Assessment & Evaluation ofAssessment & Evaluation ofLearningLearning

Guest Lecturer: Diane PowellGuest Lecturer: Diane PowellDip Teaching (Primary), BEd, MEd (Ed Leadership)Dip Teaching (Primary), BEd, MEd (Ed Leadership)

(Assistant Principal - Kismet Park PS)(Assistant Principal - Kismet Park PS)

Are We There Yet?Are We There Yet?

Principles of Learning and Principles of Learning and Teaching (POLT)Teaching (POLT)

The fifth Principle of Learning and The fifth Principle of Learning and TeachingTeaching (PoLT)(PoLT) states that that states that that students learn best when:students learn best when:

Assessment practices are an Assessment practices are an integral part of teaching and integral part of teaching and llearning. earning.

In learning environments that In learning environments that reflect this principle the teacher:reflect this principle the teacher:5.1 Designs assessment practices that reflect the full range of learning 5.1 Designs assessment practices that reflect the full range of learning

program objectives.program objectives.

5.2 Ensures that students receive frequent constructive feedback that 5.2 Ensures that students receive frequent constructive feedback that supports further learning.supports further learning.

5.3 Makes assessment criteria explicit.5.3 Makes assessment criteria explicit.

5.4 Uses assessment practices that encourage reflection and self 5.4 Uses assessment practices that encourage reflection and self assessmentassessment

5.5 Uses evidence from assessment to inform planning and teaching.5.5 Uses evidence from assessment to inform planning and teaching.

The Bigger PictureThe Bigger Picture

Assessment should be…Assessment should be…

HolisticHolistic PurposefulPurposeful TimelyTimely

HOLISTICHOLISTIC ScientistScientist WriterWriter HistorianHistorian ReaderReader ListenerListener CommunicatorCommunicator MathematicianMathematician TechnologistTechnologist CollaboratorCollaborator SportspersonSportsperson AnalystAnalyst And much more……And much more……

PURPOSEFULPURPOSEFUL Assessment is an ongoing meaningful Assessment is an ongoing meaningful process for analysing student progressprocess for analysing student progress

As a teacher I:As a teacher I:• set goals and standards that need to be set goals and standards that need to be measuredmeasured

• assess to observe behaviours, attitudes and assess to observe behaviours, attitudes and skills of studentsskills of students

• test to diagnose and confirm student learningtest to diagnose and confirm student learning• evaluate student results by reflecting upon, evaluate student results by reflecting upon, revising and enhancing my pedagogyrevising and enhancing my pedagogy

Assessment must include a student directed Assessment must include a student directed component that offers involvement in component that offers involvement in design, feedback and self-evaluationdesign, feedback and self-evaluation

TIMELYTIMELY

http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm#definition

Assessment Assessment forfor Learning Learning Formative/Diagnostic assessmentFormative/Diagnostic assessment This assessment is valuable This assessment is valuable data for planning instruction.data for planning instruction.

Teachers should work together Teachers should work together in teams to discuss the in teams to discuss the cohort’s developmental needs cohort’s developmental needs and moderate expectations and moderate expectations through sharing student test through sharing student test results.results.

Designing future tests in teams Designing future tests in teams will maintain consistency.will maintain consistency.

Assessment Assessment asas Learning Learning

Self assessment allows students to Self assessment allows students to ascertain progress towards short ascertain progress towards short and long term learning goals and and long term learning goals and their individual learning plans.their individual learning plans.

Ongoing monitoring of their own Ongoing monitoring of their own goals allows students to take goals allows students to take responsibility for their learning.responsibility for their learning.

Regular teacher feedback is vital.Regular teacher feedback is vital.

Learning DevelopmentLearning Development How will I Know I’ve furthered my How will I Know I’ve furthered my Learning?Learning?

Examples of Self AssessmentExamples of Self Assessment Rubrics – co-designed with teacherRubrics – co-designed with teacher Learning Journals - ReflectionsLearning Journals - Reflections ePortfoliosePortfolios Mind MapsMind Maps Graphic OrganisersGraphic Organisers ChecklistsChecklists Visual representationVisual representation Three Way ConferenceThree Way Conference

Assessment Assessment ofof Learning Learning Summative assessment is useful Summative assessment is useful for knowing how effective is our for knowing how effective is our teaching teaching BUTBUT it does not improve it does not improve student learning.student learning.

Summative assessment is best Summative assessment is best administered at mid year and end administered at mid year and end of year to inform our report of year to inform our report writing.writing.

Prep, Year 7 and new students at Prep, Year 7 and new students at other levels may need beginning other levels may need beginning points.points.

MilestonesMilestones What will Confirm my Learning?What will Confirm my Learning?

Assessment EvidenceAssessment Evidence

What assessments will allow students What assessments will allow students to show their knowledge, skills, to show their knowledge, skills, behaviours and deep understandings behaviours and deep understandings of the subject/topic/program?of the subject/topic/program?

