measure student learning
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- 1. How Does the World Assess Student Learning? Carol Campbell, Stanford Center for Opportunity Policy in Education (SCOPE) Asia Society Partnership for Global Learning 3 rd Annual Conference July 9, 2010
- 4. U.S. Scores on PISA and PIRLS Have Dropped Since 2000
- 8. How the demand for skills has changed Economy-wide measures of routine and non-routine task input (U.S.) (Levy and Murnane) Mean task input as percentiles of the 1960 task distribution
- 11. Assessment Design Principles Effective Assessment Systems Designed around a clear vision of purpose and learning goals: 21 st Century Skills A Teaching and Learning System: Align with and advance common standards, curriculum expectations, learning objectives and instructional strategies Encompass and combine assessment of, for and as learning Use and blend multiple sources of information and assessment approaches to identify, inform and report student learning Embody high expectations to engage, motivate, support and stretch all students to progress and achieve Build and develop professional capacity Assess a range of content, knowledge, skills and performance in authentic, applied and appropriate ways Are part of a clear and flexible learning trajectory across subjects and over education/career pathways Support data- informed decision-making for local and system improvement Place quality of assessment over quantity
- 16. Singapore GCE A-Level Examinations
- 27. Applying Knowledge: A Mathematics Task (Ontario)
- 29. 6. Are part of a clear and flexible learning trajectory National Qualifications Framework, England: Learner Pathways
- 37. Using Assessments to Inform Improvements: Example: Ontario Teaching-Learning Critical Pathway . Gathering Evidence Area of Greatest Need Current Practice Rubric, Data Wall, Culminating Task Professional Learning Community Action Moderated Marking Share Findings, Communication
- 45. Assessment Design Principles Effective Assessment Systems Designed around a clear vision of purpose and learning goals: 21 st Century Skills A Teaching and Learning System: Align with and advance common standards, curriculum expectations, learning objectives and instructional strategies Encompass and combine assessment of, for and as learning Use and blend multiple sources of information and assessment approaches to identify, inform and report student learning Embody high expectations to engage, motivate, support and stretch all students to progress and achieve Build and develop professional capacity Assess a range of content, knowledge, skills and performance in authentic, applied and appropriate ways Are part of a clear and flexible learning trajectory across subjects and over education/career pathways Support data- informed decision-making for local and system improvement Place quality of assessment over quantity
- 49. Thank You! [email_address] http://edpolicy.stanford.edu
Editor's Notes
- Discuss fundamental difference in focus of tests.
- Notes:
- Notes for the facilitator The commonly agreed list of capacities expected of individuals in the modern workplace that is outlined on this and the following slide (from Professor Cheng’s paper provided as a pre-reading in the participants’ handbook) constitutes a key reason for the adoption of the 334 senior secondary reform programme. The new curriculum envisaged in 334 is designed not only to build Hong Kong’s knowledge base by ensuring all students receive a full six years of secondary education, but also developing the broader range of knowledge based skills required for success in today’s highly competitive global marketplace. (The list continues on the next slide)
- Students must construct an answer, produce a product, or perform an activity. PA may range from a short response or problem solution, to writing an essay, to designing, conducting, and analyzing a laboratory experiment. PA measures students’ reasoning skills and their ability to apply knowledge to frame and solve meaningful problems.
- Assessment criteria for Functional Skills – “Assessment must, according to the skill areas: Provide realistic contexts, scenarios and problems Specify tasks that are relevant to the context Require application of knowledge, skills and understanding for a purpose Require problem solving Assess process skills and the outcome of their application in different contexts Generally assessments externally defined (exam boards) and internally assessed (teachers), including controlled assessments in classroom and projects. Combinations of open and fixed response items varies by subject area and level. Performance assessments increasingly used in range of qualifications – coursework, projects, extended writing Opportunities for accredited work experience in some qualifications, e.g. Diploma composite qualification includes 10 days work experience Singapore – Knowledge and Inquiry Essay: Why ask questions? What is knowledge? How is knowledge constructed? What makes knowledge valid? How is knowledge affected by society? How should knowledge be used?
- Time-based written examinations For the time-based written examinations, say at the H2 Level, students offer between 2 to 4 papers and each paper is about 3 hours in duration. The format of the assessment items in A-Level papers would typically be open-ended essays/free response questions, structured questions, case studies and source-based questions. The design of the assessment specifications and assessment criteria, item setting, marking/scoring are done externally by the Board in collaboration with CIE. School-based coursework Assessment We have coursework examinations for a number of subjects which includes Project Work and Knowledge and Inquiry. The assessment tasks are typically for a duration of about 6 months and may involve producing a piece of product, oral presentation or an independent study/extended essay (H2: 2,000-2,500 words; H3: 3,000 – 3,500 words). Our School-based Assessment of coursework is tightly defined in that the assessment tasks are externally set by the Board/CIE but they are internally marked by the school teachers and externally moderated by the Board/CIE.
