student engagement in assessment
DESCRIPTION
STUDENT ENGAGEMENT IN ASSESSMENT. L. Cameron 2001 Language Teaching . .. w e tend to underestimate the potential for self regulation in our students, seeing them too often as blank sheets to be written on or empty vessels to be filled … - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/1.jpg)
STUDENT ENGAGEMENT IN ASSESSMENT
![Page 2: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/2.jpg)
L. Cameron 2001Language Teaching
• .. we tend to underestimate the potential for self regulation in our students, seeing them too often as blank sheets to be written on or empty vessels to be filled…
…we need to support even our youngest learners to develop awareness of and mobilise their internal resources..
![Page 3: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/3.jpg)
We need to let students into the secret, allowing them to become
insiders in the assessment process. We need to make
provision for them to become members of the guild of people
who can make consistently sound judgments and know why those
judgments are justifiable.• Royce Sadler (1998)
![Page 4: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/4.jpg)
Discuss / feedback Is this a reasonable expectation?Consider and discuss how it might occur in a stage 1… stage 3 classroom.
Where are we in making this happen?
![Page 5: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/5.jpg)
WHAT? • students monitor their own progress whilst
completing an activity, and then evaluate their achievement on completion
• peers are able to provide feedback to other students at strategic points while they are in the process of completing the activity
• the teacher is able to provide feedback which students can act on to improve their performance whist completing and after completing
![Page 6: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/6.jpg)
Self assessment contributes to student motivation and overall assessment as a learner.
![Page 7: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/7.jpg)
THE STUDE
NT KNOWS
WHAT
WHY
Where they are up to
HOW
![Page 8: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/8.jpg)
What do students need to engage with when assessing
their own learning? • language in criteria and descriptions that they can
understand• limited number so students are not overwhelmed • focus on the learning and not on behaviour (eg
paying attention, contributing, meeting deadlines etc.)
• be supported, where necessary, by examples or work samples which make their meaning clear. (This is probably particularly relevant in the case of rubrics.)
• over time engage students in developing criteria, standards, themselves.
![Page 9: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/9.jpg)
Students and rubrics or criteria• Supports ongoing monitoring and checking by the
students as they are completing the task• At completion of task students can gauge how well they have gone• There is a framework for providing feedback both during the task and at the completion. During task feedback allows for improvements
• Feedback can be from teacher/s peers and parents
Maths checklists
and rubrics
![Page 10: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/10.jpg)
DEVELOPING AND ENCOURAGING STUDENT AWARENESS OF THEIR OWN
LEARNING – METACOGNITIVE STRATEGIES
• understanding and recognising their own thinking processes
• What thinking processes would students be using to find main idea?
• developing self-knowledge that leads to self-regulation
• planning how to proceed with an assessment task• monitoring own performance on an ongoing
basis• evaluating learning and self as learner
![Page 11: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/11.jpg)
Students with greater metacognitive awareness understand the similarity between the current learning task and previous ones, know the strategies required for successful learning, and anticipate success as a result of knowing how to learn.In order to continue to be successful with tasks, students need to be aware of the strategies that led to their success and recognize the value of using them again.
![Page 12: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/12.jpg)
STUDENT SELF ASSESSMENT MATRIX
• Consider the two examples . What do they reveal about the students’ understanding of self assessment?
![Page 13: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/13.jpg)
Making it happen (q) • Students need to be taught
strategies for self monitoring and self assessment. Teachers need to model the techniques eg use of a checklist or rubric, students then try the technique themselves and finally they discuss and review whether and how well the technique worked and what to do differently next time.
![Page 14: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/14.jpg)
Students do not learn to assess their learning on their own; they need to be taught strategies for self-monitoring and self-assessment. An effective
strategy might be to:
• Model using a checklist or rubric to assess a piece of work using think-aloud strategies as you look at each criteria
• Students try the technique themselves using a common work sample.
• Students review each others’ work and self assessment and make comments
• Students discuss whether and how well the technique worked and what to do differently next time
![Page 15: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/15.jpg)
The setting of learning targets, or goal-setting, is an intrinsic part of self-assessment. Student self-assessment begins with setting learning targets, collaboratively proceeds through the production of work that aims to achieve those targets, to the assessment of the work to see if it does in fact meet the targets and then, finally, to the setting of new targets or revising ones that were not achieved.Diagrammatically, the process looks like this:
![Page 16: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/16.jpg)
Student learning goals
S = Specific M = Measurable A = Achievable or Attainable R = Relevant T = Time-bound
![Page 17: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/17.jpg)
SpecificThe learning target must be specific rather than general: 'I will include a topic sentence in each paragraph' rather than 'I will improve my paragraphs.‘
MeasurableIt must be possible to know whether the learning target has been accomplished, so there needs to be some way of measuring this.
AchievableThe achievement of the learning target must be something the student is capable of attaining. Where the prospect of achievement seems daunting, the learning target can be broken down into a series of steps. For example, instead of a learning target that states 'I will use correct spelling', it is better to concentrate on the use of individual spelling strategies.
![Page 18: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/18.jpg)
RelevantThe learning target needs to be significant and relevant to the student's present learning. If students are left to set learning targets without any guidance, at least initially, there is a danger that such targets will be less relevant.
Time-boundStudents should specify when they aim to achieve the target. Time-bound learning targets are easier to evaluate and track than those which have no particular time period attached to their achievement.
Time managementStudents' ability to manage and organise their own time in order to complete set tasks is a crucial aspect of self-assessment. Schools recognise this when they institute a variety of structures to support students developing independence in this area; the student diary is one example.In the case of extended projects students can be assisted to manage their time if teachers 'chunk' the work into discrete sub-tasks.
