Didactics of evaluation english version 1

Didactics of evaluation english version

1. In person training: Presentation 3

2. Didactics of evalution SBL_09_ppt_EN Mieke Achtergaele, Karel Moons, Silvia Viaene Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

3. Content of the presentation

4. Didactics of evaluation

5. Basic principles Students have the right to give feedback to the teacher. This feedback is not limited to feedback regarding the learning objectives . ( Students and teachers are equal and both are the specialist of their own life/ role / profession .) To evaluate , we use : feelings (or other open forms ) the objectives , strengths and challenges the OICO- principle and growth mindset-principle . mirror evaluation

6. First evaluation , no objectives Feelings : What were you doing when you felt … NOT WHY!

7. Other (simple) evaluation forms . . .

8. Evaluation with the OICO- principle OICO- principle

9. Evaluation with the Growth mindset principle (with the help of Hattie)

10. Student forms and teacher forms Are the same This fosters equality in evaluation. An evaluation is not an endpoint but the beginning of a dialogue. Each school that works with SBL create their own forms by adjusting the principles of the evaluation format to their situation and culture.

11. Evaluation in class (1) To see the strengths of students, you must constantly observe the working groups. If you notice strengths of students, write them down. You can put them into the different evaluations. See everything as a strength: leading is a strength, but following is so as well; reflection is a strength, impulsiveness as wel . Asking smart questions is a strength but asking irrelevant questions as well. You can observe a lot of strengths in students’ negative behaviour. When students go into conflict with the teacher, they show strengths like ‘setting limits’, ‘coming up for others in the class’, ‘convincing’, … Recognising these strengths (after the conflict) gives the opportunity to work on these strengths to make them useful in positive situations.

12. Evaluation in class (2) Pointing out the strengths of students in evaluations turns the atmosphere (of negative moments) into a positive vibe. The question is not “Are my strengths becoming pitfalls?” ( Offman ), but “How can I use my strengths in a more appropriate way in different situations?” The student is the specialist of his own world. He/she knows better what they feel and experience than the teacher. Every comment is seen as a valuable contribution. However, your work as a teacher is to objectify and neutralise what they are saying by staying calm and friendly.

13. Evaluation in class (3) You can say what you feel, but … never judge the student. Even when you must use disciplinary rules, stay objective. Do not moralise. Moralisation puts the cause of disruptive behaviour on the person. Using SBL-evaluations puts the cause of disruptive behaviour in the interaction between the context and the behaviour of the student.

14. Evaluation in class (4) Working with SBL-evaluation is a learning process. The first times you will see a lot of observation and imitation: Students do not know what to say or say the same as the one before them. When the reflections become more diverse and more nuanced, your students are making progress. Correct student when they did not answer your question. e.g. when you ask to choose a feeling connected to the lesson, they cannot say that they were angry at their sibling at home. If you evaluate orally, not all students have to come into play. Spread the turns over several evaluations. By ending with the question: “Did we miss something important?” you prevent that things remain unsaid.

15. Evaluation in class (5) Working with the OICO-principle: The OICO-principle turns an evaluation formulated in terms of poor to excellent into an objective evaluation in terms of possibly used learning strategies. There is a difference for students to hear that their results were poor or to hear that they are (for the moment) learning by observing the others. The OICO-principle works the best when students evaluate themselves first. After a while they become very precise in their reflections. Correct students when they do not manage to select the category that matches their behaviour. In the beginning the difference between creation and originality is difficult for them to grasp. Differentiating question: can you tell me which skill you used in combination with what was asked? In our educational systems ‘imitation’ is often enough. An evaluation exists of knowledge and (variations) on exercises already seen. OICO asks students to go beyond what is seen in the course by stretching their strengths in the phases ‘creation’ and ‘originality’.

16. Basic principles of Rubrics Using Rubrics: A rubric is based on the OICO-principle A part of the preparation of an SBL-lesson is building the rubric for that lesson. Ideally these rubrics at the level of a lesson are more concrete versions of general rubrics of a curriculum. (You can find an example in the additional resources for creative writing.) You can set standards for every subskill and adjust them for higher years. As such students see their evolution over time.

17. Rubrics in class (1) Explaining a rubric for the first time: Students should be used to work with the OICO-principle. Explain the structure of the rubric and ask students to give examples of some of the fields. Ask them to rate themselves before you teach the lesson and after they have completed the lesson Discuss the differences: who underestimates himself/herself, who overestimates? Ask them to illustrate their ratings based on the lesson.

18. Rubrics in class (2) Working with rubrics during your course. Students rate themselves and are rated by you, the teacher. The dialogue about the differences between the rating by the student and the teacher are a substantial part of the learning process. The big advantage of rubrics following the OICO-principle is that student can imagine what the next step is. Reflection, also on the short-term and long-term prospect is therefore included in the learning process. The rubrics given students the opportunity to: Choose how to make progress: imitation for all subskills or going for originality for one subskill, by working in a more adventurous way? Jump to a higher level ‘to break open’ hiccups on lower levels. Use other strengths to work on subskills. In the reflection, based on the ratings by the student and the teacher, students are made aware of these strategies and can intentionally plan to put them to use. The permanent use of the rubrics makes that students take their learning process into their own hands.