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Learning Oriented Assessment
A Systemic View from an Examina8on Provider
Nick Saville Angeliki Salamoura 1
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Model of Assessment
• A systemic approach: -‐ coherent and comprehensive -‐ priori:ses learning -‐ raises standards over :me
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Assessment in Educa8on Assessment operates on mul8ple levels in educa:onal contexts and takes many different forms:
– External Examina:ons – School-‐based tests – informal and formal – Teacher-‐based (classroom) assessment
• Self-‐assessment • Peer assessment
All forms collect evidence concerning learning
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Classroom-based
assessment formative
focus
Large-scale standardised assessment summative
focus
Learning outcomes
Learning-‐oriented approaches
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Learning-‐oriented approaches
The challenge is :
to link external assessment (exams) into a
systemic rela8onship with assessment
which occurs during planned or unplanned
classroom interac:ons
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Learning Oriented Assessment: Locates learning at the heart of every assessment context
placement tests, progress tests, continual assessment, teacher-based assessment, peer assessment, self-assessment, high stakes exams….
Empowers teachers and learners – to set individualised goals
– to monitor and assess performance on learning tasks
– to make decisions about the steps learners need to take to make progress
Enables external standards to be met - and raised over time.
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Curriculum design & support
Learning support & materials
Assessment & certification
Teacher support & develop-
ment
Policy goals
Educational
goals:
Reforms to meet changing needs of
society
Improved teaching and learning
Improved standards of language proficiency
The policy context
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A learning ladder for organizing teaching and learning
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… recognising achievement in compulsory educa:on
A learning ladder for organizing teaching and learning
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Impact research • inves:gates the effects and consequences of
educa:onal reforms and innova:ons in educa:onal contexts and throughout society
• Focus on the interac:on between macro and
micro contexts • Global standards • Local classrooms
How well are policy goals being met?
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The policy context
Global
Local
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Setting goals and evaluating achievement
High-level Goals (policy context)
Outcomes
The policy context
Macro
Micro
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Setting goals and evaluating achievement
Classroom Teaching, Learning,
Assessment
External exams In-school tests
Learning Oriented
Assessment
High-level Goals (policy context)
Outcomes
The policy context
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Quantitative or measurement dimension
Qualitative - individual -dimension
. .
. .
. .
. .
Skills profile . . . . . . . .
Individualisation: the primary domain of the teacher
C2
C1
B2
B1
A2
A1
A s
yste
m o
f lev
els
An action-oriented model of learning
Linking tes8ng and teaching exper8se
C2
C1
B2
B1
A2
A1
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The language learner
Knowledge
Processes
Strategies
The Constructs
Communica8ve Language Ability Cognition & Skills
Reading
Writing
Speaking
Listening
Interaction
Tasks are at the centre of
language use and
language learning
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Proficient User
Independent User
Basic User
C2 Mastery
C1 Effective Operational Proficiency
B2 Vantage B1 Threshold
A2 Waystage A1 Breakthrough
A learning ladder for organizing teaching and learning
A Common Framework of Reference
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A learning ladder for organizing teaching and learning
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1 2 3 A1 4
5 6 A
2
7 8 9 B
1
10 11 12
B2
13 14 15 C
1
PROGRESSION Learning stages should be
progressive
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“Four Worlds” • Extended learning ecology • Four intersec:ng worlds of learning
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Cogni:on Strategies, Cogni:on,
Knowledge and competences
Skills Professional, Interpersonal, Existen:al
Personal world
Social world
Education
Assessment
. .
Learning
Tasks
Inter-action
Feed-back
Observation
Subjects Curriculum/syllabus content
Constructs Socio-‐cogni:ve model, Criterion reference
natural acquisition
. . . . . .
