Assessment for, of, and as learning

A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon

1. EDUC 5440: Assessment and Evaluation Group 0001C Anari Dolita - ELA Teacher in China Divya Raghav - Maths & Science Teacher in India Jie Li - Grade 2 Math Teacher in China Niketa Suri - PYP Homeroom Teacher in Iraq Simon Egan - Primary School Teacher in England Professor D. McCollum September 2020 University of the People

2. Group Roles Divya Raghav : Team Leader is responsible for the final product and to assure the team functions well. Jie Li : Record keeper analyzes and presents the decision-making process at the end of Unit 7 Niketa Suri : Progress chaser produces a ‘timed agenda’ and ensures it is respected Simon Egan : Presentation organizer is responsible for producing the presentation

3. Introduction We are a group of teachers at the “Everest International School” who are creating a detailed plan of implementing the three assessments in our school, starting with a pilot project in Grade 5. Assessments “For” Learning (AfL) Assessments “Of” Learning (AoL) Assessments “As” Learning (AfL)

4. Phase 1- Assessment for Learning Diagram showing several benefits of Assessment for Learning (Campbell, 2012).

5. Assessment FOR Learning (AfL) Assessment for learning (AfL) is a assessment approach with the purpose of improving learning (Angela & Cross, 1993). It achieves this through diagnostic testing to assess gaps in knowledge understanding and application. As AfL is a formative assessment method, meaning it aims to change learning, it is process oriented and more focused on the means than the end goal (Berry, 2008). It often becomes a continuous cycle of assessment and interaction between the educator and learner to perfect the work and learning process (Krutka, 2016). This dialectical relationship serves to inform the teacher of the needs of the learner throughout the process of learning so that it can be adapted for the next stage of learning (Earl, 2003). It is a learner centered approach which is why it is the preferred assessment method of the International Baccalaureate (2018).

6. Reasons to implement Assessment FOR learning It provides feedback to each learner about their learning (Berry, 2008). Teachers can adjust teaching methods based on the feedback provided through AFL. Learners become more independent in their learning as they take part in peer assessment and self-assessment. It improves learner outcomes (Berry, 2008). AFL increases confidence and create a sense of self-efficacy among learners (NSW Education Standards Authority, n.d.). It changes the culture of the classroom. ( Bullock, 2019)

7. Instruments of Assessment FOR Learning Questioning. Observations. Conversations. Feedback of homework. Quizzes, tests and examinations. Journals and learning logs. Surveys, investigations and projects Computer-based assessment. Peer and self assessment. Students completing a learning log (Eames, 2020).

8. Benefits of the Assessment FOR Learning Provides regular feedback to students and teachers (Berry, 2008). Helps in defining learning goals (Nicol & Macfarlane-Dick, 2005) Helps in understanding learner requirements. Helps in creating Personalized and differentiated learning environment. Helps in improving academic achievement. Provides motivation to Students. It helps in Increasing student engagement . Learners can self-regulate their learning (Nicol & MacFarlane-Dick, 2005).

9. Analysis of Group Process: Phase 1 Week 1 : Moodle has been decided as the Group Task Communication application since a few of the Group members can not access WhatsApp. This decision was unanimous. Simon set up the Google docs for planning and Google slides for presenting work and took on the presentation organizer role. Other group members also chose their roles for the group task. Niketa and Simon contributed to complete phase 1 (assessment for learning). Anari added pictures and additional information on phase 1. Jie added the instruments of assessments for learning.

10. Phase 2 Assessment of Learning (Rocha, 2016)

11. Assessment OF Learning (AOL) “Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes” (Western and Northern Canadian protocol for Collaboration in Education, 2006, p. 55). “Students need to adopt and active and reflective role in planning, managing and assessing their learning” (Western and Northern Canadian protocol for Collaboration in Education, 2006, p. 56). A visual representation of the learning cycle (Yeager, 2018).

12. Reasons for using Assessment OF Learning (Watwood, 2020)

13. Instruments of Assessment OF Learning Year end , midterm exams or end of term examinations. Essay’s Presentations. Project work Creative portfolio. Chapter / unit tests. Standardised tests (Examples, SATs, GCSEs and Board examinations.)

14. Benefits of Assessment of Learning

15. Phase 2 Analysis of Group Process Week 2 The Group Collaborated on Moodle and discussed further tasks. Divya created the slides for Phase 3, Assessment as Learning. Niketa, and Anari worked on the slides for Phase 1 & 2. Simon edited slides, created references and gave feedback. Jie worked on the format of the PPT. Assignment is on schedule.