![Page 19: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/19.jpg)
GENERAL STUDENT SELF ASSESSMENT
universal criteria that apply to all of their thinking, irrespective of the particular task. For example, they should always be striving for clarity, accuracy, and significance. Of course, they also need to adjust their thinking to the precise demands of the question or task before them.
Does this task require the student to analyse or synthesise One simple structure to use in attending to this dual need is to provide students a set of performance criteria that apply to all of their work, criteria that they will be using over and over. Then, make specific provision for encouraging students to think in a focused way about the particular demands of any given task or question before them.
![Page 20: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/20.jpg)
think in ways that are imaginative, creative, interpretive and critical
gain independence from thinking imaginatively, interpretively and critically
• Critical and creative thinking [CCT] • Students develop critical and creative thinking as they
learn to generate and evaluate knowledge, ideas and possibilities, and employ these skills when seeking new pathways or solutions. …..provide students with opportunities to think in ways that are critical and creative using information and ideas and arguments ……….evaluate their own work and the work of others, and plan for future learning. These skills are integral to activities that require reason, logic, imagination and innovation. In learning to think broadly and deeply students use reason and imagination to direct their thinking for different purposes.
![Page 21: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/21.jpg)
Metacognition is “thinking about thinking” (Rolheiser, Bower, & Stevahn, 2000, p. 32).
• Developing reflective processes can lead to improved metacognition. Rolheiser and
colleagues note that when students develop their capacity to understand their own thinking processes, they are better equipped to employ the necessary cognitive skills to complete a task or achieve a goal.
They also note that “students who have acquiredmetacognitive skills are better able to compensate for both low ability and insufficient information” (p. 34).• Developing reflective processes can lead to improved
metacognition
![Page 22: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/22.jpg)
In a nutshell….• WHAT I HAVE LEARNT?
HOW WELL?
WHAT THINKING DID I USE?
• WHAT IS STILL DIFFICULT OR CONFUSING?
WHERE TO NEXT?
![Page 23: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/23.jpg)
To help students determine what they need to do to get there, teachers can ...• collaboratively identify strengths and gaps
in student learning through the analysis of a variety of data
• help students to develop realistic action plans that are practical and directly linked to the goals that have been selected…. Young students very small
• monitor students’ progress as they implement action plans
![Page 24: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/24.jpg)
• ask students to review their work to determine what they have learned, how they have learned, and what areas of confusion still exist. Through these forms students assess their progress in knowledge, skills, strategies, processes, and attitudes.
• Students can assess their efforts , their participation in a group, their thinking processes, their written assignments and presentations, and their demonstration of skills .
![Page 25: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/25.jpg)
• An effective way to foster student self-assessment is to ask the students to develop the criteria for the assessments themselves. To do this, students must analyse each aspect of their learning processes and products, thereby leading to a much deeper understanding.
![Page 26: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/26.jpg)
• 20 seconds per day per student
• Expect improvement!
![Page 27: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/27.jpg)
To help students determine where they intend to go, teachers can ...
• develop with students clearly articulated learning targets and provide concrete exemplars of student work; students need to understand what they’re “aiming for”• define good work using language that is meaningful for the learners; ideally, involve students in determining the language that is used• establish what language or symbols will be used for the purposes of reflection and self-assessment, depending on age level and development• model goal-setting for students• monitor the goals that students set for themselves (i.e., that they are meaningful and manageable)• ensure that goals are recorded for future reference
![Page 28: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/28.jpg)
• STUDENT SELF ASSESSMENT
Note 3 key
points about
how to make
student se
lf
assessm
ent
work
![Page 29: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/29.jpg)
How do teachers ensure that students who perceive themselves as unsuccessful do notassess themselves harshly and inaccurately?When students self-assess positively, they set higher goals for themselves and commit more personal resources or effort to them (Rolheiser, 1996).
Students may self-judge and self-react to achievement results regardless of teacher input. “A stream of negative self assessments can lead students to select personal goals that are unrealistic, adopt learning strategies which are ineffective, exert low effort and make excuses for performance”(Stipek, Recchia, & McClintic, 1992, cited in Ross, 2006, p. 7).
![Page 30: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/30.jpg)
Actions teachers can take ...• identify a focus and/or next steps based on identified and understood areas of need in student knowledge/ understanding• encourage students to focus on concrete information rather than past performances orpatterns of achievement; self-assessing analytically versus holistically may assist withthis process• when responding to students’ self-assessments, give feedback that motivates students to continue their learning; ask them what they think, what helped them, and how they deal with challenges; focus on the positive (Rolheiser et al.,2000, p. 65)
![Page 31: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/31.jpg)
Students who can self -assess accurately and successfully against the criteria and know their next steps in learning
Students who can peer assess accurately and successfully and give feedback against the criteria
![Page 32: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/32.jpg)
Teacher Reflection Activity
![Page 33: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/33.jpg)
REFLECTIVE QUESTIONS
MOSTLY SOMEWHAT
NEED TO IMPROVE
Do your pictures add meaning to the text?
Do you think you collected enough information?
Were you happy with your final presentation?
Start small and manageable
![Page 34: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/34.jpg)
• They will always rate themselves highly … especially the trouble makers!
• Kids don’t know how to do this!
![Page 35: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/35.jpg)
Teacher demonstrates engaging students in monitoring their own learning
![Page 36: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/36.jpg)
Self assessment growth continuum
![Page 37: STUDENT ENGAGEMENT IN ASSESSMENT](https://reader035.vdocuments.net/reader035/viewer/2022062315/56816307550346895dd38376/html5/thumbnails/37.jpg)
PEER FEEDBACK • Student to student discussion and
advice around a task• Criteria form the focus of the
discussion• what still needs to be done in order to
achieve the success criteria• advice on how to achieve any
recommended improvements