INVESTIGATING CURRENT ISSUES IN EDUCATION

The Investigators

Today’s Program....

H

ow do Teacher’s use Authentic

Assessment in the classroom to

Ensure Student Success?

(Marzano & Pickering, 1997, p.241)

How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?

(Marzano & Pickering, 1997, p.241)

Known:

•Tasks have meaningful contexts within the real world

(Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993).

•Aim to assess many kinds of abilities in context

(Rudner & Boston, 1994; Wiggins, 1989).

•Benjamin Bloom’s revised taxonomy - higher order thinking activities

(Lynch and Knight, 2010).

•Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of

ways, the more likely we are to detect the knowledge gaps and prevent naive

conceptions

•Identifying individual gaps, giving feedback to students, and giving strategies

to fill these gaps can ensure student success.

Known:

•Tasks have meaningful contexts within the real world

(Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993).

•Aim to assess many kinds of abilities in context

(Rudner & Boston, 1994; Wiggins, 1989).

•Benjamin Bloom’s revised taxonomy - higher order thinking activities

(Lynch and Knight, 2010).

•Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of

ways, the more likely we are to detect the knowledge gaps and prevent naive

conceptions

•Identifying individual gaps, giving feedback to students, and giving strategies

to fill these gaps can ensure student success.

The Theory

Grant Wiggins

(Marzano & Pickering, 1997, p.241)

Known/Agreed Upon:

•Assessment should be on-going (Education Queensland, 2011)

•result of cumulative studies of work in which students are observed throughout

the year.

•comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net,

year 1 Learning Statements – provide overview of achievements to support and

further student learning (QSA, 2011)

•progress is continually monitored to ensure that they individually gain the best learning

outcomes

•ongoing assessment where teachers can regularly monitor and modify their teaching

strategies in ways that best support students (QSA,2011)

•well-balanced assessment programme will provide opportunities for information to be gathered from the students across a range

of conditions.

Known/Agreed Upon:

•Assessment should be on-going (Education Queensland, 2011)

•result of cumulative studies of work in which students are observed throughout

the year.

•comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net,

year 1 Learning Statements – provide overview of achievements to support and

further student learning (QSA, 2011)

•progress is continually monitored to ensure that they individually gain the best learning

outcomes

•ongoing assessment where teachers can regularly monitor and modify their teaching

strategies in ways that best support students (QSA,2011)

•well-balanced assessment programme will provide opportunities for information to be gathered from the students across a range

of conditions.

Curriculum, Policy & Assessment

(Marzano & Pickering, 1997, p.241)

Teacher Surveys

Known/Agreed Upon:

•on-going assessment was the best way to insure student

success

•linking it to real world situations

Known/Agreed Upon:

•on-going assessment was the best way to insure student

success

•linking it to real world situations

Confusions:

•Term “Authentic Assessment” not familiar – however, the

practice is used

Confusions:

•Term “Authentic Assessment” not familiar – however, the

practice is used

(Marzano & Pickering, 1997, p.241)

Known/Agreed Upon:

•Learning and outcomes monitored and assessed

throughout many tasks over period of time

•Students feel successful in variety of tasks rather than just

big tests

•Feedback

Known/Agreed Upon:

•Learning and outcomes monitored and assessed

throughout many tasks over period of time

•Students feel successful in variety of tasks rather than just

big tests

•Feedback

Students

CONCLUSION

T

hrough investigation the power point has answered a series of questions that were

prompted at the start. Through surveys and interviews that were gathered at schools

whilst on prac the slides gives information that shows evidence that teachers do use

Authentic Assessment although they don’t necessarily use that term. Through the

investigation there was soild findings that ongoing assessment is an important way of

ensuring students success because every student’s success is different. When

authentic assessment is linked to real world situations, students see value in using

their knowledge in actual situations to make meaning so their skills are developed.

This has shown an increase in understanding of the tasks students are involved in.

•Term “Authentic Assessment” not familiar – however, the practice is used

•Term “Authentic Assessment” not familiar – however, the practice is used

How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?How do Teacher’s use Authentic Assessment in the classroom to Ensure Student Success?

