Out of the Mouths of Babes - Assessment for Learning

Assessment for learning (what used to be called Formative Assessment) seems to be growing in popularity as a teaching intervention that helps to greatly improve student understanding and achievement.

This post looks at some of the digital tools that your learners can use to share with you their growing mastery of what they are learning and what you are trying to teach (not always are these the same thing!).

At its heart, formative assessment, is about asking students what they know, what they can do and what their understanding of an idea is. We teachers are so wrapped up in what we do as teachers, we often forget to do the most simple of things - just ask the students.

The trick to effective assessment for learning is to ask questions or set tasks that will reliably provide you with evidence of how the student's learning is developing and to then provide feedback and guidance on how the student can improve. This information should also impact upon the teaching you did and plan to do on the topic in question.

Self and peer assessment also have an important part in the formative process and you will need to spend some time making sure that students have the skills to self or peer assess.

Successful formative assessment includes:

• The student and teacher share a common understanding of what constitutes quality work.
• Students have, or are developing, the skills for self and peer assessment and see that they have ownership of their learning.
• Teacher provides questions and tasks that encourage students to show their understanding.
• The assessor (teacher, peer or self) provide feedback on what was done well and what needs improvement.
• The teacher provides guidance on how to make improvements and what needs to be learned next. 

Hallmarks of strong formative assessments are:

• High quality feedback that assesses the work, not the student.
• Regular and descriptive feedback to students on how to improve.
• It involves extensive self and peer assessment.
• Teachers adjust their teaching based on the information gleaned from the assessment.
• This type of assessment should not play much, if any role in determining the students final grade, because it is about the process of learning, not an assessment of learning.
• Students should be assessed in a variety of ways: oral, written, and through performance assessments.

Although aimed at younger learners, Kathy Dyer has written a number of useful posts:
Digital Technology Tools for Implementing Formative Assessment – Post One, Post Two, Post Three.


To help with the techniques of Formative Assessment, the 54 ideas by David Wees is a good start (it also includes some suggestions on technologies too) - see the Google Doc.

Stacy Stevens has provided a neat summary of the types of technology that adopts a balanced approach (Web 2 sites and mobile apps) for different formative assessment tasks. It is important also to provide students with a variety of techniques that allow for differentiation in their response.
See the Google doc in PDF format.

With all this focus on mobile devices and apps, don't forget the platform that many of us have - MOODLE.
The MOODLE Tool Guide for teachers, based on Bloom's cognitive domain, is also very good for suggesting tasks we can provide to uncover a snapshot of the student's learning as it develops.

• Tool Guide for Moodle v1 (Joyce Seitzinger)
• Tool Guide for Moodle v2 (Gavin Henrick)

I'm sure there will be much more to come on effective assessment for learning - stay tuned. But for now

TGIF

TED Ed - Because You're Worth It .....

TED (http://www.ted.com/) has been around for a while; Ideas Worth Sharing (in 20 minute videos).

This week I wanted to focus on TED Ed (http://ed.ted.com/); Lessons Worth Sharing (in short video clips with extra content).

http://ed.ted.com/lessons/disappearing-frogs-kerry-m-kriger

A lesson is built around a video clip, or animation, with the scaffolding (http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber) components:

• Let's Begin - the hook to motivate student engagegment.
• Watch - the subject matter in video format.
• Think - up to 15 multiple choice and short answer questions.
• Dig Deeper - resources for discovering more about the topic.
• Discuss - a forum for students to respond to a posted question/comment .
• And Finally - what to do next.

 The site contains around 300 TED Ed Original Lessons - those created by renowned educators or subject experts and the TED Ed team whos mission is to capture and amplify the voice of the worlds greatest teachers.

The really cool bit:

1. You can simply re-use the existing lessons.
2. Each lesson can be customised by you - see the red 'Flip This Lesson' button.
3. You can create your own lessons using Youtube video clips.

The site contains another 40,000 user generated 'Best Flip' lessons that you can search for and many more lessons that you can only access if you know the web address.

TED Ed is therfore both a learning resource bank and a tool for creating new resources!

And there's more....
When logged in, you can share a lesson's web link with your students (an individual or a group) and if they are logged in too, you can keep track of their responses to the lesson questions and discussion topics and provide feedback.
NB: Students under 13 are not allowed to create an account (due to US legislation). They can still use the lessons but as an anonymous user their answers won't be tracked.