AuAuthentic Performance Tasks that thentic Performance Tasks that allow for different learning styles.allow for different learning styles.

Other methods (eg. Checklists, Other methods (eg. Checklists, mastery tests, observations, mastery tests, observations, quizzes)quizzes)

Value AddingValue Adding

Assessment strategies should be Assessment strategies should be based on a variety of tasks, be based on a variety of tasks, be inclusive of all learning needs inclusive of all learning needs and allow judgements of specific and allow judgements of specific skills and depth of understandingskills and depth of understanding

Teachers need to be strategic Teachers need to be strategic about the number of tests about the number of tests administered and know their administered and know their purpose for achieving intended purpose for achieving intended outcomes.outcomes.

Curriculum PlanningCurriculum Planning

Assessment is integral to all Assessment is integral to all curriculum planning and provide curriculum planning and provide evidence that VELS have been evidence that VELS have been achieved at a particular level.achieved at a particular level.

Assessment Evidence includes Assessment Evidence includes authentic performance tasks and authentic performance tasks and other evidence (eg. quizzes, other evidence (eg. quizzes, tests, prompts, observations, tests, prompts, observations, homework, journals)homework, journals)

ExpectationsExpectations Developmental StagesDevelopmental Stages

Teacher JudgementsTeacher Judgements

Every measurement is associated Every measurement is associated with some error and so teacher with some error and so teacher judgements are vital.judgements are vital.

Teacher’s prior knowledge of Teacher’s prior knowledge of each student, observations, each student, observations, conversations and questioning conversations and questioning of students helps to build an of students helps to build an overall picture.overall picture.

Testing is…..Testing is….. A snapshot of each student’s capacity A snapshot of each student’s capacity in a given timeframein a given timeframe

It is only a fraction of the whole It is only a fraction of the whole profile of a studentprofile of a student

It is OVERT - (i.e. students know It is OVERT - (i.e. students know they’re being tested)they’re being tested)

It can be a positive or negative It can be a positive or negative experience for a studentexperience for a student

Its reliability as a measurement tool Its reliability as a measurement tool is dependent on a range of factors is dependent on a range of factors

DifferentiationDifferentiation

We need to be more discerning of We need to be more discerning of using tests that will tell us more using tests that will tell us more about high and low end students’ about high and low end students’ strengths & weaknesses strengths & weaknesses

A standard test will be too easy or A standard test will be too easy or too hard too hard

The best test is where a student The best test is where a student achieves 50%-60% accuracyachieves 50%-60% accuracy

http://www.sreams.com.au/about/aboutsreams.html

Implications for Test DesignImplications for Test Design

In any class you need 3 different In any class you need 3 different tests for the high, middle and low tests for the high, middle and low ability groups or a test that ability groups or a test that provides a gradient of difficulty.provides a gradient of difficulty.

Open ended activitiesOpen ended activities Students need to be told that the Students need to be told that the test is to find out what they know test is to find out what they know as well as what they now need to as well as what they now need to know.know.

AccountabilityAccountability

Mandatory TestingMandatory Testing•English Online Interview English Online Interview (EOI) Prep (EOI) Prep –– Year 2 Year 2

•National Assessment National Assessment Program for Literacy & Program for Literacy & Numeracy (NAPLAN) Year 3, Numeracy (NAPLAN) Year 3, 5, 7 & 95, 7 & 9

Assessment Schedule P-6 LiteracyAssessment Schedule P-6 LiteracyYEARYEAR TERM ONETERM ONE TERM TWOTERM TWO TERM THREETERM THREE TERM FOURTERM FOUR

