background preloader

The Most Important Question Every Assessment Should Answer

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. Class data can be gathered to imply instructional effectiveness, and the data from multiple classrooms can be combined to suggest the performance of an entire school, but a core message here is one of measurement and finality: this is how you did. And it’s all past tense. 5 Strategies For Assessment For Learning First, a word about assessment startegies. created the above graphic that shares 5 strategies for assessment for learning: 1. 2. 3. 4. 5. What Every Assessment For Learning Should Tell You Still, it happens. Related:  Assessment (AFL, AAL, AOL)Pedagogik - allmäntAssessment

MrH_low : #EntryTask & #ExitTicket:... ”Kvällarna på savannen” – En saga om The Big 5 ”Kvällarna på savannen” – En saga om The Big 5 En saga av Camilla Allequist, för att förklara förmågorna i The Big Five för de yngsta. Elefanten levde på savannen i Afrika tillsammans med sina vänner noshörningen, buffeln, leoparden och lejonet. Ibland hände det att de fem vännerna inte förstod varandra riktigt. De fem vännerna lärde sig mycket av varandra under kvällarna på savannen. Elefanten, noshörningen och buffeln deltog inte i jaktdiskussionerna eftersom de alla var växtätare. Så här fortsatte kvällarna vid vattenhålet på savannen. 40 Alternative Assessments for Learning When people think of assessment, pencils and bubble sheets may be the first things that come to mind. Assessment does not always have to involve paper and pencil, but can instead be a project, an observation, or a task that shows a student has learned the material. In the end, all we really want to know is that the skill was mastered, right? Why not make it fun and engaging for students as well? Many teachers shy away from alternative assessments because they take extra time and effort to create and to grade. On the other hand, once the assessment guidelines and grading rubric are created, it can be filed away and used year after year. The project card and rubric can be run on card stock (one on each side of the page), laminated, and hole punched with other alternative assessment ideas. Here are 40 alternative assessment ideas to get you started! Alternative Reading Assessments 1. Create a bookmark to match the theme of the last book read. 2. 3. 4. 5. 6. 7. 8. Alternative Writing Assessments

22 Easy Formative Assessment Techniques for Measuring Student Learning I came across Terry Heick’s blog – 10 Assessments You Can Perform In 90 Seconds – at TeachThought from earlier this year and really enjoyed the formative assessment strategies that he outlined. Using formative assessment techniques in class – or “simple assessments” as Terry calls them – are easy to administer and provide the instant feedback teachers need to identify which students need more help, and then adjust their instruction and lesson plans to help them. Visit Terry’s blog above to get more detail on the following ten formative assessment techniques: 1. New Clothes 2. Combining Terry’s ten with the ten we’ve blogged about can give teachers 20 great formative assessment strategies for measuring student learning. 11. Here are a couple more assessments you can use to elicit evidence of student learning. 21. 22. All of these 22 formative assessment techniques are simple to administer and free or inexpensive to use. Do you have a favorite?

Ny forskning – det utmärker en skicklig lärare Under de senaste 20 åren har det forskats intensivt om läs och skrivsvårigheter. Men trots att kunskapen har ökat fortsätter elevernas resultat att sjunka i internationella jämförelser. Orsaken är klyftan mellan teori och praktik, menar Catharina Tjernberg, lärare och forskare vid Stockholms universitet. – Kunskapen når inte lärarna. I sin senaste studie har Catharina Tjernberg tittat på varför yrkesskickliga lärare jobbar som de gör i klassrummen. – I min studie blir det tydligt att den erfarenhetsbaserade kunskapen som överförs mellan lärare är minst lika viktig som den teoretiska, säger hon. Catharina Tjernberg har gjort en praktikorienterad studie på en skola där hon dels har observerat hur lärarna arbetar på lektionerna, dels har samtalat med dem om det pedagogiska arbetet. Den skola Catharina Tjernberg har studerat har utvecklat en modell där lärarna följer varandras lektioner. – Det här har gjort att man har medvetandegjort saker för varandra, säger Catharina Tjernberg.

