malcolm swan diane dalby geoff wake - research.ncl.ac.uk...
TRANSCRIPT
Collabora'veplanning
Implementa'on
Observa'on
Reflec'on
Feedback
Introduction
Digitaltechnologyinforma1veassessmentExample:Pre-lessonassessment
Summaryofuse Examplesofapps,systems.
Process Assessmentandresponse
Comparisontopaper-basedprocess
Closedresponseques'onsaresenttostudentstocompleteandreturntotheteacher.Thesemayormaynotbeprocessedintosummariesbythesystem.
Forcommunica'on:NearpodShowbie+forques'ondesign:Socra'veMathspace
Teachergainsanoverviewofstudents’facilitywiththecontentpriortolesson.
Teachergainssomeinforma'ononstudentunderstandingtouseinplanningthelesson.Teachermaygroupstudentsaccordingtoresults,forexample,sothatonecanhelpanother.
Advantages:Replacementofpaper-basedmethodswithbenefitofeasyaccessfortheteacher.Summaryinforma'onhasbenefitofthespeedatwhichthisisavailabletotheteacherand'mesaved.Drawbacks:Limitednumberofques'onformatsavailableonsomesoQware.
WheretheLearnerisGoing
WheretheLearnerisRightNow
HowtoGetThere
Teacher Clarifyinglearninginten'onsandsharingcriteriaforsuccess
Engineeringeffec'veclassroomdiscussionsandtasksthatelicitevidenceoflearning
Providingfeedbackthatmoveslearnersforward
Peer Understandingandsharinglearninginten'onsandcriteriaforsuccess
Ac'va'ngstudentsasinstruc'onalresourcesforoneanother
Learner Ac'va'ngstudentsastheownersoftheirownlearning
Formative Assessment Framework ((Wiliam & Thompson, 2007).
References: Black,P.,&Wiliam,D.(2009).Developingthetheoryofforma'veassessment.Educa'onalAssessment,Evalua'onandAccountability,21(1),5-31.Fullan,M.,&Donnelly,K.(2013).Aliveintheswamp:Assessingdigitalinnova'onsineduca'on.London:Nesta.Availableonline:www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf.Wiliam,D.,&Thompson,M.(2007).Integra'ngassessmentwithlearning:Whatwillittaketomakeitwork?
Theprojectinvolvedworkingwiththreeschoolsandnineteacherstodesignandtrialatotalofeightlessons.
Intheuseofdigitaltechnologyineduca1ontherearethreeinterlinkedstrandsbuttheseareunequallydeveloped:• Technology• Pedagogy• Systemchange
(FullanandDonnelly,2013)
Prac1ceinaclassroomisforma1vetotheextentthatevidenceaboutstudentachievementiselicited,interpretedandusedbyteachers,learners,ortheirpeers,tomakedecisionsaboutthenextstepsininstruc1onthatarelikelytobebeAer,orbeAerfounded,thanthedecisionstheywouldhavetakenintheabsenceoftheevidencethatwaselicited.”
(Black&Wiliam,2009)
ASKElicit information by
questioning or observing.
ANSWERRespond orally, in
writing or via technology.
ANALYSEInterpret response, offer and interpret
feedback.
ADAPTModify teaching
and learning
Teacher adapts question or
lesson
Processing and feedback
provided by technology
Technologyasks
question
Teacher asks
question
Peer asks
question
Interpretation and feedback
provided by peer
Student responds to
question
Student modifies
response to question
Student interprets feedback
Interpretation and feedback provided
by teacher
Technology adapts question
SENDINGANDDISPLAYING PROCESSINGAND
ANALYSING
PROVIDINGANINTERACTIVELEARNING
ENVIRONMENT
DESIGNRESEARCHCYCLE
KEYFINDINGS1. Thespeedandaccessibilityofinforma'oncanbebeneficial.2. Theeffec'veuseofinforma'onprovidedbydigitaltechnology
informa'veassessmentisdependentonappropriateteacherac'on.
3. Pedagogyisimportant.Teachersneedtounderstandhowtointerpretanduseinforma'on.
4. Detailedanalysisoftheprocesscanhelphighlightkeydecisionpointsforteachers.
5. Usingforma'veassessmentprocessesasameansofexaminingtheimpactonlearningofdigitaltechnologyfocusesthestudyofdigitaltechnologyonareaswhereposi'veeffectscanbeexpected.
FrameworkforanalysisKeyarea Examplesusingofdigitaltechnology
Buildingonstudents’priorknowledge
Pre-lessondiagnos'cassessmentandclassoverviewsareusedinlessonplanning.
Iden1fyingandrespondingtostudents’conceptualdifficul1es
Samplestudentworkisselectedanddisplayedtoexposemisconcep'ons.
Usingques1oning
Studentworkisdisplayedandstudentsareques'onedabouttheirmethods.
Increasingstudentcollabora1on
StudentscompareanddiscusstheirworkevenwhenworkingonindividualiPads.
Enablingstudentstobecomeassessors
Peerassessmenttakesplaceduringclassdiscussionandcollabora'vework.
EFFECTSOFDIGITALTECHNOLOGYON
FORMATIVEASSESSMENTPROCESSES
Thedesignresearchapproachinvolvedcollabora'veworkwithteachersinacycleoflessonplanning,observa'on,reflec'onandfeedbackintothenextlesson.
FUNCTIONSOF
TECHNOLOGY
FocusTheresearchfocusesontheuseofiPadsinmathema'cslessonsandhowtheycanbeusedtofacilitateorenhanceforma1veassessment.ThelessonsdesignedandobservedinthisphaseallinvolvedsomeuseiPads(orlaptops)butwithdifferentso_wareandmathema'caltopics.Researchques'ons• Howdoteachersobtain,processandpresentforma've
assessmentdatafromstudentsusingdigitaltechnology?• Howdoteachersinformandadapttheirfutureteaching
usingsuchdata?
Malcolm Swan Diane Dalby Geoff Wake