Rationale and Goals of Involving Students: Improved learning & self-regulation

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Foundations of Teaching for Learning: Introduction to Student Assessment

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Commonwealth Education Trust

Foundations of Teaching for Learning: Introduction to Student Assessment

88 оценки

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. There are various techniques which help to assess student learning. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

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Guidelines for developing and using procedures that involve students in assessment

In this final week we will define two assessment practices that involve student participation: self-assessment and peer assessment. We will provide you with exemplars of both kinds of assessment for your own personal use, and point you to important issues that you will need to consider when preparing your own assessments. By the end of this week you should be able to create peer and self-assessment tasks that facilitate learning for children you teach.

Rationale and Goals of Involving Students: Improved learning & self-regulation9:19

Good Peer Assessment practices9:33

Good Self-Assessment practices9:42

Concerns with peer and self-assessment: Keeping in mind validity8:30

Interview 317:29

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Dr Peter Keegan
Senior Lecturer, Te Puna Wānanga, Faculty of Education
University of Auckland, New Zealand
Associate Professor Gavin Brown
Director, Faculty of Education Quantitative Data Analysis and Research Unit
University of Auckland, New Zealand
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

Welcome to week six of this course on assessment.

In this last week, we're going to look at the

rationale and practices of involving students in assessment in your classroom.

In the first lecture, we're going to look at why we should bother doing this.

And it's really simple,

involving students in judging and evaluating their

own work or each other's work leads to

improved learning and, as a bonus, improves self

regulation of learning, and these are worth having.

In terms of our curriculum map, we're still looking at interactive,

informal, student-centered versions of formats of assessment.

In a classroom situation there are three sources of feedback.

We've already told you how important feedback is for improved learning.

In a classroom situation instructors, teachers give feedback.

Clearly the self - any student thinking upon their own

work is, can potentially give him or herself feedback.

And of course, the other classmates are sources of feedback.

In terms of why we involve students in this type of assessment.

We draw on the notations of assessment for learning, instead of just

of learning, or what we described earlier in the course, formative assessment.

This is assessment done during the process of

learning, early enough to lead to modifications or changes.

And in assessment for learning, there is a high involvement of

students in the process of judging and evaluating learning.

Five key strategies have been identified and promulgated

in the assessment for learning policy reform.

And you can see those list of five strategies on the screen.

The key ones that matter to us in this context are numbers three to five,

where it's focused on giving feedback, and activating students as

the owners of learning, and activating students as instructional resources.

So, in order for this to happen, we use

techniques called peer and self assessment.

You'll see it abbreviated on screen as PASA or pasa.

But effective peer and self assessment depends on certain conditions.

But first of all, let's remind ourselves what we mean by "peer and self assessment".

On the screen are the two definitions, and you'll see these definitions

are very similar and the only difference is who's work is being evaluated.

In peer assessment, I appraise a fellow learner, in relationship to specific

learning intentions, goals or criteria that are hopefully derived from the curriculum.

And in self assessment the student evaluates his

or her own work relative to the same criteria.

So, it's very similar, it's just whose work is it.

In order to make peer and self assessment work, certain things are required.

First of all, it requires that you, the teacher, are

willing to let students participate in the process of critically

evaluating each other or their own work, if you won't

let them do it, then it's clearly not going to happen.

Students also have to be willing to take on this evaluative assessment action.

Traditionally, assessment was done by the teacher, or

by some end of year exam system.

Now, we're saying to students "Hang on, you'll learn more, if you judge your own

work, or each other's work", and some

students find that a difficult transition to make.

They have to be willing to critique.

The point is to say what's strong and what's weak.

And therefore, students have to have the courage to say, "My work isn't very good" or

"Actually, in this aspect your work isn't good enough, or doesn't meet the criteria".

And that takes courage, both to give

that feedback, as well as to receive the feedback.

Remember, my classmates are not experts.

They're not usually much better than I am, and I have to listen to them telling

me about strengths or weaknesses of my work,

that takes a certain inner strength as well.

And it all depends on having clear agreed and

easily understood criteria as the basis for a judgement.

So, that means some sort of rubric - like we talked about in the last week - has to be

available in terms and language that students can understand and appreciate.

So, you can see that for most students and

in many classrooms, this is a difficult transition to make. To go

from simply "The teacher determines whether my work is good enough", to "I'm

participating in judging myself, my own work, and my classmates' work".

There's some strong issues and transitions that have to go through.

Why would we bother?

The evidence is very clear.

Students who are involved in judging their own work, or each other's work do better.

Clearly the process of looking at your

work, and critically evaluating it against criteria

helps you do your work better.

You're thinking about your learning and that's good for learning.

Furthermore, it actually helps improve their general ability to self-regulate.

Instead of being dependant on parents telling them

how to study or teachers how to study,

they become their own self control mechanisms. And they learn to do

things such as understand a rationale for why am I doing this,

they develop goals or plans, they're trying to learn things,

they develop new methods, they have to think about

how should I do this, how should I learn this -

and so that teaches them about monitoring and evaluating their progress.

Evaluating and saying "Here's where I am and this is what I need to do next".

And also, to develop that metacognitive skills saying "Well, actually,

this is where I'm trying to get to but I'm not succeeding.

The things that I'm doing aren't working and I need to do something different

other than what I'm doing".

So, these processes of judging my own work and my classmates' work teach

not only better outcomes but also better life skills for self-regulation.

But we need to keep in mind, there's certain limits to this promise.

One, remember humans aren't very good judges of their own work let alone each

others', and novices as your students will be relative to you, and younger students

who are less experienced with the content

area, and students who are less academically

able are especially noteworthy as making

wrong judgments or inadequate or inappropriate judgements.

So, when you have younger students or less able students, you need to

work harder to help them get the skills to be able to judge.

And let's not kid ourselves,

what we're teaching in school is hard, complex stuff.

We don't teach just simple stuff, we teach hard stuff.

And it's hard to know, the harder the stuff is, how

good you are at it, and how good your work is.

And with easy stuff, it's easy to tell whether my words

are spelled correctly or my mathematics

addition problems have been done correctly,

but hard stuff is hard to judge. And we're

always tempted to substitute invalid criteria for judging our work.

Even teachers will sometimes substitute effort or tidiness or

amount instead of quality when it comes to judging work.

Students have these same temptations and it's up to us as teachers to help

students learn skills and learn how to judge appropriately.

And that's what the rest of this week will focus on.

[MUSIC]

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