Discussion 2

Loading...

En provenance du cours de Commonwealth Education Trust

Foundations of Teaching for Learning: Introduction to Student Assessment

80 notes

Commonwealth Education Trust

Foundations of Teaching for Learning: Introduction to Student Assessment

80 notes

The Foundations of Teaching for Learning programme is designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your professional skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. There are various techniques which help to assess student learning. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

À partir de la leçon

Reporting student achievement

Welcome back to our third week of exploring ideas connected to assessment. In the lectures this week, we explore current approaches to reporting and raise important questions about their validity. We will consider the strengths and weaknesses of standardized test scores and point you to effective techniques for writing reports and giving feedback that will actually help students and pupils improve their learning. We will give you tools for use in your own practice and encourage you how reporting practices used with majority groups might need to be modified for use with parents from minority groups.

Reporting useful feedback: Where now, where going, what next?16:36

Grades, ranks, and scores: Problems with using these approaches12:08

Reporting against objectives, not test questions or items7:50

Cultural Concern: Perspectives of minorities on appropriate reporting mechanisms10:03

Discussion 212:54

Rencontrer les enseignants

Dr Peter Keegan
Senior Lecturer, Te Puna Wānanga, Faculty of Education
University of Auckland, New Zealand
Associate Professor Gavin Brown
Director, Faculty of Education Quantitative Data Analysis and Research Unit
University of Auckland, New Zealand
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

This leads me into an interesting question:

if the importance of Maori education is around the

individual, and the relationship of the teacher with the child,

how do you handle that with educational assessment? Where everyone has to do

the same task, where we need to

report about children's performance against common standards -

talk to me about how you

handle that tension between the individual and assessment?

>> I have a multilevel, seven to ten age bracket in the classroom

and that was the biggest question I had this year and last year.

How do I perform to that? Not perform as in "performance".

I actually have a great time in the

first few days just talking colloquially with children,

I start off with myself, and I introduce myself and I say

that I'm a big sister in the Maori world, to this Maori classroom.

But I'm also a person with these values, and we get to know each other really well

and that leads on to every child contributing

their own fingerprint,

their understanding

to this lovely great basket of knowledge.

And it starts from there--

I start teasing out where their learning starts.

What are their personalities?

What are their backgrounds?

I don't impinge on family life, I just talk

about who they are right in front of me.

And it's fantastic because you get this lovely collage

of their prior experience in the world.

>> That's a very informal and interpersonal approach to assessment.

Is that all you're allowed to do?

Or are you not expected to

do more standardized and formal types of assessment?

>> There are standardized tests, but

I suppose that it's your approach to delivering them to the student.

Where I'd say the few assessments that we do have

available in terms of literacy and numeracy, they're not too invasive.

>> Mm-hm.

>> They're, you know, one-on-one

or, you can do them as a whole class, but I think

it's just the environment that you create in terms of the time for the assessment.

You know, you start with telling the student "Oh, today we're

doing this and this is the reason why we're doing this,

so try your hardest to do as much and as best you can."

Take them through the process no matter

what the type of assessment is, just explain

to them, you know, and keep them comfortable

before they're going through the process.

>> I see assessment as having two very different roles.

There's the assessment

that needs to happen for myself, as a teacher, to meet the need of each child.

>> Mm-hm.

>> And then there's the assessment that's required for a governance level,

for the government for data,

so they can number crunch and see who's above, who's below - that's a number game.

And that's high stakes, because of there is

a fear for-- I believe even for myself--

that you are getting judged for the quality and

your ability as a teacher based on those numbers.

So, there's two definite roles.

>> Uh-huh.

>> The role for me that I think is most crucial

for our students, is for me to know

where our students are at, prior to the learning. I want to be able to

measure and know how far they've learned and

how much they've gained in the time we've learned.

So, the school doesn't always provide that assessment at

all or that test, so I create my own.

>> All right.

>> And have it open,

so that it might be as simple as-- if the topic is around say

the sea, what do you know about the sea? And they are allowed to

respond in any way that they feel strong,

and so if it's by drawing it, or writing it,

or verbally telling me and I record it, then that's

what I aim for, and then move through that.

So, sometimes there is a tension between what the requirements

of the school is, but we've discovered in the class.

So, it's managing that as a

teacher to meet the requirements of this particular tool here.

>> Yes, Rose, please go ahead.

>> Sorry, I was going to mention that after that relationship is developed with children, I

then look at a range of assessment data, and

I explain what the spelling test is, where it came from,

why do we need to do it, how does it fit in with your prior knowledge,

or a maths test, whatever we have to do, how they can do it and how they can use it,

how they can merge it with their own knowledge and start from that baseline.

So basically, sharing with them

and then we do the test, and we debrief afterwards.

How was that?

What do you think?

Did you read the brown cow now story?

What do you think?

And then I actually talk about my experiences as a child.

>> Okay.

>> When I read them,

"brown cow now", we used to laugh at all the pronunciations.

But now, I think it's a type of genre, it's a type of text type.

