Module 2 Session 6Module 2 Session 6Formative Assessment

Differentiation in AssessmentQuestioning TechniquesPresentation Guidance

Session OutcomesSession Outcomes

By the end of the session you will have:

Used and evaluated a sustainability activity as an assessment tool

Defined formative assessmentInvestigated ideas related to formative

assessmentEvaluated questioning methodsConsidered the presentation task

Using an assessment tool – Using an assessment tool – sustainability activitysustainability activity

Appoint a question masterDivide into teams of twoAllocate your team a colour from the

“Stomp” boardListen carefully to the instructionsOnce you have completed the activity

complete the evaluation sheet provided and share your thoughts with the group

Ofsted says:

In failing colleges . . . “A common feature of a number of unsatisfactory

lessons was the failure of teachers to make regular checks on students’ learning and their determination to continue with the planned work even when the students clearly did not understand it.”

Ofsted, Why colleges fail, London 2004a,HMSO

Importance of formative Importance of formative assessmentassessment

Formative assessment is the regular checking of learners’ progress throughout their programme, within and outside teaching and learning sessions, followed by constructive feedback

Recent ResearchRecent Research

Gipps (1994) assessment “community of practice” between learner and teacher

Broadfoot (1998) potential of reviewing and recording achievement

Torrance and Pryor (1999) Ecclestone (2002) practicalities in classroom

Wiliam and Black (1998) links to learning and motivation

Assessment Reform Group (2002) “assessment for learning”

Recent ResearchRecent Research

Professor John Hattie statistically combined the results of 200,000 experiments in classrooms and published a

table listing the most effective teaching strategies in order of effectiveness.

Giving learners feedback on their learning errors and omissions, and getting them to correct them or work

towards improvement of future work, had a significant impact on their learning.

LSDA (2002) ‘Focus on Hattie’s research’, Quality Matters, June https://www.lsneducation.org.uk/user/order.aspx?code=021332&src=XOWEB

Hattie J (1999) ‘Influences on Students Learning’ http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/papers/influences.cfm

Black P and Wiliam D (1998) ‘Assessment and Classroom Black P and Wiliam D (1998) ‘Assessment and Classroom Learning’, Learning’, Assessment in EducationAssessment in Education, 5,1,7-74, 5,1,7-74

Criterion or standards-based frameworkA belief in success by learners and teachersSeparation of feedback from gradingFocus on learning not performanceDevelopment of self-assessment is vitalEncouragement of reflective assessment with

peersFor assessment to be formative it has to be usedRequires changing teaching and learning

practices

Convergent and Divergent Convergent and Divergent AssessmentAssessment

Convergent assessment (“Can you do this …?”). This approach is often characterised by tick lists and can-do statements. The teacher asks closed questions in order to ascertain whether or not the learner knows, understands or can do a predetermined thing. This is the type of assessment most used in written tests.

Divergent assessment (“Show me what you know about …”). The teacher asks open questions that allow learners opportunities to describe and explain what they know understand or can do. The outcome is not predetermined.

Other formative methodsOther formative methods

Plan formative assessment opportunities

Assess groups as well as individuals

Encourage self-assessment and peer-assessment

Use a range of more divergent assessment techniques

In two groups mind-map 5 activities that use self and peer assessment

Questioning TechniquesQuestioning Techniques

PC SCAT: Tell me what the getaway car looked like?

Witness: Sorry I can’t remember a thing..PC SCAT: Was it blue or red?Witness: BluePC SCAT: Light blue or dark blue?Witness: Light bluePC SCAT: Ah, just as I suspected!!

Where did PC SCAT go wrong?

Open and Closed QuestionsOpen and Closed Questions

Closed Questions:Draw out a factConfirm a point of view

Open Questions draw out:FeelingsThoughtsPerspectivesUnderstanding

Questioning TechniquesQuestioning Techniques

Divide into two teams

Take it in turns to take a card from the pack

Read out the ineffective questioning technique to the opposite team

Opposite team make suggestions on how that technique could be made more effective

Presentation GuidancePresentation Guidance

research and critically reflect upon different modes of formal and informal assessment within own subject area

LO7 Add to professional development plan strategies for improving assessment, and the use of assessment data to inform learning, in relation to subject pedagogy

Possible coverage of LO1,LO6 and LO8

15-20 minutes

Tutor and peer feedback

References to reading

Submit hard copies with written assignment

Possible coverage of Minimum Core elements

Possible FormatPossible Format

Outline of current assessment practicesIssues relating to your subject areaInformal and formal methods seen in your

peer observationReferences to reading and theories/principlesWhat you learnt from the

observation/interviewAction plan of how you will improve your

practice

Directed StudyDirected Study

Assessment Reform Group (1999) Assessment for learning beyond the black box. Cambridge: University of Cambridge.

Black P and Wiliam D (1998) Inside the black box; raising standards through classroom assessment. London: King’s College, University of London.

Boud D (2000) Sustainable Assessment. Studies in Continuing Education, 22, 2, 151-167.

Petty G (2004) ‘Geoff Petty’ http://www.geoffpetty.com/index.html

QIA (undated) ‘Gold Dust Resources’ http://excellence.qia.org.uk/GoldDust/assessment/assessment.html (Video clips)

Torrence H and Prior J (1998) Investigating formative assessment: teaching, learning and assessment in the Classroom. Philadephia: Open University Press.