PENTAKSIRAN SEKOLAHCLASSROOM ASSESSMENTTAN LEE SUANUNIT PENGURUSAN PENTAKSIRANSEKTOR PENILAIAN DAN PEPERIKSAAN

OBJEKTIF :Memahami perkaitan antara Pentaksiran / PBS dengan Pembelajaran Murid.Memahami konsep-konsep utama berikut :Pentaksiran (Assessment)Assessment for LearningAssessment as LearningAssessment of LearningMemahami pelaksanaan 5 strategi Assessment for Learning dalam PdP yang berkesanMemahami perkaitan antara Classroom Assessment dengan konsep Differentiation, Metacognition dan. Reflective Teaching and LearningMemahami kepentingan pelaksanaan Classroom Assessment dalam memaksimakan Pembelajaran.

KRITERIA KEJAYAAN(Success Criteria) :Menjelaskan dan membezakan antara konsep Assessment for Learning, Assessment as Learning dan Assessment of Learning.Menyatakan dan menjelaskan 5 strategi Assessment for Learning.Menyatakan perkaitan Classroom Assessment dengan pelaksanaan Differentiation, Metacognition dan Reflective Teaching And Learning semasa PdP.Menyatakan strategi utama dalam meningkatkan Pembelajaran Murid.

PSPentaksiran SekolahPPPentaksiran PusatPAJSKPentaksiran Aktiviti Jasmani, Sukan dan KokurikulumPPsiPentaksiran Psikometrik

ASPIRASI MURID

MATLAMAT PENDIDIKAN :OUTPUT

KEMENJADIAN MURIDINPUTPEMBELAJARAN dan PENGAJARAN BerkesanINPUTKEPIMPINAN INSTRUKSIONALSCHOOL IMPROVEMENTPPPM Bab 4 & 5

MATLAMAT PENDIDIKANACCOUNTABILITY FOR STUDENT LEARNING IS IMPORTANTIts not about what a teacher is TEACHING, Its about what the students are LEARNING.PPPM Bab 4

Effective Teaching and LearningCan effective teaching take place in the absence of learning ?

If we wish to maximize student achievement in U.S., we must pay far greater attention to the improvement of classroom assessment. Both assessment of learning (AoL) and assessment for learning (AfL) are essential. But one is currently in place, and the other is not.

Richard J. StigginsHow can we use assessment to help our students want to learn ? How can we help them feel able to learn?Richard J. StigginsAssessment Crisis

Where are we now . ?

FOCUS :

How can we use assessment to help our students :Want to learnFeel able to learn

FOCUS :

How to make our test scores go up ?Assessment FOR LearningAssessment OF Learning

Statement :Accountability For Student Learning Is Important.Assessment OF Learning

Provide evidence of achievement for public reporting

Determine the status of learningAssessment FOR Learning

Serve to help students learn more

Promote greater learning

They learned that the way to succeed when confronted with a tougher challenge is to redouble efforts work harder and work smarter. If you do so you will win. And so, they contend, the way to cause students to learn more and thus the way to improve schools is to confront them with a tougher challenges. This will cause them to redouble their efforts, they will learn more, their test scores will go up, and the schools will become more effective. We can motivate students to greater effort, they believe, by setting higher academic standard, raising the bar, and implementing more high-stakes testing. This is the foundation of our belief in the power of accountability-oriented standardized tests to drive school improvement.Richard J.Stiggins

Assessment is an index of the success of our efforts.

How can we maximize the positive impact of our scores on students ?

Teachers believe that the way to maximize learning is to maximize anxiety.

In point of fact, when some students are confronted with the tougher challenge of high-stakes testing, they do redouble their efforts, and they do learn more than they would have without the added incentive. Please note, however, that I said this is true for some students.Another huge segment of our student population, when confronted with an even tougher challenge than the one that is has already been failing at, will not redouble its efforts -- a point that most people are missing. These students will see both the new high standards and the demand for higher test scores as unattainable for them, and they will give up in hopelessness.

