Pull up our socks! Developing effective assessment systems to - - PowerPoint PPT Presentation

▶
pull up our socks developing
SMART_READER_LITE
LIVE PREVIEW

Pull up our socks! Developing effective assessment systems to - - PowerPoint PPT Presentation

Dec 06, 2023 184 likes •650 views

Pull up our socks! Developing effective assessment systems to improve learning for all BRIDGE Community of Practice Meeting Johannesburg, 21 February 2017 KanjeeA@tut.ac.za Outline of paper Based on brief provided, I am going to argue that

slide-1
SLIDE 1

Pull up our socks! Developing effective assessment systems to improve learning for all

BRIDGE Community of Practice Meeting

Johannesburg, 21 February 2017

KanjeeA@tut.ac.za

slide-2
SLIDE 2

Outline of paper

  • Based on brief provided, I am going to argue that

we need an effective, enabling assessment system to support all role players (parents, teachers, school leaders, district officials, provincial

  • fficials, and national officials) to address the

learning needs of all learners, especially the poor and marginalised.

  • My presentation is based on research experiences in

South Africa over the last 15 years, current research conducted at TUT and from experiences in other countries.

slide-3
SLIDE 3

The challenge of Equity and Quality

  • Almost 23 year after ”democracy” we still have

large percentage of learners not functioning at the requisite grade level

  • Limited to no learning taking place in majority of

schools – which could be attributed to limited to no teaching

slide-4
SLIDE 4
  • 550,000 students drop out before matric
  • 99% do not get a non-matric qualification (Gustafsson, 2011

49% 11% 24% 16%

Of 100 students that started school in 2002

Do not reach matric Fail matric 2013 Pass matric 2013 Pass with university endorsement 2013

Spaul, 2014

slide-5
SLIDE 5

Mean Reading score for poorest 25% (SACMEQ III)

418.8 423.2 428.8 448.5 452.1 457.8 459.6 469.6 474.4 481.3 499.4 509.3 510.8 517.8 531.6 557.7

350 400 450 500 550 600

Zambia South Africa Malawi Lesotho Mozambique Namibia Uganda Zimbabwe Botswana SACMEQ III Zanzibar Seychelles Mauritius Kenya Swaziland Tanzania

Mean Reading score

v d Berg, 2011

slide-6
SLIDE 6

Maths teacher content knowledge

(SACMEQ 2007)

Source: Stephen Taylor

6

slide-7
SLIDE 7

V d Berg, 2012

Kenya

South Africa

Swaziland Tanzania Zimbabwe

700 750 800 850 900 950

1 2 3 4 5

Mathematics teacher mathematics score

Quintiles of school SES

Mathematics teacher mathematics score by school

QUINTILE SACMEQ III

Botswana Kenya Namibia Seychelles South Africa Swaziland Tanzania Zimbabwe

slide-8
SLIDE 8

% learners in achievement levels Grade 9 Mathematics

8

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% LP MP NW NC KN FS EC GP WC Total

slide-9
SLIDE 9

Percentage learners in achievement levels Grade 9 HL

9

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% LP KN NW MP EC NC GP FS WC Total

slide-10
SLIDE 10

Key challenge to address

  • IMPROVE TEACHING
  • Greater support to teachers
slide-11
SLIDE 11

Effective classroom practice

Curriculum Teaching

Learning

Assessment

slide-12
SLIDE 12

Key challenge

Curriculum Teaching Assessment

LEARNING

slide-13
SLIDE 13

TWO key, linked challenges impacting

  • n assessment in SA
slide-14
SLIDE 14

First - Dominant focus -Testing/Measurement

  • Current policy – Assessment focussed but

Measurement Driven

  • Prescriptive formal assessment requirements
  • High stakes emphasis of Ass Surveys, e.g. ANAs
  • Emphasis on RANKING - recording, reporting scores – Limited feedback
  • Focus on – comparing performance of schools, districts rather than

against Curriculum Objectives

  • Emphasis on administrative and bureaucratic functions
  • Results used to classify schools as “Underperforming”
  • Limited guidelines / support to improve learning
  • Questionable methodology and design
  • Easily amenable horizontal accountability regimes
  • to a top-down approach

