Ramsey
Musullam – TED Talks
1. Curiosity comes first - confuse and provoke students to create real questions – starter activities – try to generate ‘Deep Learning’ from the beginning
2. Trial and error – embrace the mess – be afraid to take risks and move away from current educational paradigms – temptation in English is often to being teaching from the text, what could be done to generate more curiosity?
3. Practice reflection – 5 minutes at the end of the lesson – how could the lesson be improved? Could it be changed to better take into account different starting points?
How do we make our students cultivators of curiosity?
Why we Assess
Hattie’s ‘meta’ research (2003; 2009; 2012) found feedback makes the greatest difference to learning.
To match learning experiences to the learner's needs
To seek to measure progress
To generate effective 'feedback' to learners
To enable relative and absolute judgments
To 'build-in' a competitive dimension into the learning environment for students
To measure competencies across a wide range of skill-sets
To rank student performance
To discover future potential of the learner
Barriers to Assessment
- Assessment without purpose
- Unclear assessment focus / objectives
- Overuse of assessment (too frequent in the learning cycle)
- Inappropriate and unreliable assessment methods
- Demotivating for less successful learners
- Potential for 'unhealthy' levels of competition to develop in the learning environment
As Long (2000:47) notes, "assessment is a major part of the educational process, and without it, teaching would be a rather unfocused activity. The fact remains, however, that a great deal of testing is implemented with only limited justification."
Types of Assessment
Assessment can concern knowledge, or factual information, skills, or how to do things, and understanding, or the ability to use information.
Diagnostic Assessment
- Used to diagnose the level of learning that has been achieved by learners.
- Generally used at the beginning of a course to determine the level at which teaching or support may be required.
- Diagnostic assessment does not provide a tool to enhance student learning unless it has an element of of feedback within it
Formative Assessment
- This occurs during a course, and provides feedback to students to help them improve their performance
- The feedback need not necessarily be derived from the tutor, but can be from students' peers or external agents. Involving students in peer assessment aids students in understanding and using the assessment criteria (Bradford, 2003)
"Giving feedback on another student's work, or being required to determine and defend one's own, not only increases a student's sense of responsibility and control over the subject matter, it often reveals the extent of one's misunderstandings more vividly than any other method" (Ramsden, 1992)
Summative Assessment
- Where grades are awarded.
- The grade will indicate performance against the standards set for the assessment task.
- They can be either be a part of the course or at the end of the course.
'Outstanding' Assessment
Ever tried.
Ever failed.
No matter.
Try again.
Fail again.
Fail better.
(Samuel Beckett)
Thoughts of the Group:
- Success criteria (SC) that's student-friendly
- SC that's differentiated for challenge
- SC that's supplied before the test
- Feedback that is timely
- Feedback that is formative
- Feedback that empowers student to make progress independently
- Dedicated Improvement Reflection Time.
300 words per section
2)
Creating an assessment task
Working with another member of your Department, write or adapt an assessment that takes into account Multiple Intelligences, including clear success criteria.
Reflection on how this collaborative approach strenghtened the clarity of the work.
1000 words
Deadline for submission is the summer
A Level assessment?
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