Professional Development to familiarise teachers with the term ‘Authentic Assessment’, as well as to further their knowledge and practice to ensure student success in all students to their fullest.

Tasks have meaningful contexts within the real world (Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993). •Aim to assess many kinds of abilities in context (Rudner & Boston, 1994; Wiggins, 1989). •Benjamin Bloom’s revised taxonomy - higher order thinking activities (Lynch and Knight, 2010). •Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of ways, the more likely we are to detect the knowledge gaps and prevent naive conceptions •Identifying individual gaps, giving feedback to students, and giving strategies to fill these gaps can ensure student success. •Assessment should be on-going (Education Queensland, 2011) •result of cumulative studies of work in which students are observed throughout the year. •comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net, year 1 Learning Statements – provide overview of achievements to support and further student learning (QSA, 2011)•progress is continually monitored to ensure that they individually gain the best learning outcomes •ongoing assessment where teachers can regularly monitor and modify their teaching strategies in ways that best support students (QSA,2011)•well-balanced assessment programme will provide opportunities for information to be gathered•on-going assessment was the best way to insure student success •Links to real world situations•Learning and outcomes monitored and assessed throughout many tasks over period of time•Students feel successful in variety of tasks rather than just big tests

Tasks have meaningful contexts within the real world (Afflerbach, Hiebert, & Valencia, 1994; Wiggins, 1993). •Aim to assess many kinds of abilities in context (Rudner & Boston, 1994; Wiggins, 1989). •Benjamin Bloom’s revised taxonomy - higher order thinking activities (Lynch and Knight, 2010). •Evaluating learning is critical for identifying gaps in knowledge - The more often we collect evidence in a variety of ways, the more likely we are to detect the knowledge gaps and prevent naive conceptions •Identifying individual gaps, giving feedback to students, and giving strategies to fill these gaps can ensure student success. •Assessment should be on-going (Education Queensland, 2011) •result of cumulative studies of work in which students are observed throughout the year. •comparable assessments - such as NAPLAN, QCATs, Year 2 Diagnostic Net, year 1 Learning Statements – provide overview of achievements to support and further student learning (QSA, 2011)•progress is continually monitored to ensure that they individually gain the best learning outcomes •ongoing assessment where teachers can regularly monitor and modify their teaching strategies in ways that best support students (QSA,2011)•well-balanced assessment programme will provide opportunities for information to be gathered•on-going assessment was the best way to insure student success •Links to real world situations•Learning and outcomes monitored and assessed throughout many tasks over period of time•Students feel successful in variety of tasks rather than just big tests

(Marzano & Pickering, 1997, p.241)

REFERENCE LISTA

fflerbach, P. P., Heibert, E. H., & Valencia, S. W. (1993). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e- courses, EDED11405

Ensuring Student Success, http://e-courses.cqu.edu.au

A

ustralian Curriculum, Assessment And Reporting Authority,2009. National Assessment Program. Retrieved from http://www.acara.edu.au/assessment/assessment.html

B

oston, C., & Rudner, L.M. (1994). Authentic Assessment and Using Knowledge Meaningfully.[PowerPoint slides]. Retrieved from CQUniversity e-courses,EDED11405 Ensuring Student

Success, http://e-courses.cqu.edu.au

F

orehand, M. (2010). Bloom's Taxonomy: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved fromhttp://scholar.google.com.au/scholar?

q=blooms+revised+taxonomy&hl=en&as_sdt=1%2C5&as _sdtp=on

L

ynch, D., & Knight, B. A. (2010). The Theory and Practice of Learning Management: A text for the student of Learning Management. Frenchs Forest, NSW: Pearson Australia.

Q

ueensland Studies Authority, 2009. Student assessment regimes: Getting the balance right for Australia. DRAFT discussion paper.

W

iggins, G. (1989). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e-courses, EDED11405 Ensuring Student Success, http://e-

courses.cqu.edu.au

W

iggins, G. (1994). Authentic Assessment and Using Knowledge Meaningfully. [PowerPoint slides]. Retrieved from CQUniversity e-courses, EDED11405 Ensuring Student Success, http://e-

courses.cqu.edu.au