The observant amongst you will have realised that TED Ed is a perfect companion for anyone wanting to try out Flipped Teaching where classroom-based teaching time and traditional "homework" time are reversed (flipped). You provide lesson recources to be reviewed outside of class, which in turn gives you more time in class to focus on higher-order learning skills.

Create an account and give it a go.
See the FAQ for further information - http://support.ed.ted.com/
Enjoy the weekend .....

TGIF

PS One part of the FAQ might be worth keeping in mind as you create your own lessons:

What are the criteria for Best Flips?

• To be selected as a Best Flip and featured on TED-Ed's lesson list, your lesson should start with a great video that people can learn from. Generally speaking, the video you select should be under 10 minutes, however there are a few exceptions. The videos can be serious (as in something from the History Channel's YouTube or National Geographic's YouTube).  They can also be silly (like a cat video uploaded by an individual). Videos should never include content that's inappropriate for a typical high school classroom.
• Lessons that are nominated as Best Flips should have a creative introduction written in the Let's Begin section that alludes to the objectives that are learned in the lesson. The best introductions are a couple sentences long and serve to intrigue or hook the learner into watching the video and completing the lesson. 
• A Best Flip should contextualize the video using the Let's Begin, Think, Dig Deeper, and Discussion modules. A lesson does not necessarily need to include all of these sections to be selected as a Best Flip, but it should use several of them to present engaging material.
• The Think section is pretty straightforward -- multiple choice questions should gauge understanding using information gained directly from the video (include the time code that points to the video hint), and open answer questions should challenge a learner to think critically about the lesson. As a general rule, for a 5 minute video, Best Flips should contain 5 multiple choice questions and 3 open answer questions, though this is only a loose guideline.
• The Dig Deeper section should be robust and challenging. This is not simply a place to spoon feed resources to the learner. It is a place to provide avenues for the learner to explore further. You can share links to other videos, links to magazine articles, links to blogs or op-eds. You can also further explain difficult topics here. The point of the dig deeper is to help the learner understand as much as possible about the topic at hand. Generally speaking, five resources for a five minute video seems to be a good start. This is where the learner has the potential to spend most of his or her time.
• Lastly, the Discussion section should provide a prompt that encourages meaningful, healthy debate and/or conversation. The questions often skew a little more personal. They may solicit opinions, but they are rarely looking for a single fact. For example, it's better to say, "What do you think is..." rather than, "According to the video, what is..." Hopefully, this measures an entirely new kind of understanding. Learners will share original abstract thoughts and challenge each other to think more interestingly about the lesson.

Of Cubs and Men

I really wish I had a photograph of me aged 10 proudly showing my cub scout badges sewn neatly, by my mum, down the arm of my uniform.

I could tie knots, make Meccano models, give first aid and, I think, I was proficient at doing things with an 'A frame'.

What carefree days they were.

Many many years on, having put childish things aside, I have just created my own digital badges to represent different levels of skill in using the GoToMeeting software being introduced at work.

Primarily designed as eMail signature images for staff who have been trained as 'attendees' or 'presenters' the badges would help raise awareness of the new software.

and

But how will staff respond to the badges?
Do real men, or women, collect badges once they've grown older?

Learning in Digital Wales

In April I posted an overview and my thoughts on a Task and Finish Group report looking into digital classroom teaching (Find it, make it, use it, share it).

On 21 June, a written statement was made by Leighton Andrews, Minister for Education and Skills, AM setting out the vision for digital developments for the teaching and learning across the whole of Wales.

http://wales.gov.uk/about/cabinet/cabinetstatements/2012/learningindigitalwales/?lang=en
"I have now considered the wide ranging recommendations in this report and have agreed an action plan for the use of digital technology to improve performance in schools."

The statement covers:

• National Digital Learning Council
• Hwb
• National Digital Collection
• iTunes U
• Microsoft Partners in Learning
• Professional Development: Digital Technology and Computing
• A Culture of Digital Citizenship

It seems that there has been a determined push from the Minister for action.
Digital Advisor and Digital Leader secondment posts have been funded and advertised (damn it - I missed the deadline!!).
December 2012 is the first key deadline for the launch of an all Wales digital learning platform (I wait with baited breath to find out which of the many stories of what this actually means turns out to be true).

Before then however, the National Digital Learning Council will meet in September - more news to follow.

TGIF