Between Formative Assessment National Examinations CIDREE AfL project conference Tartu 25102013 Einar Rull Curriculum and Tests Centre Foundation Innove Estonia Heraclitus 53 ID: 554142
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Slide1
Polemical HarmonyBetweenFormative Assessment National Examinations
CIDREE AfL project conference, Tartu 25.10.2013Einar Rull, Curriculum and Tests CentreFoundation Innove, EstoniaSlide2
Heraclitus 535 – 475 BCHe believed in unity of
opposites„World exists in polemical harmony“
Raphael
,
School
of
Athens
, detailSlide3
Dilemma between giving oral comments during the process and getting grades at the end It is presupposed - one activity in
school supports the other. But does it really?During the process
we value and encourage
the advancementAt
the
end
we
do
not value the advancement at all and value only
the
end resultsLeague tables made on basis of advancements and on the basis of final destination correlate only 0,49Should we abandon national exams or formative assessment?Slide4
Headlines in mediaSlide5
Headlines in media
Slide6
But alsoSlide7
DilemmaPeople lose more often than win
Is „How to lose with dignity (gratiously)“ and resilience a key skill
or core competence?
Why?Are we trying
to
pamper
our students too much and too long – when should
they
start to cope with losing, only when beard starts to grow?Is coping with loosing necessary skill for happinessTeaching schould give children more possibilities in life, not
take them awaySlide8
Activities of InnoveWe are preparing 10%
national sampling for 3-rd and 6-th Form (math, mother tongue and in 6-th Form one extra
rotating subject). Tests
and marking sheme are centrally
prepared
but
assessed
in schools, marking is later
analysed
We
are preparing basic school end exams in all subjects (math and mother tongue are compulsory, third exam is choosen by pupil self), also marked in schoolsWe
are centrally preparing and marking
upper-secondary
exams
,
Estonian
language
is
the
only
compulsory
subjectSlide9
What subjects are optional?
History Biology Physics Geography Mathematics Chemistry Civic studies English German French Russian Essay in R. lang.Slide10
Effect of proper external
assessmentOn system level positive effects are undisputed (using
OECD data) Average
results are higherDispersion
of
results
is
smallerDispersion does not depend
so
heavily
on on SES of families, but …According to Hattie’ league table of activities used in school, accountability measures give effect but are not the most effective
methods we have
, but …
According
to
ATC21
S
assessment
should
also
be
set
in
centre
of attention (with student and learning already in centre)Slide11
Activities of InnoveWe are supporting teachers
networks, also for applying formative assessmentWe are developing e-tests
for formative and summative
purposeWe are supporting
to
publish
learning
materials for SEN studentsWe are supporting
schools
in using language immersion techniques (Content and Language Integrated Learning - CLIL)So we should in some way be able to cope with growth models and league tables simultaneouslySlide12
ESF programme: “Raising the qualifications of general education teachers 2008-2014” Project period: 2008-2014 (2015)Aim: to create conditions that would support the professional development and activity of general education teachers throughout their careers
. Program for school principals.Narrower aim: to support the application
of new curriculum (
conferences for networks umbrella
organisation
)
Formative
assessmentIntegration of subjects
Creativity
in schoolInvestigative learningEnterpreneurship a.s.o.Slide13
FA project20 schools involved – 200 teachersRegional
seminars, studied elements of FASharing practices - one bigger conference
in autumn 2011 „Formative
Assessment in Learning process
“
Lecture
of
Leelo
Tiisvel on Education Mirror 2010 conference now a
YouTube
hit.Andrew Boyle from QCA: – there is difficult to find so brave teachers even in England, who could speak so good about formative assessmentJuliet Sizmur: i-nfer
assessment bankJ. Hodgen
and D.
Kuchemann
seminar
about
FA on
Education
Mirror
2011
conferenceSlide14
Problems with Formative Assessment
We should start with small steps but if it is
not applied in
full extent, we do
not
get
effect
0,4 – 0,7 (4 extra months in a year)
Diffrerent
levels of understanding of FANot giving marksAssessment during process for making changes in teaching (AfL)Keeping Learning on Track: where I am, where
I should go and what
should
I
do
(FA)
Setting
goals
,
assessment
models
,
self-assessment
,
peer-assessment
(
more
a
learning
method)There
exist
self-help
support
networks
in
schools
for
teachers
to
improve
styles
of teaching, because changing of habits is difficultSlide15
Self-help support networksUseful
also in applying language immersion techniquesAlso for applying all useful
techniques from John Hattie’s
league-tableD. Wiliam and P.
Black
investigated
only
the influence of backfeed (it is
the
most important)J. Hattie summarised world educational research in his league table more broadly, in larger extent and laterCornestone in CPD for teachers
, like fitness techniques
to
keep
us
fitSlide16
Trying to see external assessment
data and growth model on the same
picture
D. Wiliam
and J.
Hattie
both
use psychometrics approachAverage upper-secondary
exam
has an average result 60 points and standard deviation 20 points on 0-100 scale (passmark 20 points).40 points corresponds to an average vocational school result and 80 points to elite-school results (also
Shanghai math result
in
PISA)
In
PISA
study
one
standard
deviation
corresponds
to
three
years
of
schoolingSlide17
Average exam and Gaussian distribution Slide18
If you have 30 pupil in a classSlide19
Ideas to noticeDistribution
of students in a class is larger than we expectWe can not teach average norm student, curriculum or textbook, we should adapt curriculum to student
Average advancement of student in 3 years is smaller than we expectDo we pressurise too much students
who are just under threshold?
May be 1 SD advancement is good enough goal
There will always be students below the threshold
Are we ready to
„
loose with dignity
“Learning should give learners additional possibilities in life, not take them awaySlide20
Do we stretch enough gifted studentsTo have attention on gifted students we should use more growth models, not to loose gifted studentsAround 5% of students in Estonia, France, Sweden and the United States are all-rounders, but the average performance in France, Sweden and the United States is lower than that in Estonia
. (PISA in focus nr. 31)We can say it in Estonia that number of all-ronders
in Estonia is lower
than that in France
,
Sweden
or
United States. Slide21
If 10 000 students do average examsSlide22
More exact data (now we
have computers!)Slide23
What to do1600 students
are above average result of Shanghai , we should find them and teach
them We should
be more relaxed
with
under
20p
threshold
studentsWe should calm down
also
too
aspirational average students when they certainly want to be better than their really gifted friendsTeacher in class should be able to make
difference, who to
strech
and
who
to
calm
downSlide24
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