DERN Personalised learning, reflection, collaboration and .critical thinking are highly valued in education, and classroom practices are changing towards learning as a collaborative activity. Exploration is encouraged and fostered; however, assessment is still following a traditional path – heavily dependent on summative assessment. A short paper, by Phillipa Whiteford, titled The times are a-changing: A New Model for Senior Secondary Assessment explores how a more ‘future-focused’ application of an ePortfolio can provide an innovative solution to the challenges facing current assessment practice in senior secondary education. The author builds a strong argument for the need to align assessment to teaching practices, referencing research on new teaching practices and assessment, and pointing out a need for integrative assessment which combines both assessment for and of learning based on continuous feedback, guidance and reflection (p.66). [1] Fullan, M. & Miles, M. (1992). Research Report:

7 Questions To Ask Yourself Before Giving An Assessment Too often, we spend time trying to determine how to reshape curriculum and instructional strategies so that students will perform well on a given assessment when we should instead be asking how to make assessments work in support of student learning and teachers’ professional growth. But how do you select assessments that are accurate, standards-aligned and powerful enough to measure and support what matters? Here are seven questions to guide your thinking as you shape your classroom, school or district’s assessment toolkit. How Will You Use The Information? Identify why you’re assessing students and how you intend to use the information obtained from the test. What Type Of Insight Are You Seeking? Educators and students find it particularly valuable to get assessment data as soon as possible following a testing session to influence instructional strategies, while school and district leaders may be more interested in understanding progress and challenges on a larger scale.

Pedagogy, practice and learning theory April 28, 2013 by jennymackness When I was a teacher trainer, we used to debate whether trainee teachers should be introduced to learning theory before or after they went into the classroom to teach. On the Pedagogy First programme (an online course to learn how to teach online) learning theory comes very near the end of the 24 week course (at Week 21), perhaps reflecting a view that theory follows practice, or that theory needs to be understood as a culmination of prior learning. Quite a few participants have struggled to keep up with the course, so only a small number have engaged with the week on learning theories, although those that did made interesting posts. (See the Pedagogy First course site ) As luck would have it, Claire Major, a participant on the course, is writing a book on how teaching online changes our work as teachers and so has a particular interest in learning theories – and this led to some great discussion and outcomes. What a great final outcome to a 24 week course!

Final Exams…a Tradition Worth Exploring I have been having many conversations this year with teachers about our practice of administering final exams for students. Although I cannot confirm with certainty, I recently read that the final exam process has been happening since the 1830s. With all the current research on effective assessment, how students learn and knowing that we are required to make decisions that have a student’s best interest as the primary consideration, I have to question why we are still doing this, this way. I watched a teacher work with a student the other day. At random I chose two well known universities, Harvard and Berkley, and googled their final exam procedures. As for real world application, other than school and my driver license I can’t remember writing a high stakes exam to demonstrate what I know.

What if you marked every book, every lesson? Reinventing the feedback wheel Reinventing the wheel – a mistake? Of the many criticisms I’ve received as a teacher, one I’ve failed to outgrow is ‘reinventing the wheel.’ In my training year, I remember my professional mentor complaining that new teachers, including me, waste time recreating or modifying existing resources. Last November, five years later, Kris Boulton and Nick Dennis were still taking me to task for advocating something similar for teachers seeking to incorporate new strategies in their classrooms. While it’s undoubtedly impractical and undesirable for new teachers to begin planning as though from a blank slate, I can think of fewer than half a dozen lessons I’ve borrowed without any modification at all; to meet my students’ needs, each idea and each lesson needs some degree of modification. Does reinventing the wheel lead to viable solutions? I’ve never been the best of markers. Unfortunately, marking regularly is not one of the deficiencies in my teaching which I’ve addressed consistently.