University of Akureyri

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University of Akureyri

• Teachers Professional Development Conference
• April 2007

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Assessment for Learning Workshop Part 1

• The relationship between teaching, learning and
  assessment
• Val Brooks

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Note on Terminology

• Assessment for Learning (A4L)/Formative
  Assessment
• Assessment of Learning (AofL)/Summative
  Assessment
• Terms used interchangeably but with A4L and AofL
  representing modern, popular usage

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Overall aims

• To provoke thought and to raise questions
• Specific objective
• To develop a deeper understanding of the
  relationship between teaching and learning and
  how assessment can help

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Task 1

• Write down your own initial ideas about formative
  assessment
• Prose definition?
• Bullet point list?
• Diagram identifying key characteristics?
• Now indicate how summative assessment differs

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The relationship between teaching and learning

• Complex, making assumptions about what has
  actually been learnt dangerous
• Prior learning determines how pupils respond to
  new concepts and information
• Existing knowledge may provide a platform on
  which teachers build
• Identification of misconceptions/errors of
  practice is essential but.
• misconceptions/errors of practice are often
  firmly rooted and resistant to change

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How can assessment help?

• BEFORE
• can be used to uncover gaps in learning,
  assumptions misconceptions
• baseline assessment helps teachers to tailor
  their plans to pupils actual needs
• DURING
• helps teachers to monitor pupils progress and
  adjust their approach accordingly
• provides regular feedback to pupils on how
  effectively they are learning so that they can
  adjust their approach
• AFTERWARDS
• teachers use feedback to evaluate their teaching
  (Is change needed? Set targets with pupils?)

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Constructivist view of learning as a scaffolded
process

• Assessment is a tool which helps to identify
• The foundations on which learning can be built
• The holes that need to be filled
• Any necessary repair work

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TRADITIONAL APPROACH

• PLAN TEACH ASSESS
• (Traditionally, assessment was a terminal
  activity i.e.summative)

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INNOVATIVE APPROACH

• PLAN TEACH
  ASSESS
• ASSESS ASSESS
• (Assessment is an ongoing and integral part of
  teaching and learning i.e. formative)

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Teaching/learning/assessment a cyclical process
Assess
Assess
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Forms assessment could take

• Any form that provides the required feedback
  (fitness for purpose is the test)
• Question and answer sessions
• Tests and quizzes
• Classroom observation
• Practical exercises
• Mindmapping exercises
• Homework

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FORMATIVE ASSESSMENT

• Takes place during the learning process and is
  integral to it. The main beneficiaries are the
  teacher and pupil because they are provided with
  FEEDBACK about areas of strength and weaknesses.
  Formative assessment should have a FEEDFORWARD
  function, informing decisions about how teaching
  should be adapted and how learning can be taken
  forward.

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SUMMATIVE ASSESSMENT

• Summative assessment provides a final summing up
  of what has been achieved. Therefore, it usually
  takes place at the end of something e.g. a scheme
  of work, a year or a stage of schooling. It
  provides a distillation of information gathered
  during the assessment process and is especially
  interesting to others e.g. a schools senior
  management team, the next school, the regional
  authority or the national government.

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The Challenge Implicit in Feedforward

• If I only do what I did before then Ill only
  get what I got before (quotation from a child)
• (Using feedback for feedforward purposes is
  essential if real learning gains are to be made)
• BUT change can be
• - exhilarating/stimulating/rewarding
• - difficult/frightening/too risky
• for pupils and teachers alike

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Distinguishing Formative and Summative Assessment

• FORMATIVE
• TIMING (ongoing and continuous feature of
  teaching and learning)
• PURPOSE (Enhancing teaching and learning.
  Assessment for learning)
• FORM (Written/verbal feedback feedforward)
• AUDIENCE (Pupils, teachers and parents)

• SUMMATIVE
• TIMING (Snapshot taken at particular point in
  time)
• PURPOSE (Measuring the learning that has taken
  place. Assessment of learning)
• FORM (Summary e.g. a grade, level, mark or
  percentage)
• AUDIENCE (Other interested parties government,
  FE, HE and employers)

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Major Research

• Black, P. and Wiliam, D. (1998) Assessment and
  Classroom Learning Assessment in Education 5
  (1), pp. 7-78. (Full report)
• Black, P. and Wiliam, D. (1998) Inside the Black
  Box Raising Standards through Classroom
  Assessment (London, Kings College) (Executive
  summary).
• Harlen, W. and Deakin Crick, R. (2002) A
  Systematic Review of the Impact of Summative
  Assessment and Tests on Students Motivation for
  Learning (Report produced by the Eppi-Centre
  Evidence for
• Policy and Practice, based at London Institute
  of Education.
• (Two versions available full report plus an
  8-page executive summary)

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Review of aims and objectives

• Overall aim
• To provoke thought and to raise questions
• Specific objective
• To develop a deeper understanding of the
  relationship between teaching and learning and
  how assessment can help