Low test scores are not a sign that students cant learn but an indication of the need for more informative assessments and intense expect teacher interventions in a positive classroom environment that supports students beliefs that they can get smarter (Donna Wilson & Marcus Conyers, Five Big Ideas For Effective Teaching. Pg. 44)

If teachers have high expectations, they tend to have them for all students; similarly, if they have low expectations, they have them for all students and the students tend to perform to the level of those expectations (Sternberg and William)

Comparing OF and FOR

Assessment of LearningAssessment for LearningChecks what has been learned to dateChecks learning to decide what to do nextIs designed for those not directly involved in daily learning and teachingIs designed to assist teachers and studentsIs presented in a formal reportIs used in responding to student work and in conversationUsually summarizes into marks, scores or gradesUsually detailed, specific, and descriptive feedback in words and in relation to criteria that has been setUsually compares the students or the standard for a grade levelUsually focused on improvement, compared with the students previous best and progress toward a standardDoes not need to involve the studentNeeds to involve the student (the person must able to improve the learning)

ASSESSMENTLEARNING Lorna M Earl (Assessment as Learning, pg.31 & 32)

Traditional Assessment PyramidReconfigured Assessment Pyramid

Features of Assessment of, for and as LearningLorna M.Earl (pg.31)

ApproachPurposeReference PointsKey AssessorAssessment of LearningJudgments about placement, promotion, credentials, etc.Other students, standards or expectationsTeacherAssessmentfor LearningInformation for teachers instructional decisionsExternal standards or expectationsTeacherAssessment as LearningSelf-monitoring and self-correction or adjustmentPersonal goals and external standardsStudent

WHY ? Is the HEART of the learningAssessment drives learning

WHY ? MENGAJAR Vs MEMBERITAHUTeachers assess to TEST ; Educators assess to assist LEARNING.Taruna Goel, Vancouver(www.glog.ac.uk)Teaching without learning is not a teaching at all. Is just a presentation !!!

It is important that teachers consider assessment before they begin planning lesson or projects.One of the challenges in teaching is designing, and to be a good designer you have to think about what youre trying to accomplish and craft a combination of the content and the instructional methods, but also the assessment.

It is important to ask the teachers : What are you going to assess ? Whats evidence of the goals that you have in mind?

Otherwise the whole teaching can end up being hit-or-miss.WHY ?

Teachers need to do assessment during Teaching & Learning to know the students prior knowledge.When students can connect what they are learning to accurate and relevant prior knowledge, they learn and retain more. In essence, new knowledge sticks better when it has prior knowledge to stick to.

It is important to help students activate prior knowledge so they can build on it productively.WHY ?

PENTAKSIRAN SEKOLAHPentaksiran formatif adalah satu proses yang terancang yang mana bukti tentang status murid yang diperoleh semasa mentaksir akan digunakan oleh guru untuk menyesuaikan prosedur pengajaran mereka atau juga digunakan oleh murid untuk menyesuaikan taktik pembelajaran mereka.WHY ?

PENTAKSIRAN / ASSESSMENT

Assessment For Learning = Assessment For Teaching

FEED BACK(MAKLUM BALAS)WHY ?

WHAT ? Satu prosesMendapatkan maklumatdan seterusnya membuat penghakiman tentang produk sesuatu proses pendidikan

Assessment For LearningSepanjang P & PUntuk memperbaiki pembelajaran muridPelbagai kaedah pentaksiran Merujuk standard prestasiPelaporan verbal / bertulis boleh diberi bila bila masaReportAssessment Of LearningDi hujung sesuatu unit pembelajaran Untuk mendapatkan maklumat perkembangan muridPelbagai kaedah pentaksiran Merujuk standard prestasiReportPelaporan kuantitatif / kumulatif boleh diberi di hujung setiap semester / tahunan

