targeted assessments supporting inclusion
TRANSCRIPT
Assessment Curriculum and Technology Research Centre 2018
10/9/18
(c) ACTRC August 2018 @ ICTED 1
Targeted Assessments Supporting InclusionEsther CarePam RobertsonLea Pradilla and Xerxes de Castro
@Care_Esther
10th International Conference on Teacher Education Manila, 24th August 2018
ACTRC has been established as a joint research project of the University of Melbourne and the University of the
Philippines.
ACTRC is supported by the Australian Government.
Assessment Curriculum and Technology Research Centre 2018
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(c) ACTRC August 2018 @ ICTED 2
Sustainable Development GoalsGoal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Targeted assessment
• A good assessment tool will not just tell you þ or ý
• A good assessment tool will tell you what the student knows and can do, and is just on the verge of learning
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Targeted assessment
-We understand that there is a particular sequence or order in which we learn both content and skills
- There is no point in presenting complex or unknown content to a student if they are not “ready” to learn it or demonstrate their competence with reference to it
Examples of targeting assessment
1. A pilot study designed to identify appropriateness of a diagnostic instructional tool for students with additional learning needs
2. A large scale study designed to assess students’ learning readiness as they enter each successive grade level
3. A series of language adaptations to ensure that assessment tools translated into language of instruction reflect the original intent
Assessment Curriculum and Technology Research Centre 2018
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(c) ACTRC August 2018 @ ICTED 4
Targeting AssessmentSWANS: Students with additional needs
Example item
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Range “match between person ability and item difficulty”
shows how well the test items are targed to the individuals’ abilities
Targeted instruction
Targeted reporting
Targeted assessment
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Targeting all students in Science Pam Robertson
Assessment Culture
Exclusive• Which students met
standard? What is the ranking of students?
Inclusive• What can students do?
• Standards-referenced
• Future decisions are informed by numbers (scores/percentages)
• Criterion-referenced interpretation
• Future decisions are informed by skill descriptions as well as numbers (scores/percentages)
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Science Curriculum Project
• Do students have the prerequisite knowledge as they
enter each chemistry quarter (Grades 7 – 10)?
• Curriculum goal of producing “scientifically literate
Filipinos”
Collection
Exclusive Inclusive
Prerequisites Prerequisites
Precursors
Basics
Advantageous
• Which students met standard?
• What can students do?
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Interpretation
Exclusive Inclusive
Prerequisites Prerequisites (C)
Precursors (B)
Basics (A)
Adv. (D)
• Standards referenced • Criterion & standards referenced
27%
73%31%
42%
23%
4%
Criterion-referenced Descriptions• Level B – Students at this level are beginning to
recognize the particulate nature of matter, e.g. that ice and water are the same substance with different arrangements of particles. They are learning to use scientific terminology to describe the properties of metals and non-metals (malleable, ductile, brittle) and recognize that heating causes expansion. Students are starting to read instruments accurately, convert between different units of measurement, choose the correct scale for accurate measurement, and link given graphs and diagrams with written descriptions.
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Use
Exclusive Inclusive
Prerequisites Prerequisites (C)
Precursors (B)
Basics (A)
Adv. (D)
• Future decisions are informed by numbers (scores/percentages)
• Future decisions are informed by skill descriptions as well as numbers (scores/percentages)
27%
73%31%
42%
23%
4%
Using Rich outputs• Level B – Students at this level are beginning to
recognize the particulate nature of matter, e.g. that ice and water are the same substance with different arrangements of particles. They are learning to use scientific terminology to describe the properties of metals and non-metals (malleable, ductile, brittle) and recognize that heating causes expansion. Students are starting to read instruments accurately, convert between different units of measurement, choose the correct scale for accurate measurement, and link given graphs and diagrams with written descriptions.
Assessment Curriculum and Technology Research Centre 2018
10/9/18
(c) ACTRC August 2018 @ ICTED 10
Who can use these rich outputs?DepEd – Curriculum review, learner materials, professional development for teachers
Teachers – Formative use in classroom to inform lesson planning and additional support for students
Students – Goal setting
Learning expectations for all students
Basics
Precursors
Prerequisites
Advantageous
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Targeting through Mother TongueLea PradillaXerxes de Castro
MTB-MLE Policy and Practice
• Mother tongue of the child = language of instruction = language of assessment
• Students in K-3 classes have different mother tongues
• MTB-MLE assessment tools are translated in the standard variety of the mother tongues
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ACTRC tests K - 3
• Studies that have tracked progress of children in ARMM, NCR, and in Regions 3, 4A, 7, 8, and 11
• Development of tests in Tagalog, SinugbuanongBinisaya, Meranao, and Maguindanaon in literacy and numeracy – aligned with the curriculum
Language “Adaptation” Process
Finalization of the test items
Pilot and review of the test items
Contextualization of test items
Translation to the appropriate language variety
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Implications• In the translation process, finding equivalence in the
terms used in different mother tongues or in the target competency is integral in measuring the intended construct/skill.
English Tagalog S. Binisaya Meranao Maguindanaon
shape hugis porma shape alug
grand+father kapit+bahay libud+suroy ama+a dato apu+a mama
Implications• In contextualizing the test items, familiarity of the
illustrations, word problems and stories used in the test is critical in assessing what they know.
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Implications• In contextualizing the test items, familiarity of the
illustrations, word problems and stories used in the test is critical in assessing what they know.
English Tagalog S. Binisaya Meranao Maguindanaon
Jojo Jojo Jojo Jabar Jabar
Christmas Pasko Pasko Eid’l Fitr Eid’l Fitr
Implications
Language adaptation of assessment tools means going beyond translation –developmental, cultural and linguistic factors must be considered towards developing an inclusive assessment tool
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www.actrc.org