Assessment for Learning Who learns what and how? Presentation given by Kristine Horan, Supai Zhao and Pamela Burns at AFMLTA conference Sydney 2009

1. DIALOGUE, DISCOURSE, DIVERSITY
JULY 2009
•ASSESSMENT FOR LEARNING
•FEEDBACK
-WHO GIVES IT?
- HOW DO WE GET IT?

2. Aims
• to reflect on the attributes of a quality
assessment task
• to link those qualities to the Professional
Standards for Accomplished Teachers of
Languages and Cultures
• to examine the process of assessment for
learning through the experience of staff at
the Saturday School of Community
Languages, Merewether HS
• to discuss the possible application of the
above to participants’ own contexts

3. Professional Standards for Teachers
of Languages and Culture
• Promote reflection
• Stimulus for professional
dialogue
http://www.decs.sa.gov.au/curric/files/links/prof_standards.pdf

4. • Professional standards for
accomplished teachers of
languages and cultures.
Accomplished languages and cultures
teaching is reflected through the
following dimensions:
• educational theory and practice
• language and culture
• language pedagogy
• ethics and responsibility
• professional relationships
• awareness of wider context
• advocacy
• personal characteristics

5. Which standards does assessment
relate to?
• Language Pedagogy
“….approach to assessment
examines understanding,
learning and performance, and
uses assessment to foster
learning as well as evaluate
learning.............”
“…..select assessment tasks
which are appropriate to the
purposes of the assessment and
use the assessment for effective
feedback and reporting.”

6. ACTIVITY
• What makes a quality
assessment task?
Take a few minutes to think about this and discuss it
with your colleagues.
Jot down no more than 5 points.

7. The 10 principles: Assessment for
Learning
Assessment Reform Group, 2002
http://www.qca.org.uk/qca_4336.aspx

8. 1. Assessment for learning
should be part of effective
planning of teaching and
learning
2. Assessment for learning
should focus on how
students learn

9. 3. Assessment for learning
should be recognised as
central to classroom
practice
4. Assessment for learning
should be regarded as a
key professional skill for
teachers

10. 5. Assessment for learning
should be sensitive and
constructive because any
assessment has an
emotional impact
6. Assessment for learning
should take account of the
importance of learner
motivation

11. 7. Assessment for learning
should promote
commitment to learning
goals and a shared
understanding of the
criteria by which they are
assessed
8. Learners should receive
constructive guidance
about how to improve

12. 9. Assessment for learning
develops learners’
capacity for self-
assessment so that they
can become reflective
and self-managing
10. Assessment for learning
should recognise the full
range of achievements of
all learners

13. Our challenge at SSCL
Merewether High School
• To overcome the
perception that Saturday
School is not as important
as mainstream school
• To encourage students
and teachers to focus on
the process rather than just
the product.

14. RESEARCH PROJECT (PART OF HALF YEARLY
ASSESSMENT)
Teachers:
• Meet and brainstorm ideas
Students:
• from 7-10 are required to
complete a research project.
• are given a selection of topics
from which to choose.
• are given a selection of media
to use for the presentation of
their research eg power point,
photo story, oral presentation

15. • PROJECT
• Outcomes:
• TASK
• Marking Guidelines:
• Points to Note
• It is important to follow the due dates carefully as each
section is significant and is marked.
• It is necessary to plan your project and return it to the class
teacher on the ‘Student Question and Plan’ sheet.
• You will need to hand in the ‘Parent Evaluation and Student
Progress’ sheet.
• It is essential that you seek clarification or ask for help at any
time if you are uncertain of anything.
• Due Dates and Marks
• 17th MAY Student Questions and Plan sheet due
(10Marks)
• 31st MAY Parent Evaluation and Student Progress sheet
due (5 Marks)
• 21st JUNE Project Due (85 Marks)

16. Why have the planning sheet and
the parent evaluation and student
progress sheet?
• requires some planning – can’t
leave the project till the night
before
• teacher can give assistance before
it’s too late
• parental involvement – parents are
aware of requirements of the
project & can assist
• promotion of our school and
accountability

17. Feedback to
teachers

18. STUDENT QUESTIONNAIRE AND
PLAN (due 17 May)
th
My Choice is:
I am going to create and include (explain
your section or choice):
I need to do these things in order to
complete my project (eg research write,
draw etc):
Teacher’s Response:

