ASSESSMENT STRATEGIES SESSION 5 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES OPVK_MU_min_EN_rgb logo_imapct_bitmap72dpi_bez_sloganu OVERVIEW •Classroom assessment techniques (REVIEW) •Formal assessment tasks –Instructions –Criteria (GOAL) –Feedback (MEDAL, MISSION) –Rubrics (TELL) –Exemplars (SHOW) • Rubrics (standardised, time savers, trainers, explicit) embedded formative assessment ASSESSMENT CYCLE WHAT IS CLASSROOM ASSESSMENT? • •formative •focussed •systematic •integrated •learner-centred •teacher-directed •collaborative • • •inclusive •anonymous •private •informal •flexible •multidimensional A continuous flow of accurate information aimed at improving quality of T & L ie course improvement Formative:ongoing – gives time to act; closes a learning gap;tells you what, how much, how well, how sts learn Focussed: answering specific questions posed by the teacher about learning in their context Systematic:planned, comprehensive, part of a cycle Learner centred: focus on learning not teaching & context specific & gives them responsibility Teacher-directed: context specific; not imposed-T decides, what, how, when; ac freedom; prof. responsibility Informal: low stakes; ungraded;T/S/T interaction Private: if you wish it doesn’t go beyond the classroom – most want to share re literature Multidimensional: not one single approach ie portfolio or test; many strategies Collaborative: T and Ss work together; not by the teacher to the sts Inclusive: all students – not just those who participate in class Planned: part of a cycle (some simple ones can be done off the cuff) Anonymous: often; increased openness Flexible: adapt to goals, needs, sts, circumstances; before, during or after class;adapt don’t adopt Integrated: organic; part of the instruction and learning, not separate WHAT ARE CATs? •Formative assessment tools for collecting data on student learning with a view to making it more efficient and effective. •Devices that provide a record of student feedback for future reference and learning •Procedures designed to get immediate and useful answers to very focused questions •A complement to formal evaluation •Teaching strategies Have to be able to know and show that our students are learning : CATs = toolbox No surprises when the time comes for exams Dual nature of CATs = assessment techniques AND teaching strategies ie reinforce student learning by focussing attention on key point practicing thinking skills increasing self-awareness TECHNIQUES TO KNOW AND SHOW STUDENTS ARE LEARNING •The minute paper •Muddiest point •Studied vs learnt cycle •Logs/ journals •Buzz •Electronic vote •Flash boards •Applications cards •Two pluses and a wish • • • SHOW LEARNERS AS WELL AS POWERS THAT BE No surprises at exam time Dual nature of CATs – assessment techniques + teaching strategies ie reinforces learning by focussing on key points, practises thinking skills, increases self awareness e.g. english writing teacher Suggestions to be adapted not models to be adopted minute paper – fb on learning or teaching approaches eg “How could my comments on your essays be more helpful?” Fb received = couldn’t read his writing / more guidance desired on how to correct deficiencies pointed out Importance of clear wording - trial MCQ vs open-ended English or arabic? Anonymous or not? • ‘We may compare teaching to selling commodities. No one can sell unless someone buys…[yet] there are teachers who think they have done a good day’s teaching irrespective of what pupils have learned.’ • Dewey,1933, p.35 • Useful book on this subject •Classroom Assessment Techniques: •a handbook for college teachers. –Thomas A. Angelo, K. Patricia Cross –San Francisco, Jossey-Bass 1993 • •FORMAL ASSESSMENT •& •EVALUATION PYRAMID DISCUSSION •What’s the problem with these instructions? •Use quotations sparingly, if at all. •LINGUISTIC ISSUE • • •“There are different types of unemployment and to reduce them requires very different policy measures.” Discuss. •CULTURAL ISSUE • ACTIVITY 10 Be direct. This is a negative statement which has no negatives – lecturer could not understand why they still used lots of quotations. What is appropriate – needs to be made explicit What do they need to know? •The length of submissions •The format •The criteria •Breakdown of grade (% language) •Which aspects of brief are compulsory vs guidance •What grades mean ie pass = 40 first = 70 (4%) In Russia oral exams are common Lilllis & Turner 2001 – don’t explicitly discuss expectations How do they get to know? •Written information early in course •‘Transparency’ seems to have become muddled with the idea of ‘writing things down’ (Orr, 2007: 646) •‘Students need to learn about assessment in the same way they do about anything else’ (Rust et al, 2005). •active, participative, dialogic experiences •Discussion for clarification •Work with criteria •Work with exemplars • • Show not just tell – Lea & Street quote earlier CRITERIA • Knowledge and understanding A sound understanding of the concepts is demonstrated, and there is evidence of extensive knowledge of the topic. Issues are identified and discussed. There is clear indication of independent literature research. Analysis and approach The topic is addressed comprehensively, and a convincing and coherent argument is maintained. There is a very good coverage of content and evidence of good critical evaluation of relevant theory and research. Arguments are sound and substantial. Organisation and structure The structure of the assignment is sound. The introduction is well focused and highlights relevant literature, a central argument and overall organisation. The conclusion summarises the issues and implications. Use of sources Overall, there is a very good selection and use of sources, which are well integrated, interpreted and evaluated, demonstrating some critical awareness of their status and relevance. Style and presentation The assignment is concise and easy to read, and conforms well to style conventions. It has been well edited and proof-read. The layout of the assignment conforms very well to expectations and the length is consistent with requirements. Referencing is accurate, consistent and appropriate, and conforms well to the recommended conventions. What needs to be made explicit? Lea & Street 1990 lecturers don’t agree on what is appropriate Merit 60-69% EFM PGT NB argument vs arguments; conforms to conventions?? CRITERIA • Knowledge and understanding A sound understanding of the concepts is demonstrated, and there is evidence of extensive knowledge of the topic. Issues are identified and discussed. There is clear indication of independent literature research. Analysis and approach The topic is addressed comprehensively, and a convincing and coherent argument is maintained. There is a very good coverage of content and evidence of good critical evaluation of relevant theory and research. Arguments are sound and substantial. Organisation and structure The structure of the assignment is sound. The introduction is well focused and highlights relevant literature, a central argument and overall organisation. The conclusion summarises the issues and implications. Use of sources Overall, there is a very good selection and use of sources, which are well integrated, interpreted and evaluated, demonstrating some critical awareness of their status and relevance. Style and presentation The assignment is concise and easy to read, and conforms well to style conventions. It has been well edited and proof-read. The layout of the assignment conforms very well to expectations and the length is consistent with requirements. Referencing is accurate, consistent and appropriate, and conforms well to the recommended conventions. Economics, Finance & Management vs Aerospace Engineering checklist Lea & Street 1990 lecturers don’t agree on what is appropriate Merit 60-69% EFM PGT NB argument vs arguments; conforms to conventions?? Does feedback help? •You were asked to write an essay, not present a set of quotations from three authors. •CULTURAL ISSUE •You seem to be incapable of writing anything other than vague exhortations. •LINGUISTIC & SOCIAL & …. It’s vague and vaguely negative 1 – cultural assumptions: fb is too late 2- not constructive & not precise- no strategies given for feedforward 3- unnecessarily complex language Leeds M.A.R.K. project http://www.lts.leeds.ac.uk/Student_Education_Bulletin/SEB_3/SEB3_page9.php Evaluative phrases are anything but self-evident & indeed mean a range of things across a range of contexts End of first term is too late. What is an essay – students need to see models; Role of quotations in Chinese education & LANGUAGE NEGATIVE BUT NO NEGATIVES; Why paraphrase ie show understanding; Add voice rather than patch write What is an essay? What is a wide range? What is an argument? (inductive/deductive….point vs backbone FEEDBACK •Analysis and Approach •A reasonable level of content has been covered and the ability to analyse concepts and think critically is evident although not fully developed. At times you contrast different opinions in the literature and you gain marks for this but in other instances you rely on one perspective in an area where there is on-going debate in the field. More relevant examples could have been given. • Does the feedback clarify or confuse? FOCUS ON BALANCE – NOT MENTIONED IN CRITERIA But MISSION ie feedforward FEEDBACK •Analysis and Approach •A reasonable level of content has been covered and the ability to analyse concepts and think critically is evident although not fully developed. At times you contrast different opinions