(Kanjee & Moloi , 2015; Kanjee, 2012)

slide-15
SLIDE 15

Reflected in how CURRENT system functions

Classroom Assessments

School Monitoring & Evaluation

Examinations

School Support

Assessment Surveys - ANA

Learner performance

slide-16
SLIDE 16

Second - Limited capacity and skills

  • Low levels of Assessment literacy and Skills
  • Teachers in all quintile categories – EQUALLY POOR
  • District, Provincial and National Officials
  • Teachers scored higher on the summative assessment

component

  • Limited use of assessment evidence –
  • Limited guidelines, tools, resources
  • Data Rich and Information poor
slide-17
SLIDE 17

V d Berg, 2012

Kenya

South Africa

Swaziland Tanzania Zimbabwe

700 750 800 850 900 950

1 2 3 4 5

Mathematics teacher mathematics score

Quintiles of school SES

Mathematics teacher mathematics score by school

QUINTILE SACMEQ III

Botswana Kenya Namibia Seychelles South Africa Swaziland Tanzania Zimbabwe

slide-18
SLIDE 18

So how do we achieve this shift in policy and practice?

Question to participants (pair & share + get two responses)

slide-19
SLIDE 19

Options for consideration

Initiative Exemplars

Driver/Responsibility

Provide relevant capacity development initiatives

TUT Assessment Course DBE, SACE, Unions, Universities

Develop National Framework for using Assessment evidence

Performance Levels - Moloi & Kanjee DBE, PDE

Provide Assessment Tools and Templates

TUT excel sheet; HSRC Programme DBE, PDE, NGOs, Univ.

Review /Revise Ass Policy

New Zealand DBE

Improve use of Formative Assessment

TS/TW District programme Teachers, School Leaders, Districts

Foreground Assessment for Learning:

slide-20
SLIDE 20

What we is a shift

Assessment Surveys

School Monitoring & Evaluation

Examinations School Support

Classroom Assessment

Learner performance

Classroom Assessments School Monitoring & Evaluation

Examinations

School Support Assessment Surveys - ANA

Learner performance

slide-21
SLIDE 21

Assessment Surveys School Evaluation Examinations

School Support Classroom Assessment

Learner Performance

Overview - Enabling Assessment System

Low

High

Frequency

slide-22
SLIDE 22

Theory of Change

Obtain Reliable and Valid Evidence Enhance decision making to develop interventions Implement Interventions Improvement in Learning Improve functioning

  • f system

S U P P O R T at System Level (School, District, National) S U P P O R T at Classroom / Learner Levels

slide-23
SLIDE 23

Possible Model

  • Develop AfL capacity and skills of ALL Education

Officials

  • Focus on supporting teachers implement AFL

approaches in Classrooms and Schools

  • Improve quality of tests and exams
  • Conduct regular National Assessments –
  • e.g. Every 3 years to track learners in 3, 6, & 9
  • Simultaneously provide Assessment tools &

resources (IT?) for use in classrooms annually

  • Revise policy & systems and process
slide-24
SLIDE 24

Possible Options – From recent evidence

slide-25
SLIDE 25

FIRST Enhance effective use of exams and assessment survey data at the school and classroom levels

slide-26
SLIDE 26

Addressing Equity Goals – Focus on improvement

Overall School or District performance

slide-27
SLIDE 27

Example: School or Class Results by Gender, Sub- domain & Cognitive levels

School District National School District National

slide-28
SLIDE 28

Example

  • Overall

Maths results for class

  • r school
slide-29
SLIDE 29

Addressing Equity Goals – Focus on improvement

Level Not Achieved Partially Achieved

Achieved

Advance

Boys % Girls % Boys % Girls % Boys % Girls % Boys % Girls %

School 23 14 43 28 26 38 8 20

Province

11 5 48 31 23 42 18 22

Country

18 10 39 27 28 44 15 19

Equity Focus –

  • Getting more learners from the Not Achieved level into the

Partially Achieved

  • Get more learners from Partially Achieved into Achieved
  • Also report by School poverty levels or Urban-Rural

Emphasis on learners who need ‘most’ assistance

Moving from NA to PA levels (RED to Yellow to Green)

slide-30
SLIDE 30

Example HoD analysis - areas less than 50%

Gr 3 Gr 4 Gr 5 Gr 6

Halving Equivalent Fractions

Descending order

Equivalent Fractions

Ordering fractions: halves, quarters, thirds

Multiplication

Equivalent Fractions

Ratio

Solves money problems

Division

Rounding off to 5 Lines of symmetry

Adding Fractions Ratio

Two D shapes

Problem Solving Division Time problems (years and months) 24 hour time Adding Fractions