Assessment For LearningSepanjang P & PAssessment Of LearningDi hujung sesuatu unit pembelajaranMemperbaiki Pembelajaran MuridUntuk mendapatkan maklumat perkembangan muridFOCUS :How can we use Assessment to help our students : WANT TO LEARN ABLE TO LEARNRichard J. StingginsFOCUS :How to make out test scores go up ? Teachers believed that the way to MAXIMIZE LEARNING was to MAXIMIZE ANXIETY.Richard J. Stiggins

Assessment For LearningSepanjang P & PUntuk memperbaiki pembelajaran muridPelbagai kaedah pentaksiran Pelaporan verbal / bertulis boleh diberi bila bila masaMerujuk standard prestasiReportSumber : SK Tabuan

Assessment for Learning (AfL)AfL is not a test. It is to record student thinking and track development overtime

AfL provides feedback throughout the process.

Teacher must create meaningful assessment tasks that allow transfer of learning to other contexts.

Think of everything as an asssessment. Every piece of work, every interaction, every conversation can tell us where a learner is at and where they need to go.

SEMASA Pembelajaran dan PengajaranWHEN ?

ASSESSMENT FOR LEARNINGHOW ?

Assessment for LearningThe process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.(Assessment Reform Group, 1999 p.2)HOW ?

Formative AssessmentAssessment becomes formative assessment when the evidence is actually used to adapt the teaching work to meet learning needs.(Black et al., 2004 p.10)HOW ?

Five key strategiesClarifying, understanding, and sharing learning intentionscurriculum philosophy

2. Engineering effective classroom discussion, tasks and activities that elicit evidence of learningClassroom discourse, interactive whole class teaching

Providing feedback that moves learners forwardFeedback

Activating students as learning resources for one anotherCollaborative learning, reciprocal teaching, peer-assessment

Activating students as owners of their own learningMetacognition, motivation, interest, attribution, self-assessmentHOW ?

ASSESSMENT FOR LEARNINGThe students are empowered to learn by helping them to discover what they need to do in order to improve. The key parts being :All the learners are clear on objectives and outcomes.

There is prompt feedback to the student, following the task, that identifies their next steps for improvement.

The learners are regularly assessing their own and others attempts.

Many high quality questions and discussions that encourage the learners to reflect and analyses.

The learners have information that clearly helps them to identify their strengths and areas of concern.

Objectives & outcomesFeedbackSelf AssessmentQuestioning & DiscussionsKnow how to improve HOW ?

ASSESSMENT FOR LEARNING(Five key strategies)HOW ? TEACHERSSTUDENTSAssessment as Learning

Where The Learner Is Going ( Desired Goal )Where The Learner Is( Present Position )How To Get There( Close The Gap )TEACHERCurriculum Philosophy

Clarify and share learning intentionsEngineering effective discussions, tasks and activities that elicit evidence of learningClassroom discussion, interactive whole-class teachingProviding feedback that moves learners forward

FeedbackPEERUnderstand and sharing learning intentionsActivating students as learning resources for one anotherCollaborative learning, Reciprocal/Team Teaching, Peer Assessment.LEARNERUnderstand learning intentionActivating students as owners of their own learning.Metacognition, Motivation, Interest, Attribution, Self Assessment

Clarify and Sharing Learning Expectations (Objectives) / Success Criteria :HOW ? Low achievement is often the result of students failing to understand what teachers requires of them. (Black & William, 1998)

Learning Objectives :HOW ? A learning objective (LO) describes what students should know, understand or be able to do by the end of the lesson.

Success Criteria:HOW ? Success criteria (SC) describe what students need to do, the skills or actions that need to be done, to achieve the learning objective.

Sharing Learning Expectations (Objectives) Lesson Objectives & Success Criteria (Kriteria Kejayaan) displayed at white board and share with the students

Reinforced at appropriate points throughout the lesson to allow students to check on their own progress (learning)

Opportunities for Peer and Self Assessment.HOW ?

