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Online Workshop
Who will find this workshop useful?
• Teachers
• Syndicates / departments
• AtoL facilitators
Assessment point/task
Activity: After learning
Use the listed terms as a starting During learning
point to develop a representation
Feedback
(model, mind-map, concept map)
of how you see the relationship Feed-forward
between summative and Learning continuum
formative assessment. Of learning
This may form the basis for For learning
professional discussion in your Looks back
learning community.
Looks forward
Review/reflect
Improve/enhance
What does the research say?
In 1998 Paul Black and Dylan Wiliam of Kings College London
published their wide-ranging analysis of research into classroom-
based assessment:
Full text
http://www.kcl.ac.uk/depsta/education/publications/blackbox.html
http://www.tki.org.nz/r/assessment/two/self_and_peer_e.php
Teaching the strategies of self and peer assessment
For a self and peer assessment workshop
This concludes this workshop.
Convergent Divergent
• Tick-lists, can-do statements • Open recordings, narratives
• Closed questions • Open-ended questions
• Focus on contrasting errors with correct • Focus on miscues which give insights into
responses the learner’s understanding
• Judgmental, quantitative evaluation • Student as an initiator and recipient of
• Student as a recipient of assessments assessment
• Flexible or complex planning, with
• Precise planning and an intention to
alternatives
stick to it
• Descriptive rather than judgmental
evaluation
Match your methods with this list – which are convergent, which divergent?
Identifying the differences
Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment:
Practical strategies for enhancing pupils’ learning in the primary and intermediate
classroom (New Zealand ed.). Auckland: Hodder Moa Beckett.
Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary
school teacher? London: Routledge Falmer.
Assessment references
Green, J. M. (1998, February). Constructing the way forward for all students. A
speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint
follow-up conference, Christchurch, New Zealand.
Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching and
learning in the classroom. Buckingham: Open University Press.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative
assessment: A typology. British Educational Research Journal, 22 (4).