Recognises 2D shapes BODMAS 2D shapes

slide-31
SLIDE 31

SECOND Apply formative assessment in the classroom Question – what is your understanding of Formative Assessment

slide-32
SLIDE 32

Understanding Formative Assessment

  • Formative Assessment – a process/approach
  • Integrated in teaching and learning process
  • Involves ALL aspects – including
  • Lesson planning
  • Lesson preparation
  • Lesson presentation
  • Lesson review and evaluation
  • Lesson revision and improvement
slide-33
SLIDE 33

FORMATIVE ASSESSMENT (AfL)

  • Five key strategies to conceptualise formative assessment (Leahy, Lyon,

Thompson & Wiliam, 2005).

Where the learner is going Where the learner is now How to get there

Teacher

Clarifying, sharing and understanding learning intentions and success criteria Engineering effective discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learning forward

Peer

Activating students as learning resources for one another

Learner

Activating students as

  • wners of their own learning
slide-34
SLIDE 34

FORMATIVE ASSESSMENT (AFL) (cont)

Black & Wiliam, 2007:

  • Teachers who effectively use this approach:
  • see considerable learning gains among learners,
  • learning gains noted for all learners, irrespective of their

socio economic backgrounds.

  • However, to successfully apply AfL approaches teachers

require:

  • high levels of expertise and experience,
  • appropriate tools and techniques, and
  • adequate time to develop relevant techniques
slide-35
SLIDE 35

FIVE STRATEGIES OF FORMATIVE ASSESSMENT

Wiliam & Thompson (2007)

  • 1. Clarifying and sharing learning intentions, and

success criteria with the learners

  • 2. Enhancing learner engagement.
  • 3. Providing feedback that moves learners forward
  • 4. Activating learners as learning resources for each
  • ther (Peer assessment)
  • 5. Activating learners as owners of their own

learning (Self-assessment)

slide-36
SLIDE 36

Modelling the Techniques

Name Sticks Mini-white boards

slide-37
SLIDE 37

Modelling the Techniques

Class basket ball

Exit Tickets

slide-38
SLIDE 38

Exemplar – typical marking approach

Use a ruler Please

X Careless

work

PULL UP YOUR SOCKS?

slide-39
SLIDE 39

Interviews: Questioning

  • NO EVIDENCE of planning

“Because I am teaching for a number of years, I thought I need not prepare questions beforehand. I now plan deliberately and learners enjoy answering it”

  • Across all quintiles teachers asked lower order questions

“I give my learners a range of answers and they must do the mathematics and explain to me how they obtained the answer”

slide-40
SLIDE 40

Observations: Knowledge and use of FA

2 4 6 8 10 12

Q1-Q3 Q4-Q5

Good Average to low

slide-41
SLIDE 41

RECOMMENDATIONS

  • Increase time to develop skills in writing and

using LI and SC’s

  • Develop template to assist teachers PLAN

and PREPARE lessons using available material

  • Introduce and Model new FA techniques in

every workshop

  • Allow teachers to reflect on current

practices and use new knowledge to make relevant changes

slide-42
SLIDE 42

How to scale up

IMPROVE District Officials to TRAIN & SUPPORT

IMPROVE Teacher Assessment Knowledge

IMPROVE Teacher Assessment Practices IMPROVE Learner Engagement IMPROVE Learner Performance

slide-43
SLIDE 43

Conclusion & Way forward

  • Developing Effective, Enabling Assessment Systems

is vital and critical for addressing the challenge of equity and quality

  • But this process requires:
  • Change in current culture and practice
  • Political will
  • Buy-in & support from Teachers, School Leaders & DO

as well as Teacher Unions

  • Time to develop effective & sustainable systems
  • Small steps that are piloted first
  • Continuous Monitoring and Evaluation
  • Ultimately, we must develop an Assessment for Learning

culture to improve quality of education for ALL in SA

slide-44
SLIDE 44

MODELLING - EXIT TICKETS

1.List ONE new “thing” you learnt so far 2.List One question you still have about the presentation?

slide-45
SLIDE 45

Thank You

Questions? Comments ? Suggestions ?

kanjeea@tut.ac.za