19. Parent Evaluation and Student
Progress (due 31 May) st
Project Task: ___________
• In relation to his/her project my child is:
– EXPERIENCING DIFFICULTY
– COPING WELL
– COPING VERY WELL & ENJOYING THE
PROJECT
• So far they have:
• Parent Comment:
Parent Signature: Date:

20. Student’s Response ( due 31 st
May)
I am:
• Having difficulty
• Doing well
• Doing really well
I have used my time:
• Not very well
• Effectively
• Very wisely
Comment: How can we help?
Signature: Date:

21. Reflection Statement
The following statement is
designed to assess the
suitability of the task for each
student and will be used in
the development of future
tasks.
Please take the time to
complete this section honestly
and thoughtfully.

22. The least challenging part of
the task for me was …….
because……..
The most challenging part of
the task for me was…….
because………
The most enjoyable part of
the task for me was
because………

23. From the project I learned:
You may list as many things as you wish.
There is no need to complete all of
the sections below or you may wish to
add more. You should include
statements about time management
or research as well as things about the
language and culture.

24. Parents’ Comments 1
So far my child has done:
Parent comment:
• So far Nick is doing very well with his
project and there are no difficulties. We
don’t believe he will have any difficulties
but could you pay particular attention to
his spelling.
• Has been planning and drawing for the
project to get ready to publish it.
• Research/made enquiries about family
members – constructed scaffold-
researched basic Chinese family structure.
Working well.
• Researched family names, bought
cardboard. Collected information for
power point and started writing speech.
We have given Louisa most of the Chinese
names. She will be collecting more
information.

25. Parents’ Comments 2
“…. is very responsible in doing her
assignments considering her lack of
time due to school homework and
work responsibilities”
“The timing of the assignment isn’t ideal
as it clashes with her half yearly &
assignments which need to be
completed for her report.”
“ I think Sophie is getting a better
understanding of differences of
Australian & Chinese family life &
learning more about her heritage”

26. Students’ Comments
“There aren’t many
differences between my
family and my friend’s. The
only obvious difference
was the time that we
brushed our teeth.”
“.. some things don’t
translate across cultures.”

27. Students’ Comments cont’d
“ I learnt what a mind map
was.”
“I also learned to organise all
the information so that
when I make a book it
looks organised”
“I learnt that google
language tool exists”

28. Student comments cont’d
“The most enjoyable part for me
was finishing it.”
“Sorry but too much normal
school homework at ….”
“No comment.”
“I’m having a few problems with
vocabulary.”

29. What can teachers learn from the
planning and evaluation sheets?
• Students’ preferred learning
styles
• Students’ interest areas
• Areas of students’ strengths and
weaknesses
• Data for planning of future
lessons and tasks

30. Feedback to
students

31. 17-20 Applies a wide range of sophisticated linguistic structures to
express original ideas.
Uses language and visual imagery that is appropriate to the
specified age group.
Uses culturally appropriate language tools to enhance meaning.
Clearly demonstrates awareness of the similarities and differences
between Australian and........ families.
13-16 Applies a range of linguistic structures to express original ideas.
Most language and visual imagery is appropriate to the specified
age group.
Uses culturally appropriate language tools to enhance meaning.
Demonstrates awareness of the similarities and differences
between Australian
9-12 Applies a range of basic linguistic structures to express scaffolded
ideas.
Some language and visual imagery is appropriate to the specified
age group.
Makes some use of culturally appropriate language tools to
enhance meaning.
Demonstrates some awareness of the similarities and differences
between Australian and ……..

32. Less teacher speak
Teacher Comments:
You have demonstrated strengths in the following
areas:
………………………………………………………………
………………………………………………………………
………………………………………………………………
.......................................................................................
In future tasks you should consider the following:
………………………………………………………………
………………………………………………………………
………………………………………………………………

33. Where to from
here?

34. Due Dates and Marks
Date 28th March Student Questions and Plan
sheet due (10 Marks)
Date 4th April Parent Evaluation and Student
Progress sheet due (10 Marks)
Date 9th May Project due (70 Marks)
Date 9th May Reflection Statement due
(10
Marks)
Increase the range of choice in the project to
cater for different interests and learning
styles.
Incorporate more teaching and learning
strategies into lessons that cater for different
interests and learning styles.

35. kristine.horan@det.nsw.edu.au
supai.zhao1@det.nsw.edu.au
pamela.m.burns@det.nsw.edu.au