“ Assessment for learning ” culture in the classroom… and beyond

Linda AllalUniversity of Geneva

[email protected]

“Assessment for learning” culture in the classroom… and beyond

L. Allal, June 15, 2011 1

Outline1. Assessment for learning

2. Assessment for learning (AfL) culture

3. AfL culture in the classroom

4. AfL culture… beyond the classroom


1. Assessment for learning (AfL)

Concept introduced by the Assessment Reform Group (ARG), UK, 1999, as a priority for classroom assessment

Definition (2002): "Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.”

Widespread influence International network : Chester (UK), 2001; Portland (USA), 2005; Dunedin (NZ), 2009; Bergen/Solstrand (NO), 2011

Definition (2009): "Assessment for Learning is part of everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning."


1.1 Key characteristics of AfL

AfL is formative assessment : assures adaptation of teaching and learning activities in ways that enable students to attain intended learning outcomes (Bloom, 1968)

In particular, formative assessment that: Is embedded in ongoing instructional activities Fosters active student involvement in assessment (self-

assessment, peer assessment, metacognitive reflection) Concerns not only cognitive aspects of learning, but also

affective and social aspects (motivation, attitudes toward learning, cooperation in learning)

At the heart of AfL: “interactive” formative assessment (Allal, 1979; Allal & Pelgrims Ducrey, 2000); “informel” formative assessment (Ruiz-Primo, 2011)

(See review by Wiliam, 2011)


1.2 Assessment for vs. of learning

Assessment for learning (actively supports student learning)

Formative assessment

Assessment of learning (aimed at grading, reporting, accountability)

Summative assessment


Distinction, made from the beginning in relation to concepts introduced by Bloom et al. (1971):

3rd distinction: assessment as learning

1.2 Assessment for vs. of learning

Limitations of this distinction:- Assessment for : a purpose or function of assessment- Assessment of : an object of assessment

Assessment for learning (as a purpose) must necessarily start with assessment of one or more aspects of learning (as an object): learning progression, learning strategies, learning outcomes, attitudes towards learning,…

Compatibility or even synergy between AfL and summative assessment ? (Allal, 1991; Harlan, 2005 ; Wiliam, 2000) Studies of classroom practice show there is a zone of overlap

between formative and summative assessment Three cases in this interface that support student learning and can

be considered as part of AfL


1.3 AfL encompassing formative assessment & some cases in the formative-summative interface


Classroom assessment

Assessment for LearningAssessment for Learning


External Assessments


A

B

C

1.3 Cases of AfL in the formative-summative interface

A. Information from formative assessment taken into account in determining a summative assessment F Se.g., teacher takes into account observations of a student during math workshops, in addition to test results, when determining the student’s math grade in report card

B. Information from a summative assessment is used in a formative manner S Fe.g., assessments of biology reports (included in semester grades) are used to organize new instructional activities aimed at enhancing comprehension and correcting errors

C. An assessment incorporates phases or components that have a formative function while leading to a summative outcome e.g., preparation of a writing portfolio, with intermediate tasks of self-assessment and peer assessment, which when finished is the basis for a final grade


1.3 AfL encompassing formative assessment & some cases in the formative-summative interface


Classroom assessment

Assessment for LearningAssessment for Learning


External Assessments


A

B

C

2. Assessment for Learning culture

Two meanings of classroom culture and school culture: culture as a general, socially transmitted framework common to all/most classrooms and schools (Cuban, 1984; Gallego & Cole, 2001; Mehan, 1997)culture as a contextualized, socially constructed framework elaborated in each classroom or school (“microculture” - Erickson, 1988; Seeger et al., 1989)

My focus here:

Assessment for Learning culture as constructed in classroom and school settings

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2.1 Conceptual frameworks

Shepard (2000): The role of assessment in a learning culture (social constructivist conceptions of learning)

Birenbaum, Kimron & Shilton (2011) Nested relationships between: - Assessment for Learning - Classroom assessment culture- School-based professional learning community

