking/ assessment;
personal way (?)√ a. How to mark (?)
6. Using data in lessons (?)√ EPS - raise on line b. Official grades
c. Effort grades
d. Target grades
a. Report writing
Professional
6. Experience other areas of D&T (not
specialism) x 2 Development
Targets (PDT)
Professionalism & Sschool Epistemology & Community
1. How to evidence QTS 1. Go on a course field trip x3
linking session
2. Extra curricular activities 2. Involving the community: How can we get
3.
1.
STEM x 2
Professional standards 1.
involved in the community? X 3
Demographic limitations: pupils attitude to
to students
a. Maintaining them against the learning
current political issues(?) 2. Parents evenings identified needs
5. Contribution and communicating with 5. Discussion about the types of school and
colleagues where you want to work
1. Going beyond the call of duty
2. Developing more personal relationships
(with whom?)
3. Policies and practices
4. Job application support/ requirements √
5. Working with TAs

6

In this session we will be taking a closer look at formative
assessment and using discussion to further our understanding.
This session is designed to build on the phase 1 input (session
10).

We are learning:

1 What the research says about Assessment for Learning (AfL)
How we can develop effective AfL strategies within our
2 classroom
To consider our own position on the use of assessment
3
7

• Differentiated Learning Outcomes
– All
Translate research into teacher friendly language and reflect on own practice within
the classroom
– Most
Collaboratively translate and share research into teacher friendly language and
reflect on own practice within the classroom to support application of research to the
design and delivery of lessons
– Some
Collaboratively translate and share research into appropriate teacher friendly
language and critically reflect on own practice within the classroom to support
application of research to the design and delivery of effective lessons

8

• Jigsaw activity
– What the research says about Assessment for Learning (AfL)

9

Formative Assessment
Feedback, Regulation and
Learning
Paul Black
Department of Education
King‘s College London
10


• Sources of Evidence
• The Meaning of Formative

• Feedback in Discussion
• Feedback in Written Work
• Regulation of Learning
• Peer and self-assessment

• Theories of learning
– Cognition
– Motivation
– Putting into practice
11

Sources of evidence A

• Research review of Black & Wiliam
–Reviewed about 600 publications
–Published article in 1998 : 70 pages, 250 references
–Selected rigorous studies: an experimental group compared with an
equivalent control group, then quantitative evidence to answer the
question “Did the experiment lead to better attainment by the
students?”
–Found about 50 such studies
–These showed that standards are raised by formative assessment.

12

Sources of evidence B
Effect sizes: evidence of different kinds
of feedback
Nyquist (2003)

N Effect

• Weaker feedback only 31 0.16
• Feedback only 48 0.23
• Weaker formative assessment 49 0.30
• Moderate formative assessment 41 0.33
• Strong formative assessment 16 0.51

13

Sources of evidence C

King‘s project January 1999 to December 2000
Compared school and national test scores of their classes
with other comparable classes in same schools -
attainment was better – effect sizes 0.3 to 0.4
Teachers were happy about the way they had changed
But changes did not happen quickly, and happened
differently for different teachers : it took two years
Support from the school, from other teachers and from the
project meetings was essential

14

• An assessment activity can help learning if it provides
information to be used as feedback, by teachers, and by
their students, in assessing themselves and each other, to
modify the teaching and learning activities in which they are
engaged.
• Feedback is two-way
–Student to teacher
–Teacher to student
• Feedback can be
–oral or written
–short term or medium term 15

Feedback in Discussion
Questioning in Class
• Questioning
My whole teaching style has become more interactive. Instead of showing how to find
solutions, a question is asked and pupils given time to explore answers together. My
Year 8 target class is now well-used to this way of working. I find myself using this
method more and more with other groups
• No hands
Unless specifically asked pupils know not to put their hands up if they know the
answer to a question. All pupils are expected to be able to answer at any time even if
it is an „I don‟t know‟.
• Supportive climate
Pupils are comfortable with giving a wrong answer. They know that these can be as
useful as correct ones. They are happy for other pupils to help explore their wrong
answers further.
(Nancy, Riverside School)

16

What makes a good question ? 1
e.g. Designing a lantern for a religious festival, the teacher
could challenge the pupils with such questions as:

‘Where will your lantern be used?’

