Building a Culture of Assessment for Learning In the

English Language Classroom Karen Yager

Knox Grammar & University of NSWyagerk@knox.nsw.edu.au

2010 ELTS

“We have to know where we want to end up before we start out – and plan how to get

there …”(1999, Tomlinson).

2

Desired Outcomes

Confident person: adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively

Self-directed learner: takes responsibility for own learning, questions, reflects and perseveres in the pursuit of learning

Active contributor: works effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence

Concerned citizen: strong civic consciousness, is informed, and takes an active role in bettering the lives of others around him

Global Skills

Critical thinking Problem solving Innovation Collaboration Creativity Connectivism

through technology

“Learners are at the center of the teaching-learning

process.”

The Evidence Coyle and Colvin (1999): The brain is

phenomenally plastic, and that we construct ourselves through behaviour – “It’s not who you are, it’s what you do and where you do it.”

Hattie (2003) & Dinham (2008): The significance of quality assessment married with timely and meaningful feedback for teaching and learning.

Wiggins (2006): Correlation between authentic assessment and improved learning outcomes.

Create an environment for higher-order thinking, problem –solving and risk-taking

Integrate summative and formative assessment

Provide quality feedback

‘There is a natural tendency for both teachers and students to tailor their

classroom activities to the demands of the test, especially when the test is very

important to the future of the students, and pass rates are used as a measure of

teacher success’ (Buck 1988).*******

‘Every act of assessment gives a message to students about what they should be

learning and how they should go about it’ (Boud, 1998).

Teachers have done excellently in delivering knowledge and skills that are essential for high-stakes norm-referenced standardized testing.

Assessment has been used as a measure of achievement rather than as a tool to inform and engage students in their own learning (Shepard, 2000).

Teaching to the tests becomes a driver in the classroom leading to backwash.

Positive: transparency and explicit understanding of expectations.

Negative: Narrow focus, lack of inclusivity, risk-taking and creativity.

Teaching to the Test

Kwek, Albright and Kramer-Dahl (2007) observed that when the

English language syllabus is implemented in Singapore’s

classrooms it applies “a narrow range of textual forms and

organizational ‘rules’ that students are asked to reproduce.”

Assessment for Learning ‘Teachers who assess for learning use day-to-

day classroom assessment activities to involve students directly and deeply in their own learning, increasing their confidence and motivation to learn by emphasizing progress and achievement rather than failure and defeat’ (Stiggins, 1999; 2001).

A classroom culture of transparency, strategic questioning by teachers and students, and an understanding of what is quality.

Embedded in the syllabus having clear, direct links with outcomes

Planned deliberately and integral to teaching Balanced, comprehensive and varied: receptive and

productive Fair, inclusive, valid and reliable Ongoing and sequential Engaging and student-centered Time efficient and manageable Supported by models, scaffolds or annotated

exemplars that demonstrate what is expected and what can be achieved

Reflects any adjustments made to teaching and learning

Quality Assessment

TRADITIONAL/SUMMATIVE AUTHENTIC/FORMATIVE

CONTRIVED REAL-LIFE

RECALL/RECOGNITION CONSTRUCTION/APPLICATION

TEACHER DIRECTED STUDENT DIRECTED

COVERAGE UN-COVERAGE

SELECTING A RESPONSE PRODUCING/PERFORMING/PRESENTING

PASSIVE LEARNING ACTIVE LEARNING/SELF-ASSESSMENT/METACOGNITION

STRUCTURED OPEN-ENDED

Assessment for Learning

Wiggins (2006)

Assessment for Learning

Is an essential and integrated part of teaching and learning

Reflects a belief that all students can improve

Involves setting learning goals with students

Helps students know and recognise the standards they are aiming for

Involves students in self-assessment and peer assessment

Provides feedback that helps students understand the next steps in learning and plan how to achieve them

Involves teachers, students and parents reflecting on assessment data.

The Classroom

How would a language classroom operate with a culture of assessment for learning?ContextualisationLearner-centerednessLearner-focused interactionIntegrationProcess orientationSpiral progression

Culture of Learning

“Building a strong foundation in language, and enriching language learning for all.”

“Learners are at the centre of the teaching-learning process.” (English Language Syllabus 2010)

Culture of Learning

Processes assessed as well as the products of language learning.

Variety of rich tasks that assess receptive and productive skills, and knowledge about language.

Student direction, self-assessment and creativity privileged.

When pupils truly understand, they can: Explain, make connections, offer good theories:

Make sense of what they experience; show their work and defend it; provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Interpret: Tell meaningful stories; offer translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, models.

Deep understanding

Apply and Produce: Effectively use and adapt what they know in diverse contexts, and design effective products.

Appreciate Other Perspectives: See multiple points of view, with critical eyes and ears; see the big picture.