Framework for our research in Geneva: the perspective of “situated” learning and cognition - Vygotsky (1978): scaffolding and the role of tools in the mediation of learning- Wenger (1998) : dialectical relation between the individual and the social in a community of practice - Cobb et al. (1997): “taken-as-shared” meaning of concepts elaborated in classroom interactions

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2.2 Components of AfL culture

Key components of assessment culture in a situated perspective:Assessment practices:

Transactions between actors (teachers, students): face-to-face interactions & indirect exchanges

Roles of the actors in assessmentAssessment tools: co-elaboration, appropriation “Taken-as-shared” meaning attributed to different aspects of assessment: goals, criteria, expectations, norms, values

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3. AfL culture in the classroom

Interactive formative assessment as the foundation of AfL culture in the classroom

Aspects of the interface between formative & summative assessment that contribute to AfL culture in the classroom

Illustrations drawn from research in Geneva

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3.1 Formative AfL culture in the classroom

Assessment practicesTransactions between teacher and students & their respective roles

Whole-class discussionsDiscussions of mathematical problem-solving procedures in 2 third-grade classes, observed for an entire year (Mottier Lopez & Allal, 2007)

Paula’s class: the teacher carries out active scaffolding of individual student’s explanations; she evaluates all the students proposals

Luke’s class: the teacher asks many open-ended questions (What to you all thing of that?); he often engages students in the evaluation of other students proposals

2 different AfL cultures: both support student learning, in different ways

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Assessment practices (transactions teacher-students & roles)

Excerpt Luke’s classProblem: 47 cinema tickets sold at 18 francs eachStudents work in pairs on finding the solution.Whole-class discussion:Several students explain that they tried adding 18 (iteratively) 47 times.Fabian announces he has found a “trick”: I counted the 47s, I put 18 times 47Teacher: 47 tickets at 18 francs, and he, he did 18 times 47. What do you think about that?Some students agree with Fabien, others disagree:18 times 47 won’t give the same thing as 47 times 18. The teacher asks the students to explain.There are several direct exchanges between students without the teacher’s intervention.Finally, a student suggests: Well, you have to calculate it.

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Assessment practices (transactions & roles)Individual teacher-student interactions:

scaffolding and interactive regulation in the learner’s ZPD; adjustment of the task allows a student with learning difficulties to participate in a classroom writing project

(Allal & Pelgrims Ducrey, 2000)Peer interactions in small groups:

5th-grade students’ text revision is enhanced through their participation in practices of peer assessment, i.e., reciprocal and joint revision of the drafts produced by the students

(Allal et al., 2005)

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Assessment toolsCo-elaboration of tools

Interactive elaboration of a Writing Guide and subsequent text production and revision carried out by the students in 3 fifth-grade classes (Allal et al., 2005)

In the class with the most active student involvement in the elaboration of the guide and in brainstorming of ideas, the students subsequently carried out more advanced forms of text revision (more transformations of semantics and text organization, in addition to correction of spelling)Appropriation of tools provided by the teacher, the curriculum

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Taken-as-shared meaning (student roles)Emergence of “sociomathematical norms” that govern student participation during in whole-class discussions of problem solving (Mottier Lopez & Allal, 2007)Norms common to both classes:Ex., Propose and explain a different procedure than those already given by other studentsNorm specific to Paula’s class:Ex., Re-explain or pursue the explanation of another student’s procedureNorm specific to Luke’s class:Ex., Express opinions about other students’ proposals, their relevance and effectiveness

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3.2 Summative-formative interface & AfL culture

Assessment practicesAnalysis of 10 sixth-grade teachers’ practices regarding the determination of grades and comments in student report cards: focus on “borderline” cases that reveal how teachers’ professional judgment is formulated (Allal & Mottier Lopez, 2008)Teachers’ aim: establish the most valid assessment possible of student competency with respect to curriculum objectives by taking into account not only test results but also other sources of information (often from formative assessments)Teachers’ use of information in the report card: a basis for discussions with students and parents about the students’ future, about how to attain their goals (a “macro-formative” use of summative data)

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Classroom test results: variable, from excellent…to totally insufficient

Daily records: investment often minimal (esp. homework)

Informal observations from math workshops: understands math concepts quickly

Discussions with Karim “He has dreams, he says he’d like to become a doctor, but at the same time he doesn’t invest much in his schoolwork.”

