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How to understand assessment?
How to understand assessment?
A deep understanding of assessment in primary schools seems to remain an Achilles’ heel of cooperative learning. Teachers are often insecure about how to integrate formative and summative assessment for learning methods in their daily practice, and assessment as learning, i.e. the meta-cognitive skills of self-assessment and peer assessment. The combination of cooperative with interdisciplinary learning methods has also remained elusive in primary teacher practice.
A deep understanding of assessment in primary schools seems to remain an Achilles’ heel of cooperative learning. Teachers are often insecure about how to integrate formative and summative assessment for learning methods in their daily practice, and assessment as learning, i.e. the meta-cognitive skills of self-assessment and peer assessment. The combination of cooperative with interdisciplinary learning methods has also remained elusive in primary teacher practice.
Three components are required:
Three components are required:
Team goals and achievements based on individual learning growth.
Collective construction of knowledge through dialogue and collaborative reasoning, exchanging opinions and reinforcing the ability to refocus problems, identify solutions, formulate, and defend opinions, accept criticism and use it to improve the results.
The assessment of cooperative learning is not equal to the sum of the individual assessments and needs to consider the collective construction of knowledge.
THREE DIFFERENT APPROACHES TO ASSESSMENT:
THREE DIFFERENT APPROACHES TO ASSESSMENT:
Assessment for learning
(formative assessment)
Assessment for learning
(formative assessment)
Formative assessment is intended to contribute directly to the learning process through providing feedback, which models success and guides to future efforts, as well as giving encouragement.
Formative assessment is intended to contribute directly to the learning process through providing feedback, which models success and guides to future efforts, as well as giving encouragement.
"Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance.” (Wiliam, 2011, p. 120)
Interactive:
Interactive:
Assessment for learning happens during learning and is interactive.
Motivation:
Motivation:
Teachers use assessment for learning as motivation for learning. The feedback is learning-enhancing, motivation and sense of mastery is essential. Content that engage with the learners will contribute to the student's motivation.
Student involvement:
Student involvement:
Learners take part in developing goals and understand what to learn, and what is expected of them.
Learners give and receive feedback and advice on how to improve work. Peer assessment is part of the learning process.
Dialogue teacher-student:
Dialogue teacher-student:
Teachers guide learners in setting individual and group goals.
Dialogue is an investigative tool to uncover any misunderstandings, find the learners’ learning abilities and prior knowledge, and gaps the student may have.
Assessment as learning (integrated)
Assessment as learning (integrated)
Assessment as learning is a metacognitive process that should encourage the learner to take responsibility for their own learning and be self-regulating in learning.
Assessment as learning is a metacognitive process that should encourage the learner to take responsibility for their own learning and be self-regulating in learning.
Active student role:
Active student role:
Assessment as learning require that the student takes an active role in their own learning.
Process:
Process:
The assessment process itself is part of the learning.
Metacognition:
Metacognition:
Learners monitor their own learning, ask themselves questions, and use varied strategies to decide what they can do, what they want to do in the next phase, and how to evaluate new learning.
“Assessment for learning is about the continuous … [and] about informing the students themselves…[It] tells them what progress each student is making toward meeting each standard while the learning is happening – when there’s still time to be helpful.”
(Wiliam, 2011)“Assessment for learning is about the continuous … [and] about informing the students themselves…[It] tells them what progress each student is making toward meeting each standard while the learning is happening – when there’s still time to be helpful.”
Assessment of learning (summative)
Assessment of learning (summative)
Summative assessment is a point in time measure. It is for "checking up" or "summing up" what an individual learner has achieved.
Summative assessment is a point in time measure. It is for "checking up" or "summing up" what an individual learner has achieved.
It is often associated with reporting, certification, and selection. In assessment of learning, the learning results are often expressed numerically, as marks, grades or in percentage.
Extra: Assessment in a digital environment
Extra: Assessment in a digital environment
Digital tools give new possibilities of interaction between the learners and the teachers during the learning process. (Ludvigsen, 2016)
Digital tools give new possibilities of interaction between the learners and the teachers during the learning process. (Ludvigsen, 2016)
Dialogue throughout the learning process
Collect and systematize information
The learner has more opportunities to build and show competence using multimodal text (audio, visual…)
The learning process and metacognitive skills could be developed and made easier accessible for both peers and the teacher through a variety of opportunities where earlier writing was the main way: reflection notes, screencasts, explanation videos, sound recordings with the learners reflection on for example a product, a process or progression.
Assessment as dialogue in the process, rather than a monologue after the learning process
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