1 / 5

Researcher Panel on AFL May 13, 2016

Researcher Panel on AFL May 13, 2016. Lyn M. Shulha, Assessment and Evaluation Group Queen ’ s University. What trends have you observed in formative assessment?. 1. Better at Knowing Why Need to Do It.

kevincarr
Download Presentation

Researcher Panel on AFL May 13, 2016

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Researcher Panel on AFLMay 13, 2016 Lyn M. Shulha, Assessment and Evaluation Group Queen’s University

  2. What trends have you observed in formative assessment? 1. Better at Knowing Why Need to Do It • Feedback improves quality of teaching and learning activities (Black & Wiliam, 1998 – meta analysis) • AfL guides students toward achievement standards (Stiggins, 2005) • AfL shapes methods of instructional scaffolding (Shepherd 2005) • Afl allows explicit linkages between curriculum and assessment (Shavelson et al., 2008) • Quality feedback enhances student motivation and cognitive effort (Wiliam 2011) • Afl serves learning, not simply a check on learning (Earl, 2012)

  3. What trends have you observed in formative assessment? 2. Better at Choosing What to Do & Use Sharing success criteria with learners Eliciting evidence of student understanding Providing feedback that moves learning forward. Activating students as instructional resources for one another. Activating students as the owners of their own learning (Black & Wiliam, 2011) ⌃ (and students’ learning about their own learning)

  4. What innovative thinking/research is emerging around AfL and pedagogy? How would you explain to your students, - in about 2 minutes- what learning looks like? ICE • Ideas • Connections • Extensions Cognitive scaffolding Nurtured by . . . from ‘surface’ to ‘deeper’ learning - ‘on the fly’!

  5. References • Black, P., & Wiliam, D. (1998). Assessment and classroom living. Assessment in Education: Principles, Policy, and Practice, 5(1), 7-74. • Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press. • Earl, L. (2003) Assessment as learning (Thousand Oaks, Corwin Press). • Fostaty-Young, C. S. F., & Wilson, R. J. (2000). Assessment and learning: The ICE approach. Portage & Main Press. • Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., & Yin, Y. (2008).On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295-314. • Shepard, L. A. (2005). Linking Formative Assessment to Scaffolding. Educational leadership, 63(3), 66-70. • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational researcher, 29(7), 4-14. • Stiggins, R., Chappuis, S., & Arter, J. (2014). Classroom assessment for student learning. Pearson. • Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. The Phi Delta Kappan, 87(4), 324-328. • Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37(1), 3-14.

More Related