TRANSFORMATIVE ASSESSMENT the power of assessment to propel - - PowerPoint PPT Presentation

▶
transformative assessment
SMART_READER_LITE
LIVE PREVIEW

TRANSFORMATIVE ASSESSMENT the power of assessment to propel - - PowerPoint PPT Presentation

Jan 02, 2023 230 likes •735 views

TRANSFORMATIVE ASSESSMENT the power of assessment to propel learning trajectories MATHEMATICS IN SOUTH AFRICA BACKGROUND TO PROJECT Insikazi Circuit, Ehlanzeni District, Mpumalanga Uplands Outreach - Learners For Excellence 50 Grade 10

slide-1
SLIDE 1

TRANSFORMATIVE ASSESSMENT

the power of assessment to propel learning trajectories

slide-2
SLIDE 2

MATHEMATICS IN SOUTH AFRICA

slide-3
SLIDE 3

Insikazi Circuit, Ehlanzeni District, Mpumalanga

BACKGROUND TO PROJECT

slide-4
SLIDE 4

Uplands Outreach - Learners For Excellence 50 Grade 10 learners from 10 high schools

slide-5
SLIDE 5
slide-6
SLIDE 6

The results were disappointing.

L4E Baseline Achievement on Mathematics Diagnostic – February 2012

slide-7
SLIDE 7

L4E Baseline Achievement on Mathematics Diagnostic – February 2012

slide-8
SLIDE 8

Maths enrichment for Grade 10?

BUT … first we must catch up … and FAST?

LEARNERS FOR EXCELLENCE

slide-9
SLIDE 9

GRADE 10 RESULTS

FEB 2012 SEP 2012/ JUN 2013

Grade 1 – 2 level

5

Grade 3 – 5 level

38 1

Grade 6 – 8 level

7 34

Grade 9 level

15

slide-10
SLIDE 10

1 top ten Mpumalanga student 98%

  • verall

pass rate 74% bachelor pass rate 63% above 50% for Maths 9% Maths distinctions

GRADE 12 RESULTS 2014

slide-11
SLIDE 11

29

bursary students 100%

first year tertiary pass rate in 2015 entered tertiary education by 2016

92%

POST- SCHOOL 2015

slide-12
SLIDE 12

Diagnostic ‘assessment as learning’ with explicit formative feedback

INTERVENTION APPROACH

1

slide-13
SLIDE 13

Diagnostic assessment

Craig Barton (2018): diagnostic assessment

“… teaching without formative assessment is like painting with your eyes closed”

1

What makes a test item diagnostic?

slide-14
SLIDE 14

Diagnostic assessment

1

Do you think this a good diagnostic question?

  • What concept does it test?
  • Which response is correct?
  • What does each incorrect response tell us?
slide-15
SLIDE 15

Diagnostic assessment

1

Do you think this a good diagnostic question?

  • What concept does it test?
  • Which response is correct?
  • What does each incorrect response tell us?
slide-16
SLIDE 16

Diagnostic assessment

1

Do you think this a good diagnostic question?

  • What concept does it test?
  • Which response is correct?
  • What does each incorrect response tell us?
slide-17
SLIDE 17

Assessment AS Learning

Lorna Earl (2013): assessment as learning

“… assessment as a process of developing and supporting metacognition”

1

What is assessment as learning?

slide-18
SLIDE 18

Assessment AS Learning

Using self-analysis:

1

STATEMENT YES SORT OF NO

I understand why a distance-time graph can have different shapes I can explain what is happening in a distance-time graph based on the shape I understand why a velocity-time graph can have different shapes I can explain what is happening in a velocity-time graph based on the shape I know how to calculate the speed of an object from a d-t graph I know how to calculate the acceleration of an object from a v-t graph I know how to calculate the displacement of an object from a v-t graph I can see how an understanding of accelerating objects relates to objects in real life

slide-19
SLIDE 19

Formative feedback

Wiliam (2011): formative feedback

“… provide feedback which moves learning forward”

1

What makes feedback formative?

slide-20
SLIDE 20

Formative Feedback

1

Which is most useful? You have a problem with denominators when you are adding and subtracting fractions

You know how to add and subtract like fractions and you can successfully make like fractions where denominators are the same, or where one is a multiple of the other. You have difficulty finding a common denominator where one denominator is not a multiple

  • f the other.