- For the sciences, we have introduced a component called “School-based Science Practical Assessment” (SPA) (20% weighting). SPA, which takes place over an appropriate period, seeks to develop our students the ability to: 1. follow a detailed set or sequence of instructions and use techniques, apparatus and materials safely and effectively; 2. Making and recording observations, measurements, methods and techniques with precision and accuracy; 3. interpret and evaluate observations and experimental data; 4. identify a problem, design and plan investigations, evaluate methods and techniques, and suggest possible improvement. SPA assesses the following key areas: Manipulation, measurement and observation (MMO) Presentation of data and observations (PDO) Analysis, conclusions and evaluation (ACE)
- Example: General Certificate of Secondary Education (GCSE) (age 15-16), England GCSEs are available in over 50 subjects: students choose. GCSEs normally take 2 years to complete. Many courses offer assessment in each unit rather than only at the end. GCSEs use constructed response items, and usually include structured classroom-based tasks that are more extended. Increased emphasis on extended writing and course work. Controlled assessments are taken under supervised conditions and are either set by the awarding body and marked by teachers or set by teachers and marked by the awarding body. Teachers determine the timing of controlled assessments. Controlled assessments comprise up to 60% of a grade, depending on the subject. Introduction of assessment of functional skills and personal learning and thinking skills across subjects Cost of assessing one unit = $10 approx. Average costs of a GCSE course assessment = $40 approx Controlled assessments: 25% of the assessment in: business studies, classical civilisation, English literature, geography, history, humanities, statistics, and 60% of the assessment in: applied business, art and design, citizenship studies, construction and the built environment, dance, design and technology, drama, engineering, English, English Language, expressive arts, health and social care, home economics, hospitality and catering, ICT, leisure and tourism, manufacturing, media studies, modern foreign languages, music, physical education
- Key Stage 4 onwards – 14-19 curriculum – increasing range of options and pathways through academic and vocational routes into training, college, university, employment. Example: Exam boards in England ensure consistency of standards within subjects while allowing flexibility of approach across subjects. Five exam boards - governed by specifications, criteria, frameworks and oversight of Office of the Qualifications and Examinations (OFQUAL) Regulator Exam boards: set out the course syllabus & specifications to meet criteria set by the regulator oversee writing of exam questions and how exam papers should be marked check coursework/controlled assessments provide training and quality control for examiners, including use of ‘standardization meetings’ to compare marking across examiners set grade boundaries to align marks and standards
- Example: Teacher collaboration on assessment design and marking, Alberta, Canada Test design: Identify student characteristics Assist in exam blueprint document Ensure curricular “fit” of the exam Pilot prototype multiple-choice and written response forms Help develop writing assignments and their scoring Item building: Item development sessions held throughout the province involve teachers in the creation of new multiple-choice and written responses . Reviewing Tests: Each new examination form is reviewed by a committee that includes classroom teachers. The committee examines both the written response and multiple choice sections to ensure that the examination is fair, and demonstrates fidelity to the curriculum. Confirming Standards: Before written responses are marked a committee of teachers meets with examination branch staff to select student work for use in marker training (example papers, training papers and reliability review papers). The Marking Process: Each January and June approximately 1300 teachers meet to mark the written responses in a process with tight calibration to produce consistency in scoring. Examination Advisory Committee: Once yearly representatives of various stakeholder groups, including the Alberta Teachers’ Association meet with branch staff to review examination results from the previous school year, and to offer suggestions for the improvement of the examination program.
- Notes:
- Notes:
- Seven Centres have been established across Ontario: Six regional, English-language Centres; One province-wide, French-language Centre PNCs function as linked professional learning communities PNCs complement the efforts of individual boards and schools as they build capacity to work with data in support of evidence-informed decision-making Ontario School Information System (OnSIS) receives information from each school and board (web based system) OnSIS collects data on courses, classes, students and educators Data Collection occurs three times a year (October, March and June) Benefits More efficient Better data integrity Student level data Allows for greater data correlation Elementary/Secondary Data Warehouse (ESDW) holds depersonalized data Enables analysis and reporting of student achievement over time Supports policies and programs (e.g., Student Success, etc.)
- Research indicates that when consistently carried out as a matter of routine within and across classrooms, assessment practices that focus on promoting learning in the classroom have been linked to achievement gains of one-half to two standard deviations on. Black and William (1998), after a systematic review of several studies, concluded that assessment practices that support instruction can produce gains with typical effect sizes of between 0.4 and 0.7. This gain is large enough to raise a country’s position in the Third International Mathematics and Science Study (TIMMS) from the middle of the 41 countries involved to being one of the top five. The largest gains are made by those students usually found at the lower one-third of the achievement hierarchy. “ If you want to appear accountable, test your students. If you want to improve schools, teach teachers to assess their students. If you want to maximize learning, teach students to assess themselves.”
- “ Learning to Learn” (2001) – goal is to shape curriculum and instruction around: Critical thinking Problem solving Self-management skills Collaboration Students’ meta-cognitive thinking skills “ SBA, which typically involves students in activities such as : making oral presentations, developing a portfolio of work, undertaking fieldwork, carrying out an investigation, doing practical laboratory work or completing a design project, help students to acquire important skills, knowledge and work habits that cannot readily be assessed or promoted through paper-and-pencil testing. Not only are they outcomes that are essential to learning within the disciplines, they are also outcomes that are valued by tertiary institutions and by employers.”
- Discuss that regulations have been released. How they are based on Innovation. What does it mean for teachers? How can this competition promote new assessments and standards in the United States that are more in line with those abroad?