What's new in assessment?
Page links: Assessment for learning | Elements of formative assessment: Planning; Sharing learning goals and setting success criteria; Self-evaluation; Feedback; Examples of feedback in exemplars | Video corner
A grade is pretty minimal feedback because it doesn't help the students with where to go next.
Professor John Hattie, Auckland University
Assessment for learning
A lot's changed since we were at school or at an early childhood centre. One difference is the way that teachers know how children are making progress.
There's been a shift away from giving a simple mark or a grade, to giving your child feedback on how they are doing and what they need to do next. This is called 'assessment for learning' or 'formative assessment'.
Most schools in New Zealand now use formative assessment because it's been shown to be very effective in raising achievement for all students, including those of lower ability. It also gives their self-esteem a boost.
Click on this link to view a video clip of Mary Chamberlain discussing assessment for learning.
What is formative assessment?
Formative assessment is made up of:
Planning
By planning, and using information about what the students know and can do, the teacher is absolutely clear about the learning goals, that is, what the students are expected to learn.
Sharing learning goals and setting criteria for success
The teacher shares the learning goals with the students and asks them to help set criteria that will allow them to recognise when they have achieved those goals. This is called 'success criteria'. It lets the students know how the teacher will assess their performance and it helps students to focus on what they have to do.
Self-evaluation
Teachers and students discuss their progress towards those goals. Students are asked to review how well they've done, giving them time to think about what they've learnt. Research shows that if self-evaluation is linked with the learning goals, improvements in the student's progress, persistence and self-esteem will follow. Students become actively involved in their own learning.
Feedback
Rather than just marking a student's work with a score, the teacher provides feedback relating to the learning goal. The feedback could cover whether the goal has been achieved and what steps students need to take to continue their learning. Feedback is about responding to each student's needs and strengths. Classmates may also be involved in the feedback process.
Examples of feedback in exemplars
See these two examples of student work relating to the New Zealand Curriculum. These are also called exemplars. They show how
teachers assess a student's work, the conversation they have with the student, and what the student might do next to continue learning.
- Jack's Shadow
A science exemplar at curriculum level 2, about developing and communicating scientific understanding.
http://www.tki.org.nz/r/assessment/exemplars/sci/planet/pdfs/pe_2a_e.pdf (PDF, 78KB) - Senior Sāsā
An arts exemplar at curriculum level 4, about dance performance.
http://www.tki.org.nz/r/assessment/exemplars/arts/dance/pdfs/da_4b_e.pdf (PDF, 71KB)
For more exemplars, go to www.tki.org.nz/r/assessment/exemplars/index_e.php.
Video corner
Mary Chamberlain, Ministry of EducationHear what Mary Chamberlain has to say on assessment for learning and formative learning. |
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Clip duration: 0:43 |
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Judy Hawker, Macandrew Bay SchoolJudy Hawker demonstrating the importance of planning and goal setting with students. |
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Clip duration: 0:46 |
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Danyel Dunkley, Rosehill CollegeDanyel Dunkley's science class evaluating each other's work and providing feedback. |
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Clip duration: 1:09 |
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