“Four Worlds”
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Roles and learning factors
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Test
Task
Task
Task
Task
Real world use
The language learner
Knowledge
Processes
Strategies
Language activity
Topic (situation, theme…) Task
Performance on learning and test tasks enables inference to performance in real world
Tasks at the centre
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Tasks at the centre In linking Teaching, Learning and Assessment: • assessment tasks can be conceptualised as
learning tasks
… and …
• learning tasks can be conceptualised as assessment tasks
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LOA in prac8ce
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learning objectives
LOA in practice
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learning objectives
LOA in practice
course Task
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learning objectives
LOA in practice
course Task Language activity
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
Teacher decision-making
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
Teacher decision-making
Feedback & modify learning objectives
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
Teacher decision-making
Feedback & modify learning objectives
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
Teacher decision-making
Feedback & modify learning objectives
Structured record Record of achievement
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learning objectives
LOA in practice
course Task Language activity
Teacher observation
Interpretation Record
Informal record
Teacher decision-making
Feedback & modify learning objectives
Structured record Record of achievement
Interpretation
Monitoring of performance
External exam
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Learning-oriented
Curriculum
Frame of reference
(CEFR)
C2
C1
B2
B1
A2
A1
Competence in the “real world”
Classroom & other learning
contexts
Learning-oriented
Interaction
learning
Internal evaluation
Record
External validation
(examination)
Standardised measures
High-level objectives
Communication
skills
Content
Themes, domains, topics, functions, tasks
An ecological model of the learning context
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Summary so far • School learning is a social process
• Learning concerns personal development
• Teaching and assessment goals must be closely aligned
• Language learning concerns meaningful use of language
• Tasks must have interactional authenticity
• Evidence from the classroom needs to be collected to promote further learning
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An ecological model of the learning context
• There is an external frame of reference
• The curriculum determines the nature of learning-
oriented interactions in the learning settings
• A rich record is generated to serve a number of
purposes
• An external examination shares the same high-
level objectives linked to the frame of reference
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The Learner at the centre of cloud-‐based learning
Face-to-face classroom
eTutors
Phone-‐Tablet-‐PC (device agnos8c)
LMS-based Practice
MyPortfolio (User generated content
& Social Media community)
Blended Course via LMS
VOIP FaceTime
The Learner
Slides by Michael Carrier
Language activity
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Technology with learners at the centre
Face-to-face classroom
eTutors VOIP & FaceTime
Learning device
LMS as hub
Blended learning
Big Data: Tracking & Portfolio
The Learner
Individualised pathways
Social learning
Handheld learning
On-demand content
Cloud synchronisation
Adaptive learning
Speech recognition & AI tools
Learning Oriented Assessment
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Tasks and feedback: In-‐class vs Out-‐of-‐class
Before Class In Class After Class
Ac8vi8es: • Prac:ce -‐-‐ with
automated feedback
• Comprehension ques:ons
• Online workbook • Prac:se vocab with
Apps
• Forma:ve feedback from peers
Ac8vi8es: • Reading & Listening
ac:vi:es • Study text • Learn vocab online • Grammar in Use
ac:vity with Apps
• Self-‐assessment
Ac8vi8es: • Speaking ac:vi:es • Pairwork • Concept ques:ons • Communica:on
ac:vi:es, games storytelling
• Mentoring • Forma:ve
feedback from teacher
• Quizzes 42
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• Plays a crucial role in facilitating LOA – Extends learning beyond the physical classroom
– Enables new forms of learning interaction
– Captures new forms of evidence for learning
• It assists the teacher – Scaffolds the learners' use of language in authentic
contexts
– Removes the administrative burden of collecting and
processing information
Digital technology …
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LOA syllabus
Learning objectives (high-level, detailed)
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
External exam
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Language activity
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LOA syllabus
Learning objectives (high-level, detailed)
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
External exam
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Language activity
Presenta:on, adap:vity, crea:on of meaningful
context
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
Capture outcomes, complex, transient interac:ons
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
Capture outcomes, complex, transient interac:ons
Summarise, record, interpret (sta:s:cal ability es:ma:on)
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
Capture outcomes, complex, transient interac:ons
Summarise, record, interpret (sta:s:cal ability es:ma:on)
Relate to global framework, capture individual profiles – the student model
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
Capture outcomes, complex, transient interac:ons
Summarise, record, interpret (sta:s:cal ability es:ma:on)
Relate to global framework, capture individual profiles – the student model
ADAPTIVITY Empower students, enable reflec:on, autonomy
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Language activity
External exam LOA syllabus
Learning objectives (high-level, detailed)
Media:on of interac:on
Record of achievement
Summative monitoring
Record
informal record structured record
Feedback, modify learning
objectives
Check prior knowledge
Task
LOA activity
Interpretation
Teacher observation
Teacher decision making
In
Interpretation
Frame of reference (CEFR)
C2
C1
B2
B1
A2
A1
Presenta:on, adap:vity, crea:on of meaningful
context
Capture outcomes, complex, transient interac:ons
Summarise, record, interpret (sta:s:cal ability es:ma:on)
Relate to global framework, capture individual profiles – the student model
Language theory building, descrip:on
ADAPTIVITY Empower students, enable reflec:on, autonomy
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The changing role of the teacher?
• New knowledge, skills and behaviours?
• Need for higher levels of “assessment literacy”
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Thank you
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