Simposio “Ciencias e Inglés en la evaluación internacional”: Using assessment to support learning: A learning-oriented approach
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The document discusses learning-oriented assessment and how it differs from formative and summative assessment. A learning-oriented approach involves collecting evidence of student performance to make judgments about further development and promote learning. While classroom assessment can be learning-oriented by setting clear objectives, observing performance, and adjusting teaching, large-scale assessment poses challenges to this approach when used for accountability purposes. The most effective forms of learning-oriented assessment involve teacher feedback, formative evaluation, and goal setting between teachers and students.
Simposio “Ciencias e Inglés en la evaluación internacional”: Using assessment to support learning: A learning-oriented approach
- 1. The culture of assessment in Science and English La cultura de la evaluación en Ciencias e Inglés
- 2. Using assessment to support learning: A learning-oriented approach Juliet Wilson
- 4. …isn’t that the same as formative assessment?
- 5. formative assessment summative assessment a kind of purpose guiding what happens next a kind of judgement evaluating what has happened before
- 6. Can a “summative test” serve a formative purpose? Question:
- 7. formative assessment summative assessment classroom large scale The light side… …and the dark side
- 9. “For all tests, whether predominantly summative or formative in function, a key aim is to promote student learning” Carless 2009
- 11. A learning-oriented approach to assessment “…involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” …to promote learning. Purpura 2004
- 13. After a day at school, which of the statements below are you more likely to think of? A Question: • Today what I taught was… • Today what my student learned was…
- 14. Prepared Lesson Today what I taught was… Taught Lesson Marked Lesson
- 15. Setting clear learner objectives Performance ObservationInterpretation Adjusting teaching cycle ? Today what my student learned was…
- 16. Observed evidence has to exist in relation to something else – previous performance – learning goals and objectives – assessment criteria – writing and speaking exemplars – can do statements – course curricula
- 17. Setting clear learner objectives Performance ObservationInterpretation Adjusting teaching cycle Using a framework of reference
- 18. A learning-oriented approach to assessment “…involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” …to promote learning. Purpura 2004
- 19. …can large scale assessment be learning oriented?
- 20. At this level, can ride a bike. At this level, can count from one to ten. At this level, can swim 100m using the breaststroke. At this level, can order pizza for delivery. At this level, can skip rope. At this level, can determine value of x in an algebraic equation. C2 C1 B2 B1 A2 A1
- 21. C2 C1 B2 B1 A2 A1 At this level, can calculate integrals and derivatives. At this level, can determine mathematical probabilities. At this level, can determine value of x in an algebraic equation. At this level, can perform multiplication and division. At this level, can perform addition and subtraction. At this level, can count from one to ten.
- 28. Yes No Using large scale assessment for accountability purposes (i.e. students’ performances used to evaluate their teachers) Reporting assessment outcomes in norm referenced fashion (i.e. relative to other students in the class) Reporting assessment outcomes as a letter/number Reporting assessment outcomes in terms of grammatical structures a student has mastered/not mastered Are these consistent with an LOA approach?
- 32. Effect Students taking frequent tests Teacher providing feedback to students Formative evaluation by teachers Teaching test preparation Students self questioning Teacher/student setting goals for learning Effective learning-oriented assessment? Rate the impact 0 - 5 Hattie 2009
- 33. Effect Formative evaluation by teachers 4.0 Teacher providing feedback to students 3.3 Students self-questioning 2.9 Teacher/students setting goals for learning 2.5 Students taking frequent tests 1.5 Teaching test preparation 1.0 More effective learning-oriented assessment? Hattie 2009
- 34. Setting clear learner objectives Performance ObservationInterpretation Adjusting teaching cycle Using a framework of reference
- 35. Question: In your classroom context, what sort of evidence about student performance could you collect?
- 36. Question: In your classroom context, could you use the following to make learning-oriented assessment practical? weekly tests, peer assessment, online tools, self-assessment, writing samples, other ideas?
