EDB Professional Development Workshop
Promoting
Assessment FOR and AS Learning
Introductions
Have you been to a workshop on assessment before?
What do you want to get out of this workshop today?
How do you currently assess your
students?
Aims
Exploring the role of teachers in implementing assessment FOR and AS learning
Raising awareness of strategies for implementing formative assessment
Developing understanding of the role of assessment in the learning/teaching cycle and the relationship of
assessment FOR and AS learning
Exploring activities supporting self-
directed learning and metacognitive skills
Outline
Part 1: Overview of key concepts
Part 2: Reading assessment
Part 3: Writing assessment
Part 4: Consolidation
How far do you agree?
It’s the students’ responsibility to keep track of their own progress.
1 5
How far do you agree?
It’s the students’ responsibility to develop their own self learning skills.
1 5
How far do you agree?
Re-drafting writing is a practical and realistic activity.
1 5
Mentimeter.com
Why do teachers give feedback?
How do students benefit from teacher feedback?
Anson
A: You write something about how to improve this part. It’s ok.
R: But?
A: Useful ok but I don’t have time to read it all. Just tell me the correction.
R: Maybe I think you can improve it yourself.
A: Your correction will be better than my so better for you correct it.
R: Maybe not. And I will correct your second version. Not your first version. You write the first version, I’ll show which bits you might want to think about again, then you write the second version, better. Then I’ll write corrections.
A: So much effort. Just correct it first, it will save both us our time.
Joey
J: I like you write why a sentence is good.
R: Why do you like it?
J: I can remember the idea and the language and use it again.
R: More helpful than correcting mistakes?
J: But before, I assumed for everything is Chinglish or mistake. So even if you
correct the mistake, I assume for the other part is just Chinglish. So I like to
know it’s good English in fact. I feel satisfying and happy.
Benson
B: Why you spend so much time writing this comments? Very much time for you.
R: Because I think it’s useful for you to read it?
B: It’s assessment. Everything assessment. No need to improve now, this module is finish. Where’s the grade. Pass, ok. Fail, give me comments. It’s very much time for you to write this for all pass papers.
Kelly
K: I feel motivated with your comments.
R: What do you mean?
K: You write a lot, so I know you feel passionate
R: Maybe that’s true. But are the comments helpful?
K: Yes because student must put more effort than teacher so if you put in effort for my corrections, then I should put more effort in too. So I don’t mind to write the redraft.
R: So are you redrafting it for me or for you?
K: Redrafting for you. To know that I put in effort
David
D: Teacher is write something at the end. He writes me how to do it better. I wish I know it before.
R: Why do you wish you could have known that before?
D: I don’t make the mistake if I know that.
R: But now you know for the future?
D: Yes but it’s finish now so no need. Waste my time to learn it after.
Cherry
C: My teacher gives us the score. It very helpful.
R: How is it helpful?
C: Help me to do better because I know I must improve.
R: How does your score help you to do better?
C: If it’s less 15 I have to do better.
R: How do you know how to do it better?
C: I can try harder. Very lazy.
‘Han’s (2001) …study suggests to directly target the causes of errors
rather than the errors themselves, because each student has … their own reasons for producing nuanced language
‘The role of the teacher is not merely to point out students’ errors, but to collaborate with students in their own investigation of the source in their
…errors (Nott 2000)
Guénette (2007) concludes that ‘any type of feedback that does not take the crucial variable of motivation into consideration is perhaps doomed to fail. ..
…If the students are not committed to improving their writing skills, they will not improve, no matter what type of corrective feedback is provided’.
Some of the literature out there:
Assessment OF Learning (AOL)
Assessment FOR Learning (AFL)
Assessment AS Learning (AAL)
www.britishcouncil.org 14
Definitions
AOL AFL AAL
Type of
assessment
Type of summative assessment
Generally a type of formative assessment
Generally a type of formative assessment
What is being
assessed?
Students’ current ability Students’ learning needs and progress
Students’ learning needs and progress
Who is
assessing?
Teacher Teacher Student
Reference point
External standards, or teacher expectations
External standards, or teacher expectations
Students’ own personal goals, external standards, or teacher expectations
What
happens?
Teachers use student work to make
judgements about
achievements based on particular expectations or standards
Teachers reflect on student work and use this to inform their teaching and provide student feedback
Students reflect on their own work and use this to inform future learning goals
Result Teachers (and students, parents, others) have a record of current student achievement on a
particular piece of work
Teachers provide students with
constructive feedback that will help students’
future learning
Teachers adapt their teaching or lesson plans or syllabus for the future
Students monitor their learning progress
Students adapt their learning goals