‘What safety aspects do you need to consider?’

‘If we are to use a tea-light candle, how will you hold it
safely in place inside the lantern?’

17

What makes a good question ? 2

Talking about making a kite
Why is manufacturing kites ‘technology’ ?
‘Which technologies are manufactured?’

Creating new bread products for teenagers
Have you thought about which other foods you
might combine with your bread?
Is it specific for a particular meal – say breakfast –
or more versatile than that?

18

Question stems

• Why is ______ an example of ________ ?

• Why might folk believe that ______________ ?

• What might happen if you _______________ ?

19

Children Think Differently from
Adults

Teacher to a six-year-old drawing a picture of a
daffodil: ―What is this flower called?‖

Child: ― I think it‘s called Betty.‖
R.Fisher(1995)„Teaching Children to Learn.

20

Responding
Making a scarf suitable for an environmental group
T: I see that you‘ve made a start on your design. Can you just talk
me through it?
P1: It needs to have animals and things on it so that they like it.
T: Mmm. I wonder if there‘s anything else that an environmental
group might …
P2: Recycled stuff. Things that are good for the environment.
P1: But they won’t want second-hand stuff.
T: Okay but they might prefer some materials to others. What do
you think?
P1: Suppose. Yes, well they won’t like stuff like this (rubs pencil
case). Probably prefer more natural stuff. So cotton or wool or…
something else natural-like. 21

Dialogic Teaching

Children, we now know, need to talk, and to experience
a rich diet of spoken language, in order to think and to
learn. Reading, writing and number may be
acknowledged curriculum ‗basics‘, but talk is arguably
the true foundation of learning.

(Robin Alexander, 2004)

22

Realities of dialogue

I – R – E recitations dominant
Teachers talk a lot, pupils ―spot the right answer‖
USA review 94 classes in 19 schools
Teacher-pupil discussions average 1.7 in every 60 minutes
2004 Evaluation of UK literacy & numeracy strategies
Open questions 10%; 15% of teachers not use any
Up-take questions in only 4% of exchanges
70% of pupil exchanges limited to 3 words or fewer
Teachers‟ not aware of their own practice.
Lectures OK
– but pseudo-dialogue may be the worst of both worlds
23

Perrenoud: regulation
1998 - Assessment in Education 5(1) 85-102. Page 86

This [feedback] no longer seems to me, however,
to be central to the issue. It would seem more
important to concentrate on the theoretical models
of learning and its regulation and their
implementation. These constitute the real systems
of thought and action, in which feedback is only
one element.

24

Perrenoud: interactive
regulation
1998 - Assessment in Education 5(1) 85-102. Page 92

I would like to suggest several ways forward, based on
distinguishing two levels of the management of situations
which favour the interactive regulation of learning
processes:
the first relates to the setting up of such situations
through much larger mechanisms and classroom
management.
the second relates to interactive regulation which
takes place through didactic situations.
(p.92)
25

“Regulation” : Strategy
There is compelling evidence that it is important for teachers to
identify and plan for specific and overall technology learning
outcomes rather than just activities (from D&T Inside the Black Box).
Pupils‟ designing can be described in terms of making five types of
interrelated design decisions: (a) conceptual (b) marketing (c)
technical (d) aesthetic and (e) constructional (from Electronics in
School).
Considering the demands and affordances of tasks is essential for
assisting teachers to plan for the incorporation of assessment for
learning strategies, including the provision of feedback. By knowing
the ideas and skills inherent in the tasks, teachers can be clearer about
their focus for assessment (from D&T Inside the Black Box). .
26

Learning Principles - 1
Cognitive

• Start from where the learner is.

• Involve the learner actively in the process.

• Learners need to ‗talk‘ about their technological ideas

• Learners must understand the learning intention.