- 37. A learning-oriented approach to assessment “…involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” …to promote learning. Purpura 2004
- 38. Questions
Editor's Notes
- #4: When we first started to explore the concepts underpinning LOA, the comment that kept coming back to us from colleagues was “So … LOA, that’s a kind of formative assessment isn’t it?” This is a really interesting proposition for two reasons, colleagues were: Building meaning from the term LOA but also … Attempting to locate LOA alongside two popular concepts in assessment Summative assessment Formative assessment The discourse of assessment it seems is conceptually grounded within these two notions. So it seems that a good place to start is with: A baseline review of formative and summative assessment because these are the terms that serve as our ‘conceptual touchstone’ about assessment …. and to propose the possibility that this distinction is a false dichotomy in fact … 2. We may be restricting our thinking by locating concepts of assessment into either the formative or summative camp So let’s orientate ourselves with general interpretations of SA and FA
- #5: When we first started to explore the concepts underpinning LOA, the comment that kept coming back to us from colleagues was “So … LOA, that’s a kind of formative assessment isn’t it?” This is a really interesting proposition for two reasons, colleagues were: Building meaning from the term LOA but also … Attempting to locate LOA alongside two popular concepts in assessment Summative assessment Formative assessment The discourse of assessment it seems is conceptually grounded within these two notions. So it seems that a good place to start is with: A baseline review of formative and summative assessment because these are the terms that serve as our ‘conceptual touchstone’ about assessment …. and to propose the possibility that this distinction is a false dichotomy in fact … 2. We may be restricting our thinking by locating concepts of assessment into either the formative or summative camp So let’s orientate ourselves with general interpretations of SA and FA
- #6: Paul Newton, educational researcher, in 2007, questions whether the formative/summative distinction is meaningful at all? He argues that the distinction is “spurious” and that there is a need for greater clarity … … and that instead of focussing on the nature of the assessment, we need to be thinking about the purpose and the use to which the assessment is put. In which case it can be argued that: Formative assessment is a kind of purpose guiding what happens next in the classroom Summative assessment is a kind of judgement, a score
- #7: But to find out whether there is really a difference between them – let’s ask the question.. Yes, it can. How? We can use those test scores to inform what we do next in the lesson, curriculum So this dichotomy is not a good one, not mutually exclusive categories
- #8: It’s like building a wall – good guys and bad guys Not helpful distinction
- #9: Whatever we are dealing with, perhaps a more enlightened way of dealing with it is to say they are actually both about learning All assessments should have as a key aim to help learning
- #10: But to find out whether there is a difference between them – let’s ask the question.. Yes, it can. So this dichotomy is not a good one, not mutually exclusive categories
- #11: Perhaps this is a more helpful term…
- #12: By necessity, as Jim Purpura says … Learning-oriented assessment “involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” To promote learning
- #14: Be honest, ask yourself this
- #15: Not even thought about learners!
- #16: On the other hand, a different model could be – what my student learnt. And this would be understood by observing and interpreting student performance. The question is: How can we interpret what we observe?
- #17: To reflect on student performance, we need a framework of reference. This could involve these things….
- #18: Using a framework of reference brings about a full reflective learning oriented assessment cycle Harder but more rewarding!
- #19: By necessity, as Jim Purpura says … Learning-oriented assessment “involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” To promote learning
- #21: These can do statements don’t have anything to do with each other – what’s needed can dos which have a good theory of ability Quantitative (measurement) dimension Qualitative (individual) dimension: individualisation
- #22: In this example, this relates to a theory of mathematical theory Quantitative (measurement) dimension Qualitative (individual) dimension: individualisation
- #23: Can do statements in CEFR Gathered these statements, expert judgement, easy to hard. In and of themselves do not have a theory but they do relate to a theory of language ability Cambridge English’s approach is the socio cognitive approach – theory of what actually might be happening in each skill See the four SILT volumes – one about Listening, Reading, Writing and Speaking
- #24: This slide shows the theory of reading which underpins the Cambridge reading tests Grey bit – what goes on in your head in the process of reading On right, what knowledge you need On left what happens just before and as you start to read – Goal setter - what kind of reading? Contract? Specific reading? This provides a testable theory
- #25: Several texts – forces reader to figure out relationship ideas Good theory = good rationale for level based test design If you have a well-developed test, then teaching to the test is not a bad thing! Language tests can be developed that are aligned with public scales
- #26: Vertical dimension Quantitative (measurement) dimension Qualitative (individual) dimension: individualisation
- #27: Cambridge English Scale makes the relationship between levels more transparent.
- #28: We’ve looked so far at how classroom assessment can be learning oriented and whether large scale assessment can be learning oriented. Now we are going to see if we can put these two concepts together.
- #29: No! Shifts focus from learning to teaching. Shifting focus to themselves! Will either give the students the answers or not put students into the exam. Pitches students against each other – not saying what an individual student has learned. You could knee cap another student and you come out top! It can have an impact on learning –… can affect motivation but in and of itself a number or a letter can’t really give helpful feedback – you need some sort of descriptor about what someone knows ‘can do….’ Not just grammatical structures!
- #30: Remember that we need the quantitative (measurement) dimension – and also the qualitative (individual) dimension: individualisation At the heart of LOA
- #31: Learning oriented assessment as reflective teaching practice: external and internal assessment integrated
- #33: Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge. Rate the impact 0 = nothing , 5 -= very positive impact
- #34: Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
- #35: Using a framework of reference brings about a full reflective learning oriented assessment cycle
- #36: In the survey, 80 of you answered the question about what you do with the evidence obtained from assessments – you already have lots of ideas!
- #38: By necessity, as Jim Purpura says … Learning-oriented assessment “involves the collection and interpretation of evidence about performance so that judgements can be made about further language development” This is teaching and learning, as two sides of the same coin. To promote learning