in the literature and you gain marks for this but in other instances you rely on one perspective in an area where there is on-going debate in the field. More relevant examples could have been given. • FOCUS ON BALANCE – NOT MENTIONED IN CRITERIA But MISSION ie feedforward FEEDBACK •Organisation and Structure •You should try to make your Introduction more focused – the first paragraph, while not irrelevant, did deal with issues that are far wider than your essay. Also, please state the central argument(s) you will make which will help the reader follow your reasoning through the essay. Overall, the structure of the essay is sound and logical. It would help the different sections to flow better if there were short linking sentences between them. Your Conclusion does draw out the main points made in the essay. • Does the feedback clarify or confuse? Feedforward ie mission bUt confusion – coherence - cohesion FEEDBACK •Organisation and Structure •You should try to make your Introduction more focused – the first paragraph, while not irrelevant, did deal with issues that are far wider than your essay. Also, please state the central argument(s) you will make which will help the reader follow your reasoning through the essay. Overall, the structure of the essay is sound and logical. It would help the different sections to flow better if there were short linking sentences between them. Your Conclusion does draw out the main points made in the essay. • Feedforward ie mission bUt confusion – coherence - cohesion Aim of feedback To be effective students must ‘own,’ internalise, understand, reflect and act upon feedback, so that they can use it to close any gap between their current performance and the standard of performance that is required in any given context (Price et al, 2010). Maclure 2006 ‘ dialectal relationship – produce, consume & transform each others’ writing’ Feedback •Collaborative not hierarchical • • • • • • • • • • • • • • Linked to resources With examples Detailed Useful Selective Precise Direct Truthful Personalised Supportive can-stock-photo_csp14337322.jpg Explicit, sensitive, acknowledge effort & guide to more acceptable performance (constructive & encouraging) Make it more useful – feed forward •Confusing argument • •No links • Put the main idea first then provide how the idea would work in practice. Tell the reader when you move from describing the method to the results. Make it more useful – feed forward •Is this your own work? • • • •What about the Hastings report? If you are using someone else’s words, you must enclose their words in quotation marks to show they are not your own words. You should have referred to the Hastings report because…. FEEDBACK VS GRADES •Student (Extract from an interview) •Q: Could you understand, from reading the module guide, could you get a clear idea of what they wanted you to do, or did you need to discuss it more? •A: ... when I did the first and the second assignment I wasn’t aware that, so um, I find some theory to support the company, some application, but the tutor said ‘you need more tell detail about theory’, so I asked him why you say ‘that’s good’, ‘that’s good’ ‘that’s good’, ... •Q: So in the comments it says good, good, good, ... A: (laughs) Good, good, ... Q: But then [you got] only C for the mark... A: Yeah he said your theory is not very perfect, you need to follow the module guide, following ... what we studied... Q: Do you feel that the teachers in England are asking for different things from the teachers in China? •A: Definitely. Totally different. •M.A.R.K. project – Leeds University • RUBRICS •Example from CELFS – key features • multiple benefits for all stakeholders in the learning, teaching, assessment relationship •Benefits for markers –Shared understanding of terminology –Standardisation feedback and grades –Time efficient •Benefits for learners –Clear goals ie familiarity with explicit criteria –Clear medal ie what went well –Clear mission ie how to move up a band • How do we use rubrics? •tutor feedback (standardised) •self-evaluation (plus points?) •peer evaluation (confidence, face & offence?) •peer evaluation once removed (exemplars) • From Kay Sambell, Northumbria EXEMPLARS •‘key examples chosen so as to be typical of designated levels of quality or competence. The exemplars are not standards themselves but are indicative of them. ..they specify standards implicitly.’(Sadler, 1989 cited in Handley et al, 2008, p44) How do we use exemplars? •Whole essays at each degree classification with comments for viewing on VLE (Law) •Recorded presentations with opportunity to use rubric to grade & compare with actual (AS) •Extracts from exemplars in teaching materials to highlight key features (EFM) • SOCIAL CONSTRUCTIVISM active, participative, dialogic experiences