The Most Important Question Every Assessment Should Answer The Question Every Assessment Should Be Able To Answer by Terry Heick The difference between assessment of learning and assessment for learning is a crucial one, in many ways indicative of an important shift in education. Traditionally, tests have told teachers and parents how a student “does,” then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator.
10 Assessments You Can Perform In 90 Seconds Good assessment is frequent assessment. Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge. On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands. Adventures with gallery critique In last weekend’s post, I argued that there might be more efficient and meaningful ways of providing feedback than standard book-marking. As such, I have been experimenting with ‘gallery critique’, an idea gleaned from Ron Berger’s An Ethic of Excellence and David Didau’s excellent post on the strategy. In truth, I have always been dubious of the claims made of peer-assessment, especially in essentially qualitative subjects such as English. However well – or badly – I train students to critique one-another, two nagging doubts have never ceased to plague me. First, a student is always always dependent on the ability and commitment of the person they are paired with – some children will receive poorer feedback than others.
Dylan Wiliam & the 5 Formative Assessment Strategies to Improve Student Learning Dylan Wiliam’s new book, Embedded Formative Assessment, is filled with a number of insights culled from his 35 years of experience in education. The foundation of the book highlights the importance of formative assessment as a tool to improve teacher practice and ultimately improve student learning. In the book, he provides the 5 strategies that he has come to believe are core to successful formative assessment practice in the classroom: 1.
Getting feedback right Part 3: How can we increase pupils’ effort I started to explore how we might make feedback more meaningful a few weeks back but then got sidetracked. If you haven’t already looked at them, it might be worth spending a few moments on Part 1 (which discusses the different purposes for giving feedback) and Part 2 (which looks at how to increase pupils’ understanding) before reading any further. Right. Still with me? Once we can be reasonably sure that pupils understand how to improve, our next step is to check that they can actually be bothered. It’s become something of a cliché to say that success depends on hard work, but essentially that’s the message we need to convey.
Practical Ideas for Classroom Formative Assessment We are all better at spotting mistakes in the work of others. By Dylan Wiliam Why I wrote my new book Welcome to Dylan Wiliam’s website Professional development Finally! The revised Embedding formative assessment pack for schools and colleges to run their own two-year professional development programme on formative assessment is now available worldwide. In Europe, this can be ordered through SSAT, in Australasia through Hawker-Brownlow, and in North America from Learning Sciences International. Further details of the pack are here. Marking: Boulder or Butterfly? Open book, read, tick, turn page, read, write comment, tick, tick, read, correct capital letters, tick, tick, correct spelling mistake, turn page, write comment, stamp, close book, next. And repeat. Thirty times. Then thirty more.
Formative Assessment Is Transformational! I think formative assessment is one of the single most important things that teachers can do -- and already do -- for their students. In fact, great teachers use formative assessment whether or not they know it. Formative assessment may not be new, but it certainly has begun to crystallize into particular elements and components that are currently in the spotlight. When teachers practice great formative assessment, it can be a transformational experience for them as practitioners and, more importantly, for their students. Grading Transformation When teachers check for understanding, they are doing so as a means to ensure that students are successful in the summative assessment.
Tickling Pink - Assessment for Learning Marking I replied to this tweet mentioning the Tickled Pink approach our School has adopted this year. In my current role, my amount of marking is minimal as most of my work is done on iPads. However I asked our Deputy, Miss Brookes, for more information as she has been the one who has implemented it in our school. Here are her ideas behind the Tickled Pink/Green for Growth Assessment for Learning marking scheme we have adopted this school year. The idea is that you use two highlighters to mark children's work.