27

Peer marking

• We regularly do peer marking—I find this very helpful indeed.
A lot of misconceptions come to the fore and we then discuss
these as we are going over the homework. I then go over the
peer marking and talk to pupils individually as I go round the
room. Rose, Brownfields School

• The kids are not skilled in what I am trying to get them to do. I
think the process is more effective long term. If you invest time
in it, it will pay off big dividends, this process of getting the
students to be more independent in the way that they learn and
taking the responsibility themselves.
Tom, Riverside School 28

Peer Assessment
P1: This one’s got the thickness about right. It gives you
the crispiness and texture that the pizza base needs. The
others are all a bit thick and have a doughy texture.
P2: Is that the thickness or the cooking time?
P1: The cooking time is going to affect the crispiness
perhaps but not the texture. We need to roll them this thin
next time.
P3: And we need to think about the thickness of the veg
too. That one is too roughly chopped. It doesn’t look good.
Getting the slices thin and more the same … more
uniform… will help the appearance and the feel of it in your
mouth. 29

P1: So that’s two thickness things we need to write down.

Self- and Peer-Assessment

• Criteria must be understood by students so they can apply
them : modelling exercises are needed where these are
abstract
• Students must be taught to collaborate in peer-assessment,
for this helps develop objectivity for self-assessment and is of
intrinsic value
• Students should be taught to assess their progress as they
proceed keeping the aims and criteria in mind - so as to
become independent learners

30

Rules for Effective Group Work

• All students must contribute:
no one member say too much or too little
• Every contribution treated with respect:
listen thoughtfully
• Group must achieve consensus:
work at resolving differences
• Every suggestion/assertion has to be justified:
arguments must include reasons
31

Mercer at al.
Indicator words used by pupils

• Word Pre-intervention Post-intervention
• because 13 50
• I think 35 120
• would 18 39
• could 1 6
• ____________________________________________________
• TOTALS 67 215

32

SPRING project
www.spring-project.org.uk

Engagement
SPRinG groups more fully engaged.
Control groups some actively disengaged.

Socio-affective aspects
Control groups were more likely to block group effort

Discourse topic
SPRinG groups sustain the topic
Control groups change the topic

Type of talk
SPRinG groups: high level collaborative discussion,
Control groups: procedural, disputational. off task talk. 33

Aspects of formative assessment
Wiliam 2006

Teacher Clarify learning Elicit evidence Provide feedback
intentions promote discussion to help learning

Peer Understand Activate students as learning resources
learning for one another
intentions and
success criteria

Learner Understand Activate students as owners of
learning their own learning
intentions and
success criteria
34

Self-regulated learning

Three components
•Mastery
Concerned with learning: motivated and steered by personal interest,
values, and expected satisfaction and rewards

•Well-being
Concerned with maintaining or restoring positive feelings when threats
arise.

•Volitional strategies
Keeping on mastery track or getting on to it from the well-being track

•Boekaerts, M. & Corno, L. (2005) Applied Psychology, 54(2), 199-231 35

Learning Principles-2
Motivation and Self-esteem
• Feedback given as rewards or grades enhances ego rather than
task involvement (Butler, 1987).

• With ego-involvement, both high and low attainers are reluctant
to take risks and react badly to new challenges, and failures
simply damage self-esteem
• With task-involvement, learners believe that they can improve by
their own effort, are willing to take on new challenges and to
learn from failure.
• (see “Self-Theories” by Carol Dweck, 2000)

36

Contact details
• e-mail : paul.black@kcl.ac.uk
• Web-site: www.kcl.ac.uk/education/research/kal.html

• Assessment for learning : Putting it into practice.
Black, Harrison, Lee, Marshall & Wiliam 2003 Open University Press
The Black Box Series ; all published by GLAssessment
• Inside the Black Box Black and Wiliam
• Working Inside the Black Box. Black, Harrison, Lee, Marshall & Wiliam
• Science Inside the Black Box Black & Harrison
• Maths Inside the Black Box Hodgen & Wiliam
• English Inside the Black Box Marshall & Wiliam
• Geography Inside the Black box Weeden & Lambert
• I.C.T. Inside the Black Box Webb and Cox
• M.F.L Inside the Black Box J. Jones and Wiliam
• D & T Inside the Black Box D.Barlex and A.Jones 37

pedagogy assessment

subject

38

Where next?

• We are all a product of our training and experience
• To change how we operate in the classroom requires a
conscious effort
• Try out a new idea, then embed it by regular use until it
becomes second nature

Formative assessment

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