I believe that:
- Feedback from assessment needs to be framed in a way that directs the student towards growth opportunities, rather than reflecting negatively on their efforts and abilities;
- Assessment practices need to be integrated into the work of the classroom in a way that provides students with relevant feedback during the learning process yet still enables them to take risks without fear of judgement;
- Summative assessment tasks can be stressful for students, particularly without the opportunity for formative feedback as they progress through the task(s);
- Assessment tasks need to be achievable challenges to the students;
- Some room for choice / differentiation is appropriate and allows students to work through their dominant intelligences to engage with the learning process.
I would like to find out:
- More on developing rubrics for assessment;
- How to effectively plan timelines for the production of artistic pieces for assessment;
- How to frame good questions to ignite the spark of interest and intrigue in students;
- How to give students the language skills and confidence to critique their own work in a growth framework;
- Effective tools for teacher self-assessment and reflection to allow me to continue to improve at supporting the learning process of others.
Readings:
BOSTES - Principles of Effective Assessment:http://syllabus.bostes.nsw.edu.au/support-materials/principles-of-effective-assessment/
BOSTES - Using Sylabus Outcomes in Standards Referenced Assessment:
http://syllabus.bostes.nsw.edu.au/support-materials/standards-referenced-assessment/
Victorian State Government - Assessment and Reporting: http://www.education.vic.gov.au/school/teachers/support/Pages/assessment.aspx
VCAA - Insight Assess [Entire Website]:
http://www.insight.vic.edu.au/
South Australian Certificate of Education - Assessment:
https://www.sace.sa.edu.au/schools/assessment
SA Dept Education - Curriculum, Pedagogy, Assessment and Reporting, Reception - Yr 10:
http://www.decd.sa.gov.au/teachingandlearning/files/pages/Policy/DECD_Curriculum_Pedagogy__1.pdf
Black, P. & William, D. (2001). Inside the Black Box: Raising Standards Through Classroom Assessment. Kings College London School of Education. Retrieved from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
William, D. (2010). The Role of Formative Assessment in Effective Learning Environments, in The Nature of Learning: Using Research to Inspire Practice. OECD Publishing. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/education/the-nature-of-learning/the-role-of-formative-assessment-in-effective-learning-environments_9789264086487-8-en#page3
Has anything you have read about changed or confirmed what you originally thought about assessment?
- There is substantial support for the notion that assessment outcomes need greater focus on supporting learning needs, rather than simply accumulating datasets of grades - Assessment For Learning ;
- There is certainly support for the notion that feedback from assessment should be timely, specific, and related to the desired learning outcomes & expressed intention fo the assessment;
- It would seem that feedback via Formative Assessment can help students progress towards goals and clarify needs when working towards future learning goals;
- I found no specific references to appropriate levels of challenge or allowance for diversity in these links specifically reagarding assessment, yet these ideas have been supported by the MTL course content to this point.
- There is mention of divergent assessment for students with special needs, but this is only a fraction of my intent with my earlier comment.
- (Perhaps further investigation is needed on my part in relation to these two points.)
Formative Assessment Resources:
Global Digital Citizen Foundation, 12 Awesome Formative Assessment Exampleshttps://globaldigitalcitizen.org/12-awesome-formative-assessment-examples
- Journaling;
- Metacognition representation in summary of the day / lesson;
- 'Four Corners' game for multiple choice questions;
- Voting with thumbs: Thumbs up = got it, down = no, or sideways = not sure;
- Stop/Go cards on desk that can be flipped to red if students need more time on a topic area;
2013 Understanding Formative Assessments
Unpacking Formative Assessment
The Formative Classroom
Effective Feedback and Formative Assessment
David Wees, 56 Different Examples of Formative Assessment
https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000&slide=id.p
5 Keys to Comprehensive Assessment
Three Things I Have Learned About Assessment
- Confirmation of the importance of assessment as a learning tool over and above its application in ranking / judging students, including the significance of language in evaluation: eg/ emerging developing proficient advanced;
- Confirmation that research evidence supports providing students with formative feedback that can immediately be acted upon, having strong positive effects on achievement;
- Guiding students in self-assessment techniques, building their skill sets and confidence in self-assessment, assists in building their ownership of their own work and self-motivated learners.
Assessment Methods Appropriate to my Learning Area - Visual Art
- Collaborative Activities:
- Student response partnerships - working with a trusted friend and exchanging feedback on each others' progress on set pieces;
- Group discussions/analyses of historical artworks in comparison, creating a group metadata set on a piece or collectively on a period in art history;
- Self Assessment Tools:
- Reference to assessment rubrics which detail the expectations for their work;
- Journalling goal setting (intentions and planning) for their work;
- Constant self-critique and adjustments made to the work as it is created, keeping in mind the student's own intentions for the piece;
- Following up after completion of the piece by reflecting on the goals set, the challenges met, and their own critique of the outcome of their piece, and possibly sharing the journey with the class;
- Teacher observations:
- Strategic questioning particularly in the initial goal-setting phase but also throughout;
- Observing and providing real-time feedback and guidance in the understanding of materials and techniques to support students in achieving their desired goals.
(*Development of a quiz-style board game for course content extension and review, with cards that depict pieces of art from historical timeframes, which the students need to be able to cover certain points of information about.)
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