Deep understanding

Empathize: Get inside, find value in what others might find odd, different, or implausible; perceive sensitively, enter the mind and heart of others.

Self-knowledge: Perceive the personal style, prejudices, projections, and habits of mind that shape and impede their own understanding; are aware of what they do not understand, and why it is so hard to understand (Shepard, 2001).

Deep understanding

Creativity Fluency: generating

many ideas Flexibility: shifting

perspective easily Originality:

conceiving something new

Purpose: vision Audience: context Elaboration: building

on other ideas Evaluation: critical

reflection

Culture of learning What do I want my pupils to

learn? Why does it matter? What do they already know? How will they demonstrate

learning? How will they get there?

FocusOutcomes

Concept + Key Question or Essential Learning StatementOverarching idea of the unit grounded in the syllabus

(Deep knowledge)Key Ideas + Question

What students will learn by the end of the unit(Deep knowledge)

Key Ideas + QuestionReflect intent of the

outcomes and concept(Deep knowledge)

Key Ideas + QuestionGrounded in the syllabus

(Deep knowledge)

Assessment for, of, as and through learning(Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria)

Demonstration of key learning ideas

Pre-testing/Pre-assessment (Background knowledge - connections to prior learning)Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz

Teaching StrategiesLearning Activities

Scaffolds / Models – annotated

Teaching StrategiesLearning Activities

Connected & Scaffolded

Teaching StrategiesLearning Activities

Explicit / SystematicBuilding the Field

Teaching StrategiesLearning Activities

Explicit Literacy & Numeracy Strategies

Teaching StrategiesLearning Activities

Integrated ICT

Resources

The Model

Culture of A4L: Speaking & Representing

Concept: Persuasion Outcomes: LO1; LO2; LO3 Key Learning Ideas:Features of the spoken language of

persuasion How language features persuade othersThe pace, volume, tone and stress patterns

of speech of persuasive speaking

Culture of A4LBuilding the fieldPre-testing for learning:Quizzes and WordleListening task on persuasive speech30 second persuasive speechFormative assessment:Students plan a speech using Persuasion 101: http://prezi.com/62290/Creative producers Class blog created as a platform or Voicethread - http://voicethread.com/

Explicit, systematic & balanced Modality Imperative voice Repetition Intonation and pace Emotive language Second person Forceful verbs Exclamation Cyber Grammar:

http://www.cybergrammar.co.uk/index.php

Visuword: http://www.visuwords.com/

Culture of A4LFormative & Summative Assessment Receptive listening task based on

one of the speeches: Focus on how language is persuasive and the meaning conveyed

Productive Task: Persuasive campaign individually or in groups of three that allows for student choice and is presented to an audience

OR Persuasive speech podcast Critical self evaluation of campaign

or podcast focusing on the use of persuasive language

Resources Severn Suzuki’s speech delivered at

UN Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY

EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related

Al Gore’s speech to Smith School World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php

“Assessment should be first and foremost for the learner’s

sake, designed and implemented to provide useful

feedback to the learner on worthy tasks to make

improved performance and ultimate mastery more likely”

(Wiggins, 2006).26

Importance of Feedback “An expert teacher, mentor or coach can readily

explain, demonstrate and detect flaws in performance. He or she can also identify talent and potential, and build on these.”

“In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who don’t receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress.”

(Dinham, Feedback on Feedback, 2008)27

Feeding Forward Constructive Precise Connected to what is

being assessed Timely Frequent (Holmes &

Papageourgiou, 2009) Invites self-assessment

and self-reflection Informs future teaching

and learning

The Power of Feedback in School Settings John Hattie (2003)

Most feedback remains task

focused

Pedestal of feedback

‘Having correct information is a pedestal on which processing and self-regulation can be effectively built.’

‘Feedback at this process level appears to be more effective than at the task level for enhancing deeper learning’

Feedback directed to the ‘self’ (e.g.: “You are a great student”).

‘Rarely does it enhance achievement or learning’.

Increases the ability to accommodate feedback and create internal feedback...

Quality FeedbackEffective feedback

answers three questions:

Where am I going? (the goals) Feed up

How am I going? Feed back

Where to next? Feed Forward

(Hattie & Timperely, 2009) 30

Journey to self & peer assessment

Encourage peer discussion about what constitutes effective use of language.

Invite diagnostic peer and self assessment by using a rubric and marking scheme that has been clearly explained to the pupils.

Require pupils to design the assessment task and marking criteria.

Require pupils to develop an individualised personal learning plan.

“It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, team-work, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and

complexity. It is about the joy of learning and the pleasure of productivity of using

one’s learning in all facets of work and life pursuits” (2006, Fullan, Hill and Crevola,

Breakthrough).

http://assessment4quality.wikispaces.com/