Dylan Wiliam – Formative Assessment – The Masterplan The first of a series of notes / reflections on sessions at the 2010 SSAT National Conference. Bio Dylan Wiliam has the grand title of ‘Emeritus Professor of Educational Assessment‘ at the Institute of Education in London. He is a former Maths teacher and co-author of the book “Inside the Black Box“. He is a world renowned expert on assessment for learning, and was recently to be seen on BBC television in The Classroom Experiment. My Notes On learning environments & the role of the teacher: Teachers do not create learning. On intelligence & environment: Intelligence is partly inherited. On flow: Flow = match between challenge and capability. On assessment: Pre tests. 5 key strategies in teaching: On feedback & questioning: Middle class kids ‘get the code’, working class are no less intelligent just don’t get what we want. Plan questions carefully to elicit understanding, not incorrect methods that are resulting in right answers. Wait time for questioning. Key points: Cause thinking.
What Are Formative Assessments and Why Should We Use Them? | Scholastic.com - Nightly "Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time. This is called "assessment of learning" — or what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. Since formative assessments are considered part of the learning, they need not be graded as summative assessments (end-of-unit exams or quarterlies, for example) are. When I work with teachers during staff development, they often tell me they don't have time to assess students along the way. Formative assessments, however, do not have to take an inordinate amount of time. Using a Variety of Formative Assessments The National Forum on Assessment (1995) suggests that assessment systems include opportunities for both individual and group work. Types of Assessment Strategies Exit Cards Thomas R.
Is the Feedback You’re Giving Students Helping or Hindering? | Learning Sciences Dylan Wiliam Center In 38% of well-designed studies, feedback actually made performance worse—one of the most counterintuitive results in all of psychology. If there’s a single principle teachers need to digest about classroom feedback, it’s this: The only thing that matters is what students do with it. No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time. We can debate about whether feedback should be descriptive or evaluative, but it is absolutely essential that feedback is productive. Add to that concept a second related principle: Feedback should be more work for the student than it is for the teacher. Teachers who internalize and practice feedback based on these precepts will be well on their way to teaching that improves learning. What the Studies Say Let’s examine what must be the oldest and most common forms of feedback in public education: grades, rankings, and written teacher comments on tests and papers.
Formative assessment Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a method of continually evaluating students’ academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments. Teachers who engage in formative assessments give continual, explicit feedback to students and assist them in answering the following questions: Where am I going? In order to show students how to close the gap between where they are academically and where they want to be, teachers must help students evaluate their progress in the learning process and give them explicit, descriptive feedback specific to the learning task. History of formative assessments The Council of Chief State School Officers (CCSSO) developed a focus for formative assessment in October 2006.
EssayTagger.com - Transform assessment, transform education Classroom Assessment | Basic Concepts - Nightly A. Formative vs. Summative Assessments Classroom assessments can include a wide range of options -- from recording anecdotal notes while observing a student to administering standardized tests. The options can be roughly divided into two categories -- formative assessments and summative assessments. Formative assessments are on-going assessments, reviews, and observations in a classroom. Summative assessments are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. The following table highlights some formative and summative assessments that are common in K12 schools.
Why Formative Assessments Matter Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction. What this means is that if we are about getting to the end, we may lose our audience, the students. We are all guilty of this one -- the ultimate teacher copout: "Are there any questions, students?" Ever assign the big project, test, or report at the end of a unit and find yourself shocked with the results, and not in a good way? To Inform, Not Punish Believe me, I've been there: wanting to punish the lazy, the cocky, the nonchalant. If you feel tempted to do this, just say no; it's a mistake. When and How? Exit Slips Student Checklist
Questioning and Feedback: Top Ten Strategies As part of our whole staff training at Huntington School we have been sharing ideas and collating ‘Top Ten Strategies’. This list is the fruits of our labour: 1. Differentiated questioning. Given the time we take doing it daily, effective questioning may well be the highest impact strategy we can employ. 2. Giving waiting time for answers to our questions is something we do instinctively. 3. Being prepared with a strategy for students saying ‘I don’t know’ is clearly essential. 4. We have focused on this as a school and will continue to do so. 5. After feedback we need to make sure that we have students actively responding to their feedback. 6. This is a simple analogy to make the layers of assessment clear. 7. Students need to understand the specific command words in their subject discipline and breakdown the different types of questions/topics etc. 8. Using exemplar models is a fundamental aspect of good teaching practice. 9. 10. Memory for Learning: Top Ten Strategies – see here.
Formative Assessments "If you can both listen to children and accept their answers not as things to just be judged right or wrong but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of information." -Easley & Zwoyer, 1975 Proof Points Black and William (1998), two leading authorities on the importance of teachers maintaining a practice of on-going formative assessment, defined it as, “all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” Formative assessment encompasses a variety of strategies to determine student progress toward achieving specified learning goals. The strategies for investigating student learning identified below provide different types of data from and about students. How Do I Know What I Know? Is That a Fact?
L'école de demain À voir absolument. Je sais, ça dure une heure... mais vraiment, il faut le voir ! L'École de demain, le virage nécessaire pour répondre aux réels besoins d'un élève du 21e siècleAllocution de Nancy Brousseau, Coordonnatrice des services d'enseignement de la Fédération des établissements d'enseignement privésLes rendez-vous pédagogiques 2012-2013, L'école de demain dès aujourd'hui18 janvier 2013 au Collège Régina AssumptaVisitez le blogue de Nancy Brousseau --> Contexte et problématique au niveau de la classe Méthodes pédagogiques Curriculum Évaluation Aménagement des salles Mission de l'école : préparer les jeunes pour un futur inconnu dans un monde en constant changement, donc développer leur capacité d'adaptation et d'apprentissage continu. Qui sont nos élèves? Article sur cette étude : L'École est déconnectée de la vie. Que veulent les élèves?