PREPPREP Prep EntryPrep Entry

Writing SampleWriting Sample

Auditory Auditory ProcessingProcessing

EOI*EOI*

Running RecordRunning Record

Oral RetellOral Retell

Writing SampleWriting Sample

CATSCATS

Running Running RecordRecord

Oral RetellOral Retell

Writing Writing SampleSample

CATSCATS

Running Running RecordRecord

Writing Writing SampleSample

CATSCATS

EOI*EOI*

YEAR 1/2YEAR 1/2 Observation Observation Survey Yr1Survey Yr1

Running RecordsRunning Records

Writing SampleWriting Sample

CATSCATS

Running RecordRunning Record

Oral RetellOral Retell

Writing SampleWriting Sample

Running Running RecordRecord

Writing Writing SampleSample

Oral RetellOral Retell

CATSCATS

Running Running RecordRecord

On Demand On Demand Adaptive Yr2Adaptive Yr2

Writing Writing SampleSample

EOI*EOI*

YEAR 3/4YEAR 3/4 Running RecordRunning Record

On Demand LinearOn Demand Linear

Writing SampleWriting Sample

Cars & StarsCars & Stars

CATSCATS

On Demand On Demand AdaptiveAdaptive

PATPAT

Writing SampleWriting Sample

NAPLANS Yr 3*NAPLANS Yr 3*

On Demand On Demand LinearLinear

Writing Writing SampleSample

Cars & StarsCars & Stars

CATSCATS

On Demand On Demand AdaptiveAdaptive

PATPAT

Writing Writing SampleSample

YEAR 5/6YEAR 5/6 On Demand LinearOn Demand Linear

Writing SampleWriting Sample

Cars & StarsCars & Stars

CATSCATS

On Demand On Demand AdaptiveAdaptive

PATPAT

Writing SampleWriting Sample

NAPLANS Yr 5*NAPLANS Yr 5*

On Demand On Demand LinearLinear

Writing Writing SampleSample

Cars & StarsCars & Stars

CATSCATS

On Demand On Demand AdaptiveAdaptive

PATPAT

Writing Writing SampleSample

EvaluationEvaluation

Have our GOALS been ACHIEVED?Have our GOALS been ACHIEVED?

EvaluationEvaluation How will the effectiveness of the How will the effectiveness of the teaching strategies be monitored?teaching strategies be monitored?

Did the assessment tasks enable students Did the assessment tasks enable students to achieve the outcomes?to achieve the outcomes?

Was evidence from on-going assessment Was evidence from on-going assessment used to inform/adapt teaching used to inform/adapt teaching strategies?strategies?

Were students asked to evaluate the Were students asked to evaluate the unit?unit?

Was a student survey used to measure Was a student survey used to measure levels of student engagement? (Monkey levels of student engagement? (Monkey Survey: Survey: http://www.surveymonkey.com/) ) Sign up for FREE (basic level)Sign up for FREE (basic level)

Characteristics of EffectiveCharacteristics of EffectiveAssessment 1 & 2Assessment 1 & 2

Assessment practices are integral to the Assessment practices are integral to the teaching & learning process and are teaching & learning process and are matched to the teaching & learning goals.matched to the teaching & learning goals.

Assessment practices use a range of Assessment practices use a range of measures allowing students to demonstrate measures allowing students to demonstrate what they know and can do; leading to a what they know and can do; leading to a more accurate picture of their learning more accurate picture of their learning and growth.and growth.

Characteristics of EffectiveCharacteristics of EffectiveAssessment 3 & 4Assessment 3 & 4

Assessment practices promote deeper Assessment practices promote deeper understanding of learning processes by understanding of learning processes by developing students’ capacity for self-developing students’ capacity for self-assessment, so they can become more assessment, so they can become more reflective and self-managing.reflective and self-managing.

Assessment is Assessment is authenticauthentic –– based on an based on an understanding of how students learn and understanding of how students learn and requiring them to apply their relevant requiring them to apply their relevant skills, knowledge and understanding to skills, knowledge and understanding to real-world challenges.real-world challenges.

Characteristics of EffectiveCharacteristics of EffectiveAssessment 5 & 6Assessment 5 & 6

Assessment processes are valid, Assessment processes are valid, reliable, fair and equitable reliable, fair and equitable and cater for the range of and cater for the range of learning styles.learning styles.

Students are involved in Students are involved in negotiating assessment to negotiating assessment to ensure a shared understanding ensure a shared understanding of purpose, criteria and of purpose, criteria and standards to more effectively standards to more effectively engage them in their learning.engage them in their learning.

Characteristics of EffectiveCharacteristics of EffectiveAssessment 7Assessment 7

Students have access to ongoing Students have access to ongoing constructive feedback that constructive feedback that supports further learning.supports further learning.

For example: Peer assessment, For example: Peer assessment, ePortfolios, three-way ePortfolios, three-way conferencesconferences

ReferencesReferences DEECD: Assessment Website: DEECD: Assessment Website:

http://www.education.vic.gov.au/studentlearning/assessmehttp://www.education.vic.gov.au/studentlearning/assessment/default.htm nt/default.htm

DEECD: POLT Website: DEECD: POLT Website: http://www.education.vic.gov.au/studentlearning/teachinghttp://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/default.htm principles/principles/default.htm

DEECD: Assessment Tools: DEECD: Assessment Tools: http://www.education.vic.gov.au/studentlearning/assessmehttp://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/tools/default.htm nt/preptoyear10/tools/default.htm

DEECD: Stages of Learning (VELS): DEECD: Stages of Learning (VELS): http://www.education.vic.gov.au/studentlearning/stagesofhttp://www.education.vic.gov.au/studentlearning/stagesoflearning/default.htm learning/default.htm

DEECD: Student Assessment: DEECD: Student Assessment: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/assessment_current_per.pdf n/student/assessment_current_per.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/Synopsis_assessment.pdf teachlearn/student/Synopsis_assessment.pdf

Philip Holmes-Smith: Student Performance Analyser (SPA)Philip Holmes-Smith: Student Performance Analyser (SPA)http://www.sreams.com.au/spa/aboutspa.html http://www.sreams.com.au/spa/aboutspa.html