Professional Documents
Culture Documents
Markku Hannula
Formative assessment
self-reflective process that intends to promote student attainment (Crooks, 2001). the bidirectional process between teacher and student to enhance, recognize and respond to the learning (Cowie and Bell, 1999)
> obseravtion in the classroom
the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. (Black and Wiliam, 1998)
Questioning
Moyer & Milewicz (2002) gave prospective elementary education teachers a task to interview individual pupils on mathematical concepts and later to reflect the audiorecorded interview. They identified three categories of questions used by the preservice teachers:
1.
2.
3.
checklisting, where the interviewer proceeded from one question to the next with little regard for the childs response instructing rather than assessing, which included (a) leading questions that direct the childs response, and (b) abandoning questioning and teaching the concept; and Probing and follow-up, where different types of questions were used to invite or further investigate the childs answer.
Focus of attention
The more aware I can be of what students or teachers see, of what they are stressing and ignoring, the more help I can be in offering different foci for their attention. (Mason 1998, p. 248)
novice and expert teachers have different competencies in observing mathematics teaching episodes.
prospective elementary teachers attend more to mathematics content teachers and mathematics educators focused more on teacher and student.
novice and expert teachers have different competencies in observing mathematics teaching episodes.
prospective elementary teachers attend more to mathematics content teachers and mathematics educators focused more on teacher and student.
Task: Watch a video clip on 3 students working in a group. What do you see?
Process skills
Ability to co-operate Dialogue, who helps whom, is help aiding Efficient use of resources available
Evaluate also the task, to develope your ability to select, design and modify tasks
Task: Watch the video clip once more. Can you see something new in it?
Feedback
In order for a student to benefit from from feedback in academic tasks, the student must know i. What good performance is ii. How current performance relates to good performance iii. How to act to close the gap between current and good performance (Sadler, 1989; according to Nicol & Macfarlane-Dick, 2006)
Self-regulation
has been presented as a generic term used for a number of phenomena, each of which is captured by a different control system. In our judgment, self-regulation is a system concept that refers to the overall management of ones behavior through interactive processes between these different control systems (attention, metacognition, motivation, emotion, action, and volition control). (Boekaerts and Niemivirta, 2000, p. 445)
External feedback
1. 2. 3. 4. 5.
Clarify what good performance is Facilitate self-assessment Deliver high quality feedback information Encourage teacher and peer dialogue Encourage positive motivation and selfesteem 6. Provide opportunities to close the gap 7. Use feedback to improve teaching
Make sure your assessment practice is aligned with the explicated goals
Small group discussions about feedback Peer dialogue enhances sense of self-control over learning
No judgmental element
Provide opportunities to close the gap between current and desired performance
Feedback should influence process and product Introduce multi-stage assessment with feedback after each level Allocate time for commenting drafts or rewriting selected pieces after feedback
Reflection-in-action
Reflective reacting in classroom Difficult (last phase of development)
Reflection-on-action
After teaching Interpret and analyze what has happened
References
Black, P., & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2): 139-149 Boekaerts, M. 1999. Self-regulated learning: where we are today. International Journal of Educational Research 31, 445-457 Boekaerts, M. and Niemivirta, M.: 2000, Self-regulated learning: Finding a balance between learning goals and ego-protective goals, in M. Boekaerts, P.R. Pintrich and M. Zeidner (eds.), Handbook of SelfRegulation, Academic Press, San Diego, CA, pp. 417450. Cowie, B., & Bell, B. (1999), A model of formative assessment in science education, Assessment in Education, 6: 101-116 Crooks, T. (2001), The Validity of Formative Assessments, Paper presented to the British Educational Research Association Annual Conference, University of Leeds, 13-15 September Dunne, E. & Bennett, N. 1990. Talking and learning in groups. UK: Macmillan. Dweck, C. 1999. Self-theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.
References continued
Lemos, M.S. 1999. Students goals and self-regulation in the classroom. International Journal of Educational Research 31, 471-486 Mason, J. 1998. Enabling teachers to be real teachers: Necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education 1, 243267. Moyer, P. S. & Milewicz, E. 2002. Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education 5, 293315 Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, Vol 31(2), pp.199-218 Philipp, R. A.. & Sowder, J. T. 2002. Using eye-tracking technology to determine the best use of video with prospective and practicing teachers. In A.D. Cockburn & E. Nardi (Eds.), In A. Cockburn & E. Nardi (Eds.). Proceedings of the26th Annual Conference for the Psychology of Mathematics Education (Vol. 4, pp. 233-240). Norwich: PME. Sadler, D.R. 1989. Formative assessment and the design of instructional systems. Instructional Science 18, 119 144. Schn, D. (1983). The Reflective Practitioner. San Francisco: Jossey-Bass.