Reviewing whole number multiples and equivalent fractions will help you progress.

slide-21
SLIDE 21

Interpreted learning pathways

INTERVENTION APPROACH

2

It’s for the learners! What are we learning? What knowledge are we building upon? Why are we learning this?

slide-22
SLIDE 22

Interpreted learning pathways – what it’s NOT!

2

slide-23
SLIDE 23

Interpreted learning pathways – what it’s NOT!

2

slide-24
SLIDE 24

Interpreted learning pathways – what it’s NOT!

2

slide-25
SLIDE 25

Interpreted learning pathways

Based on:

  • Charles’ Big Ideas in Maths (2005)
  • Clements & Sarama’s learning trajectories (2004)
  • Confrey’s conceptual corridors (2006)

2

slide-26
SLIDE 26

Interpreted learning pathways

2

slide-27
SLIDE 27

https://www.youtube.com/watch?v=ZZrlk4NqaJ4

Interpreted learning pathways

2

slide-28
SLIDE 28

Personalised & targeted remediation

INTERVENTION APPROACH

3

slide-29
SLIDE 29

Personalised & targeted remediation

3

CONSTRUCT & CONCRETE RECOGNISE & REINFORCE EXPLORE & EXCEL To catch up Foundation Phase To catch up Intermediate Phase To catch up Senior Phase Build concept Use concept Investigate concept

  • teacher-led
  • whole group
  • use of manipulatives
  • teacher/group-guided
  • whole/small group
  • worksheets
  • self-guided
  • individual
  • problem-solving

Weekly 1-hour contact sessions, divided into 3 parts running concurrently Weekly ½-hour Mathletics sessions (customisable

  • nline Maths software)

Daily 10-minute quiz (Maths Minutes Exercises –

  • ne a day Monday to Friday)
slide-30
SLIDE 30

Self-reflective activities

INTERVENTION APPROACH

slide-31
SLIDE 31

Self-reflective activities

Self-estimations (Hattie’s self-reported grades)

4

slide-32
SLIDE 32

Self-reflective activities

Homework reviews

4

slide-33
SLIDE 33

Self-reflective activities

Maths Journal:

  • completed daily
  • reviewed weekly

4

slide-34
SLIDE 34

Metacognitive Approach

Diagnostic ‘assessment as learning’ with explicit formative feedback

1

Interpreted learning pathways Personalised & targeted remediation Self-reflective activities

2 3 4

slide-35
SLIDE 35

WHAT IS METACOGNITION? “becoming an agent

  • f one’s own thinking”

Kluwe, 1982

slide-36
SLIDE 36
slide-37
SLIDE 37

This is a cognitive bias in which incompetent individuals suffer from illusory superiority, mistakenly assessing their ability as much higher than it really is … They suffer multiple burdens: they lack the skills to produce correct answers, they are unable to know when their answers, (or anyone else’s), are right or wrong and because

  • f this they will never learn how to answer correctly!

DUNNING-KRUGER EFFECT

slide-38
SLIDE 38

Huh? I know it all! There’s more to this than I thought I’ll never understand this It’s starting to make sense Trust me – it’s complicated

slide-39
SLIDE 39

metacognitively unaware and unskilled METACOGNITIVE ACTIVATION metacognitively aware but unskilled metacognitively aware and developing skills metacognitively aware and skilled

slide-40
SLIDE 40
slide-41
SLIDE 41

Digitised diagnostics GOING FORWARD

slide-42
SLIDE 42

Individual feedback reports and cohort data analytics were instantly available after submission of learner assessments.

GOING FORWARD

slide-43
SLIDE 43

GOING FORWARD

slide-44
SLIDE 44
slide-45
SLIDE 45

NEXT STEP

Personalised Reflective Journals

  • customised catch-up curriculum
  • personal results and feedback
  • guided self-analysis
  • necessary Maths content
  • practice opportunities
  • self-reflective activities
slide-46
SLIDE 46
slide-47
SLIDE 47
slide-48
SLIDE 48

OUR LEARNING

Grade 10 is not too late to catch up learning deficits from as far back as Grade 1 and 2. Learning back-logs in Maths can be significantly reduced in a short period of time using a metacognitive approach. High school learners can ‘catch-up’ three to six grade levels within a single school year. Most South African learners have learning back-logs in Maths of three to six years If learning back-logs in Maths are not caught up, progress in Maths in blocked

slide-49
SLIDE 49

Thank you!