COMMUNICATION TO THE LEARNER

EDUC 345 3- Classroom Assessment

June 20th, 2012

“THE BIGGEST PROBLEM WITH

COMMUNICATION IS THE MISCONCEPTION

THAT IT HAS OCCURRED.”

Dennis Punjabi

WHAT IS COMMUNICATION?

Invention

Organization

Style

Memory

Delivery

The exchange of information between people, e.g. by means of speaking, writing, or using a common system of signs or behaviour.

COMMUNICATION THEMES

Story

Critical thinking

Diversity

Technology

Competency

A Good Teacher

WHAT IS LEARNING?

A relatively permanent change in, or acquisition of, knowledge, understanding, or behaviour.

WHAT MAKES A TEACHER GOOD TO A STUDENT?

Knowledgeable

Experienced

Firm

Attractive

Friendly

Seductive

MAJOR SETTINGS FOR COMMUNICATION

Intrapersonal Interpersonal

Small Group

Public Communication

Organization Communication

Mass communication

Intercultural communication

MAJOR SETTINGS FOR COMMUNICATION

COMMUNICATING ASSESSMENT RESULTS

When communicating about student learning we must keep

the student as the primary audience for assessment

information without forgetting the other audiences whose

information needs must be met.

QUESTIONS: WHAT CAN TEACHERS DO?

How do we synchronize assessment for and of learning in actual practice?

How do we encourage students to do practice work if the score is not figured into the final grade?

BALANCING ASSESSMENT FOR AND OF LEARNING

Assessment for learning happens while learning is still underway

Assessment of learning are those assessments that happen after learning is supposed to have occurred to determine if it did.

There is no difference in assessment for learning and of learning if all tasks result in a score that contributes to a final grade.

SYNCHRONIZE (OPERATE AT THE SAME TIME) ASSESSMENT FOR AND OF LEARNING

Separate them entirely so formative assessment never contribute to a grade. Teacher provides descriptive feedback. E.g.: homework assignments, drafting assessment questions, self assessment.

NOTE: These are assessed so as to provide information about strengths

and areas of further learning but the assessment information will not be used in calculating final grade.

OR Under certain circumstances, we can use assessments

originally intended to be formative as part of our summing up. E.g.: Paragraph writing

OR We can also use assessments e intended to be summative

as sources of formative information and motivation to further learning.

MOTIVATING PRACTICE WITHOUT GRADING EVERYTHING

Reduce evaluative feedback and increase descriptive feedback to affect motivation and

achievement.

If students know the learning target, constantly receive feedback about where they are in relationship to the target, and are able to practice, without penalty and with as much assistance as they need, they will be motivated to set goals to reach intended learning.

Teacher must make the students get used to descriptive feedback.

Communicate to students and parents what assessments will contribute to final grade.

CONDITIONS FOR EFFECTIVE COMMUNICATION

Clear targets

Accurate Information

Symbols clearly defined

Communication is tailored to the audience.

Timing Level of detail

Educa

tio

n

EFFECTIVE COMMUNICATIONWhen communication with student falters, expand receivers of information rather than stop

communicating.

REFERENCEStiggins,R.,Arter,J.,Chappuis, J., & Chappuis,

S.(2007). Classroom assessment for students learning:Doing it right-using

it well. Upper Saddle River,NJ:Pearson Prentice Hall.

Lewis, Todd. Communicating Literature. Debuque: Kendall-Hunt, 1991

Zeusner, R. B., ed. The Handbook on Communication processes. Los Angeles:

PSCFA, 1978