16. Phase 3 Assessment as Learning “Assessment as learning is a process of developing and supporting metacognition for students” (WNCP 2006, p. 13). (MO EDU-SAIL, n.d.)

17. Reasons for using Assessment AS Learning (AISNSW,n.d.)

18. Instruments of Assessment AS Learning Self- assessment Self-reflection Self-evaluation rubrics Mind map Checklist Learning Logs Reflective Journals Mentoring among students Portfolios (Rowe, 2012)

19. Benefits of Assessment AS Learning Benefits to Teachers Helps facilitate learning of students Teacher facilitates the process of metacognition and reflection Benefits to Students Student become the connector between learning and assessment Develops Metacognition which helps in preparing the student for life-long learning Assessment cycle (Cambridge Assessment International Education, 2011)

20. Self-Reflection as Instrument for Assessment as Learning

21. Benefits of using Self-Reflection Creazilla. (n.d.)

22. Phase 3 Analysis of Group Process Week 3 The Group Collaborated on Moodle and discussed further tasks. Divya worked on the benefit of assessment as learning. Niketa, Simon and Anari worked on the slides Simon formatted the references Jie edited the reasons for using assessment as learning and the instruments. Assignment is on schedule.

23. Conclusion

24. References AISNSW. (n.d.). Assessment as learning. https://i.pinimg.com/474x/9b/6e/7c/9b6e7c2edb468cf92bd6ac629fbdc159.jpg . Angelo, T and Cross, K.P. (1993). Classroom assessment techniques a handbook for college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press. https://ebookcentral.proquest.com Bullock, D. (2019). Assessment for learning. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/styles/large/public/images/light_bulb_RS4558_176430210-web_0.jpg?itok=1fxqPZNu . Campbell, B. (2012, May 29). Assessment For Learning. The Art of Education. https://artofeducation.wordpress.com/2012/05/29/assessment-for-learning/ Cambridge Assessment International Education. (2011). Getting started with Assessment for Learning. Cambridge-Community.Org.Uk. https://cambridge-community.org.uk/professional-development/gswafl/index.html Cambridge Assessment. (2019). Getting started with Assessment for Learning . https://cambridge-community.org.uk/professional-development/gswafl/index.html .

25. References Creazilla. (n.d.). Schoolgirl at Her Desk clipart. Retrieved 30/09/2020 from https://creazilla.com/nodes/33935-schoolgirl-at-her-desk-clipart Eames, S. (2020). Good science teaching starts with assessment. Explorify. https://explorify.wellcome.ac.uk/blog/good-science-teaching-starts-with-assessment Earl, L. M. (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA: Corwin. Guskey, Thomas. R. (2019). How Classroom Assessments Improve Learning - Educational Leadership. Ascd.Org. http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx International Baccalaureate (2018). Assessment principles and practices—Quality assessments in a digital age. International Baccalaureate Organisation 2017. Retrieved from: https://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab622883/assessment-principles-and-practices-2018-en.pdf

26. References Kapoor, D. (2020). Flexibility in assessment: the way ahead – http://www.teacherplus.org. Teacher Plus. http://www.teacherplus.org/flexibility-in-assessment-the-way-ahead Krutka, D. (2016, June 02). 5 Educational philosophies [Video]. Youtube. https://youtu.be/3H0DbcDbIbs Missouri Department of Elementary and Secondary Education (MO EDU-SAIL). (n.d.). Metacognition. Retrieved 30/09/2020 from https://www.moedu-sail.org/portfolio-items/metacognition/ Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218. NSW Education Standards Authority. (n.d.). Assessment for, as, of learning. Retrieved 10/10/2020 from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/ Payne, M., & Miller, M. (2009). A Collaborative Approach to Assessment: The Assessment and Improvement Management System (AIMS). Teacher Education , 18 (1), 149–160. https://files.eric.ed.gov/fulltext/EJ851546.pdf

27. References Rocha, M. (2016). Focus on Assessment. Mrocha2. https://mrocha2.wordpress.com/2016/01/17/focus-on-assessment/ Rowe, J. (2016). Assessment as learning. http://etec.ctlt.ubc.ca/510wiki/File:Picture_9.png Watwood, B. (2020). Summative Assessment . Learning In a Flat World. https://bwatwood.edublogs.org/summative-assessment/ Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf Yeager, C. (2018). Learning Cycle Logo. Understanding the Learning Cycle Part Four: Assess. Thinking Maps. https://www.thinkingmaps.com/understanding-learning-cycle-part-four-assess/ . ‌