Sharing Learning Expectations (Objectives) LOs / SCs provide the basis for formative assessment opportunities in the lesson

SCs are the benchmark against which students and teachers can measure progress

Teachers and students use assessment outcomes to next teaching and learning steps

Next learning steps are communicated through feedback and feed-forward

Students are encouraged to evaluate their own progress

Lesson Planning :Who are my learners ?What prior knowledge they have ?What strategies shall I use ? How to assess them authentically ?HOW ? A Lesson well planned and thought is the first step to effective practice.(Student-Centered ; Collaborative/Cooperative Learning; Questioning ; Differentiation. Etc)MVI_4177.MOVBBM & Instruments.ppt

Student Centered LearningThere is a high level of engagement, collaboration and thinking skills of students during the lessons.Before: Students facing the teacher to listenNow: Students can interact, work together, shareSource : LeapEd Services

QUESTIONING TECHNIQUE

It is important that teacher ask questions that are worth asking and answering.

Teacher need to be clear about the purpose of the question, and ensure that students understand what type of thinking is being promoted. Teacher can think of a good question as being one : that promotes discussionin which everyone can have an answerwhich make students thinkhas a purpose ( is focused towards a learning objective). Wait time = Thinking time

Teacher need to promote active thinking rather than passive waiting.HOW ?

HOW ? DIFFERENT PURPOSES OF QUESTIONING

Assessment / ReviewStimulus / ScaffoldsThinkingTo diagnose or understand a students level of competency / achievementTo encourage action or activity by studentsTo engage students in problem solving, reflection, evaluation and concept development and connection

HOW ? QUESTION TYPES

TraditionalContemporaryClosedOpenAssessment OrientatedLearning OrientatedRecall & DescriptionExplanation and EvaluationDecontextualisedContextualised

HOW ?

HOW ? QUESTIONING STRATEGIES

Graduated QuestionsMoving through a question sequence at increasingly difficult cognitive levels

Follow-Up QuestionsAdditional questions are used to build / strengthen understanding

Step-Down Questions Simplify higher order questions using leading questions

HOW ? Graduated QuestioningRememberingUnderstandingApplyingAnalyzingEvaluatingCreatingUses simple, lower order questions to stimulate discussionThe questioning sequence becomes high order and complex

Follow-Up QuestioningHOW ? Based on a clear objective and expected outcome

Follow-up questions are based on student responses

Each question builds / strengthens clarifies understanding

Step-Down QuestioningHOW ? Guide students to discover a concept or encourage students to contribute to discussion

Requires rephrasing or simplification of an original question

Feedback descriptive feedback supports learningFeedback as marks or grades has a negative effect because students ignore comments when marks are also given.(Butler, 1988)

Written or oral comments to students will help students to focus on the learning issues rather on trying to interpret a mark or a grade. To be effective, feedback should be immediate as possible, should be clear, and should make the student think.Providing feedback should be a minute-to-minute process rather than an end-loaded process. (Dylan William)Evaluative FeedbackDescriptive FeedbackHOW ?

Feedback descriptive feedback supports learningEvaluative feedback often signals to students that their learning associated with a piece of work is finished.

Providing individuals or groups with immediate verbal feedback or brief written comments as they are working, can help to promote more effective learning.Descriptive feedback gives student about current strength (success) and how to do next time (corrective actions).

Evaluative FeedbackDescriptive FeedbackHOW ?

