Breaking out of the box Understanding rela5onships between - PowerPoint PPT Presentation

Dr Nick Saville Breaking out of the box Understanding rela5onships between learning and assessment

Breaking out of the box - a metaphor for thinking about rela5onships and interpreta5ons

breaking out breaking out of the box of the box �

breaking out breaking out of the box of the box � What is the � meaning of this picture � for you? �

My personal journey • “Doing” tes5ng as a novice teacher – Italy • “Doing” educa5onal reform projects – Japan, Thailand … .. • Does assessment help or hinder learning? – Washback models – Posi5ve impact by design – Stakeholders and systems 6

False dichotomies

summa5ve forma5ve assessment assessment large scale classroom

Tradi5onally … Forma5ve Summa5ve assessment assessment Classroom Standardised assessment assessment Assessment for Assessment of learning learning Dichotomies and opposi5ons

A spurious dis5nc5on “ The supposed dis5nc5on between forma5ve and summa5ve is not grounded in the use to which assessment judgements are put. Why? Simply because there is no meaningful dis5nc5on to be drawn. The rhetoric appears to dis5nguish between two conceptually dis5nct types of use to which results can be put; in fact, it simply foregrounds one par5cular type, the forma5ve use. ” Newton 2007

“ … for all assessments whether predominantly summa5ve or forma5ve in func5on a key aim is to promote produc5ve student learning.” Carless 2009

large scale classroom assessment assessment Learning

large scale classroom assessment assessment Learning

Assessment for learning • Assessment Reform Group 1999 • A reac5on against standardised tes5ng and tes5ng for accountability • Assessment that improves learning, flexibly integrated into day-to-day classroom prac5ce • Crucial features: 1. The provision of effec5ve feedback 2. The ac5ve involvement of pupils in their own learning 3. Adjus5ng teaching to take account of the results of assessment 4. A recogni5on of the influence of assessment on mo5va5on and self- esteem 5. The need for pupils to be able to assess themselves and to understand how to improve.

assessment as learning assessment for learning assessment of learning

Language Assessment Literacy?

What sort of assessment literacy levels might be needed by 1. Classroom teacher? 2. University administrator? 3. Teacher, tester, administrator? How might their profiles differ?

Scales of Assessment Literacy 5 levels Level 0 - Illiteracy • Level 1 - Nominal literacy • Level 2 - Func5onal literacy • Level 3 - Procedural and conceptual literacy • Level 4 – Mul5-dimensional literacy •

8 aspects – 5 levels Knowledge of theory 4 Scores and 3 Technical skills decisionmaking 2 1 Personal beliefs/ Principles and 0 attitudes concepts Language Local practices pedagogy Socio-cultural values Lynda Taylor, 2009, 2013

Knowledge of theory 4 Scores and 3 Technical skills decisionmaking 2 1 Personal beliefs/ Principles and 0 attitudes concepts Language Local practices pedagogy Socio-cultural values

Knowledge of theory 4 Scores and 3 Technical skills decisionmaking 2 1 Personal beliefs/ Principles and 0 attitudes concepts Language Local practices pedagogy Socio-cultural values

hand in hand hand in hand �

A learning-oriented approach “ …involves the collec5on and interpreta5on of evidence about performance so that judgements can be made about further language development ” … to promote learning . Purpura 2004

Learning Oriented Assessment LOA is an ecological approach that ensures that all aspects of the system work in harmony to serve the most important goals. In this systemic view, different stakeholders are enabled to work to a common purpose. LOA identifies four worlds to be brought together: · the world of the individual learner · the social world · the world of education · the world of assessment

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Set clear learning objec5ves Teachers … In an ideal world

Set clear learning objec5ves Teachers … Iden5fy suitable tasks & deliver them In an ideal effec5vely world

Set clear learning objec5ves Teachers … Iden5fy suitable tasks & deliver them In an ideal effec5vely world Assess how the students are doing and encourage them to self assess

Set clear learning objec5ves Teachers … Iden5fy suitable tasks & deliver them In an ideal effec5vely world Assess how the students are doing and encourage them to self assess Provide feedback on performance and encourage self and peer feedback

Set clear learning objec5ves Teachers … Iden5fy suitable tasks & deliver them In an ideal effec5vely world Assess how the students are doing and encourage them to self assess Provide feedback on performance and encourage self and peer feedback Adjust future learning outcomes and lessons in response to this

Learning Oriented Assessment learning objectives Task course

Learning Oriented Assessment learning objectives Language activity Task course

Learning Oriented Assessment learning objectives Language activity Task course Teacher observation

Learning Oriented Assessment learning objectives Language activity Task course Teacher observation Interpretation

Learning Oriented Assessment learning objectives Language activity Task course Teacher observation Interpretation Record Informal record

Learning Oriented Assessment learning objectives Language activity Task course Teacher observation Teacher decision-making Interpretation Record Informal record

Learning Oriented Assessment learning objectives Language activity Task course Feedback & modify learning objectives Teacher observation Teacher decision-making Interpretation Record Informal record

Learning Oriented Assessment learning objectives Language activity Task course Feedback & modify learning objectives Teacher observation Teacher decision-making Interpretation Record Informal record

Learning Oriented Assessment learning objectives Language activity Task course Feedback & modify learning objectives Teacher observation Teacher decision-making Interpretation Record Informal record Structured record Record of achievement

Learning Oriented Assessment learning objectives Language External activity Task exam course Monitoring of Feedback & modify performance learning objectives Teacher observation Teacher decision-making Interpretation Record Interpretation Informal record Structured record Record of achievement

Professional development with a focus on assessment literacy is a key aspect of a learning-oriented model Teachers who are trained in the fundamental principles of LOA can be empowered to:

Set both higher-order learning outcomes and • specific curricula objec5ves acknowledging their complementary aims • aligning both in terms of goals, constructs and frames of • reference Iden5fy the different types of assessment and • their purposes

Use them to elicit complementary evidence • for and of learning • classroom interac5on providing feedback on curricula objec5ves • large-scale assessment which links performance to higher-order learning goals • Collect this evidence in a systema5c way and make appropriate interpreta4ons

• Turn evidence into individualised learning by providing feedback and necessary scaffolding to help • learners operate within their zone of proximal developmen t • Build on the learners’ ability to learn - producing be9er learning and be9er outcomes See Jones and Saville, 2016: 120

Summary of LOA concepts • A “Learning Ladder” to map progression – Linked to interna5onal standards – Sensi5ve to local contexts • A model of language use and language learning – Constructs – Tasks • Use of digital technology • Changing role of the teacher

Digital technology and assessment literacy 48

Here to stay … . a Fourth Industrial Revolu5on is building on the Third, the digital revolu5on that has been occurring since the middle of the last century. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres. Klaus Schwab, Founder and Execu5ve Chairman January 2016

The internet of things Billions of people connected by mobile devices, with unprecedented processing power, storage capacity, and access to knowledge Mul5plied by emerging technology breakthroughs in ar5ficial intelligence, robo5cs, etc .....

Learning experiences are being driven by the small screen

For assessment, digital technology can: • Extend learning beyond the physical classroom • Scaffold learners doing tasks in authen5c contexts • Enable new forms of learning interac5on • Remove administra5ve burdens in collec5ng and processing informa5on • Capture new forms of evidence for learning 52

Teacher Development • The changing role of the teacher

Teacher Development • New knowledge, skills and behaviours • Higher levels of assessment literacy