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Example: Grading practices of Alice

To determine Karim’s second trimester math grade, Alice takes into account:

Summative tests

Information from formative assessments


Alice has a discussion with Karim about his grades in relation with what he wants to do next year (7th grade) or in the future and how to achieve his goals:Despite recurrent family problems, how can you set aside time and space for homework? Is there a way to use time at school to get ahead on homework? How important is math if you want to become a doctor? What is required to enter and stay in the academic track of secondary studies?

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Example: Grading practices of Alice (cont.)

Summative reporting

Use of summative data in a discussion with a “macro-formative” purpose

Karim’s grade is recorded in his report card


Taken-as-shared meaning

Example: meaning of “fairness” in assessmentClassroom forum: meets each week to discuss and solve problems; each class member can submit questions or problems (anonymously)

Alice submits the question: “Does the teacher have favorites?” discussion about “fairness” in assessment (especially summative assessment): - signs of favoritism & confrontation of interpretations - taking into account differences among students while still assuring fair and equitable assessment

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4. AfL culture… beyond the classroom

Beyond the classroom, 3 major influences on teachers’ practice of Assessment for Learning:The school’s culture of assessmentThe values promoted by the teachers’ professional associationThe policies adopted by the school system

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4.1 School assessment culture

Aspects of school culture that support teachers’ practice of Assessment for Learning:Elaboration of shared conceptions of assessment and their communication to parentsOpen dialogue about assessment problems, about difficulties encountered with students and with parents School-based professional development activities based on analysis of assessment practices Development of school projects promoting formative assessment and qualitative aspects of summative assessment

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4.1 School assessment culture

Examples from Alice’s elementary school

Assessment practices, tools & valuesShared decision to not give grades on tests and class work; common explanation given to parents by each teacherShared instruments: Files in the teachers’ meeting room with all the summative tests used in the different classesPeriodic meetings (of teachers, school nurse, psychologist, school director) to discuss the situation of students who encounter particular difficulties and the ways to support their learning and well beingA school-wide perspective on assessment: It is important to take into account differences among students while still assuring equity of assessment

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4.2 Values promoted by teachers’ professional associations

Position papers & Code of deontology can support:Emergence of AfL culture in schoolsIndividual teachers’ practice of AfL (in schools where AfL culture is absent or weakly established)

Example: items from the Code of deontology of the Teachers’ Association of French-speaking Switzerland“The teacher:Presents clearly her/his pedagogical objectives and is able to adapt them, if necessary, to the particular situation of the studentUndertakes all appropriate actions to assure the optimal development of each studentDemonstrates critical thinking, autonomy, and a sense of responsibilityWorks to promote collaboration with colleagues and others in her/his school…”

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4.3 Influence of policy on AfL culture

Resources provided by the school system that can support AfL: school-based professional developmentresources for school initiated projectsparticipation of teachers in research projects

Constraints imposed by the school system that can support AfL:grading systems and report cards that allow a place for teachers’ professional judgmentguidelines that encourage formative assessment and forms of summative assessment that contribute to learningcurriculum objectives that prepare students for the future and are attainable

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Conclusion:AfL culture in a socially situated perspective

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School system resources

& constraints:curriculum objectives, guidelines, in-service ed.

School assessment culture

Classroom assessment culture

Assessment forLearning culture

practices (transactions, roles), tools,taken-as-shared meaning

Professional association:deontology

Thank you

[email protected]

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Documents

“ Assessment for learning ” culture in the classroom… and beyond