FEEDBACKFeedback is one of the most powerful influences on learning and achievement.Hattie & Timperley, 2007Feedback allows teachers to see learning through the eyes of their students. It make learning visible and facilitates the planning of next steps. The feedback that students receive from their teachers is also vital. It enables students to progress towards challenging learning intentions and goals.Hattie & Timperley, 2007

If we, as teachers, are to have an impact on learning, then we must come to know what our students are thinking so that we can provide more feedback, task information, encourage trial and error, and develop deep understanding and transformations.Hattie, 1999

Effective Feedback & Feed-Forward FeedbackFeed-ForwardComment on what has been on done/observed/ completedEg: Tower illustration accurately drawn using scale and labels. Comment that identifies what needs to be done to improveComment is based on achievement criteriaEg: You need to draw your scale using even integers.

Peer & Self Assessment essential components of AfLWhen everyone is trying to learn, feedback about the effort has 3 elements :Redefinition of the desired goalEvidence about present positionUnderstanding of a way to close the gap between the twoHOW ?

High-quality instructional feedback :

Using Classroom Assessment To Improve Learning (www.education.com)HOW ?

HOW ? GOOD FEEDBACK PRACTICE :

1Help clarify what good performance is (goals, criteria, expected standards).2Facilitates the development of self-assessment in learning.3Delivers high quality information to students about their learning.4Encourages teacher and peer dialogue around learning.5Encourages positive motivational beliefs and self-esteem.6Provides opportunities to close the gap between current and desired performance.7Provides information to teachers that can be used to help shape teaching.

7Things to Remember About Feedback

1 Feedback is not advice, praise, orevaluation. Feedback isinformation abouthow we are doingin our efforts toreach a goal.Grant Wiggins, p.10

2 If students know the classroom is a safe place to make mistakes, they are more likely to use feedback for learning. Dylan William, p.303 The feedback students give teachers can be morepowerful than the feedback teachers give students.Cris Tovani, p.484 When we give a grade as part of ourfeedback, students routinely read only as far as the grade. Peter Johnston, p.64

5 Effective feedback occurs during the learning, while there is still time to act on it.

Jan Chappuis, p366 Most of the feedback thatstudents receive about theirclassroom work is from otherstudents - and much of that of that feedback is wrong.John Hattie, p.187 Students need to know their learning target the specific skill theyre supposed to learn or else feedback is justsomeone telling them what to do.Susan Brookhart, p.24Source : The collective wisdom of authors published in the September 2012 issue of Educational Leadership Feedback for Learning. (Volume 70, Issue 1)

Peer AssessmentTurn students into Assessors during their learning.

Students may accept from one another comments of their work which they would not take seriously if made by the teacher.

Interchange will take place in a language that students themselves would naturally use. If students do not understand an explanation, they are more likely to interrupt a peer in situations when they would not interrupt a teacher.

Peer assessment places the work in the hands of the students.

The teachers can then be free to observe and reflect on what is happening, and to frame helpful interventions.HOW ?

Self AssessmentStudent learn to be responsible on their on learning.

Teachers need to provide students with the opportunity to assess their own progress or achievement against the Success Criteria at different points throughout the lesson.

Students change from behaving as passive recipients of the knowledge offered to becoming active learners who could take responsibility for their own learning.

AFL Strategies.pptx

HOW ?

Assessment of childrens workHow do you know ?Was the work too easy ?Were you stretching the more able ?Were the objectives appropriate ?Why only some ?Who did ? Have you any reasons ?What could you have done to support others?Did you need differentiated objectives ?What could you have done differently ?Did you provide scaffolding ?Was there enough support?Were the objectives appropriate?Figure : Applying assessing childrens work to reflecting on teachingAdrian Copping : Reflective learning and teaching Opportunities

Reflective practice is important to the development of all professionals because it enables us to learn from experience. Although we all learn from experience, more and more experience does not guarantee more and more learning. 20 years of teaching may not equate to 20 years of learning about teaching but may be only one year repeated 20 times. There are many times when our normal reactions to events are insufficient themselves to encourage reflection. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself become a habit, ensuring our continuing development as a professional teacher in higher education.Beaty, L. (1997) Developing Your Teaching Through Reflective Practice p.8

Sekian. Terima kasih.

**