And I get carried away with it because

I try to explain it in a way where they can take it

and say, "Okay, I'm ready for these journals for the next number of days or books.

I'm ready to do this maths. Wow, I

want to be on the escalator with basic facts to here."

Just recently I was just teaching measurement to my sixth grade level,

and I had one year three student tell me what perimeter meant.

And she started with

just converting

centimetres and millimetres,

and I was in awe dancing around my room.

And they say, "There goes Rose,

She's lost in the learning discovery time."

And I tend to use this

before I've even thought about anything else.

>> So, you do use formal tools, as well as informal

to establish a baseline of what do they already know so I can move on.

>> Yeah.

>> You've talked very much, naturally, of assessment from the teacher perspective,

can you give me some insights, how do Maori students experience assessment?

What's their view of assessment?

Are they willing participants, are they terrified, do they hate it?

>> I think in my experience I've seen the full spectrum, I've seen avoidance.

And I've seen children that are quite adept to that setting

especially if it's sitting down and having a formal test.

Well, I think that if there's a formal

situation, introducing it, explaining it will put a student at ease

a lot better prior to to sitting their test.

Whereas some children I've noticed if it's

a mathematical assessment, and they're not necessarily a strong

reader but it requires a lot of reading,

then I'll say to myself the barrier is there.

They're having difficulty reading but they are

actually strong at working out the math problem,

so I'll read--

>> You'll make adaptation.

>> I'll make adaptation to the assessment to get to-- so

I'm always keeping in check that what is it that I'm looking for?

What is it that we're trying to do?

And eliminate any of those barriers so that they all

participate in the assessment task.

>> I think as long as the students are

introduced to the different types of questions

or whatever that are going to be provided in

the sort of assessment wherever it is, prior

or at the end, that's when they get more comfortable because I

noticed with me traveling to different schools and being there

during test time, you can actually

see what practices the children have been through with their teacher.

When they come to a question and they're like, "Oh, I don't know what this is."

And you know they are telling the truth.

You know, you don't want to give them

stuff they don't know because that's when panic mode happens.

>> Yes.

>> You know, and even if it's just the layout of

the paper, they're just like "Whoa! I never done this before."

>> They won't try it.

>> Won't try it, yeah.

>> Pens down.

You're needing to observe the

children while they're completing the task,

the assessment task, and knowing their behaviors, because you know that when you

get the paper and look at it, it's not a true reflection because they didn't

attempt it in the first place because it was too new.

>> Great. What about on the aspect of reporting, telling

kids, sometimes you have to tell kids bad news -

like, they didn't do very well -

and that's always hard for the teller and the receiver.

How do you handle that aspect

of communicating results which aren't always what everybody wants--

not everybody gets 100%, not everybody's a star,

how do you handle that?

>> Well, exactly what you've just said-- well, this is how I handle it.

We've just been through an assessment phase just in the past week,

I say just that - we all are always learning, explaining that to the children.

We're here to find out your strengths.

We talk more on strengths and weaknesses.

And, I'll talk about my own strengths and my

own weaknesses as an example, as Rose has talked about.

And we share, prior to sharing the data, the findings, and often

it's on a one-to-one basis -

not all sharing of information is with the whole class or group.

So, on a one-to-one, start with the

strengths first - "This is what you did really well."

And it's not that "You failed!"

It's "Hey, look, you struggled here.

How about if we look at how we

can improve and help you to improve for next time

to move forward?"

So, it's not seen as a bad thing, it's seen as "Let's move forward".

>> Okay.

>> Yeah-- and the sooner the better.

And the more you behave in that way,

I've found, the children get used to that culture

and that

it's okay and then

they start to self-reflect on themselves.

How do you think you did?

Did you find anything

that you struggled with?

And often, they'll see exactly what you've found.

And that's a really good leader.

>> Great.

>> I think that's also one good thing about this new term--

well, not "new" term-- but the term overall teacher judgment.

That's that teachers sort of have the power to

to say, "Oh okay, look Johnny, you didn't do this today,

but I know, during group work you did it here,

and this group work you did it here - were you

not feeling too good today?" or something, you know.

"What happened to effect however the outcome of your of your test today?"

Because sometimes how they are feeling that time could be whether they pass or not.

>> Right.

Thank you, ladies.

I think we've covered very well this

initial introduction to how Maori are being catered for

in the New Zealand school system, and how

you as Maori teachers are helping your own students.

Thank you for sharing.

In our next session, we're going to look

at how we deal with purposes of assessment,

and how New Zealand has multiple purposes for assessment and

the tensions and challenges these teachers face with those purposes.

[MUSIC]

Explorer notre catalogue

Rejoignez-nous gratuitement et obtenez des recommendations, des mises à jour et des offres personnalisées.

Coursera propose un accès universel à la meilleure formation au monde, en partenariat avec des universités et des organisations du plus haut niveau, pour proposer des cours en ligne.

© 2018 Coursera Inc. Tous droits réservés.

Télécharger dans l'App Store

Disponible sur Google Play