Assessment+readings

By: Gavin T.L. Brown Article summary: Set in the New Zealand context, primary teachers and primary school leaders responded to a questionnaire designed to identify their conceptions of assessment. This research investigated the role these teacher conceptions play in particularly regarding assessment, but also in relation to curriculum development, teaching and learning and the role of the student in formative assessment processes. The four main groups of teacher conceptions regarding the purpose of assessment are that it: improves teaching and learning, maintains school accountability, maintains student accountability and those who treated assessment data as irrelevant. A note-worthy discovery was the need for teacher conceptions to be addressed before implementing assessment policy and supporting professional development to support assessment initiatives. ||< || By: Paul Black and Dylan Wiliam Article summary: This article has been widely circulated and read by many in all facets of the professional educational community. It was the article that clarified my action research intent of investigating the journey to formative assessment practices. It looks at the inputs placed upon educational settings, the outputs which often result, or those which are desired, and what happens in between ‘in the black box’. It’s underlying message is to strengthen the notion that teaching and learning need to be interactive, and the role of formative assessment in achieving better outcomes from within the black box. A great introduction to the world of formative assessment; must read! ||<  || By: Dylan Wiliam; Clare Lee; Christine Harrison; Paul Black Article summary: Set in a secondary context, this article looks at the whether or not formative assessment processes and practices improve student achievement in standardized tests or ‘high stakes’ tests. The researchers seek to answer the central question of whether or not teachers really do have to chose between effective teaching and learning practices and simply ‘teaching to the test’ to raise test scores. Wiliam and Black, are preeminent researchers in formative assessment as co-authored the well-known ‘Inside the Black Box’. (see below) The formative assessment processes investigated were questioning, providing feedback to students, developing quality criteria with learners, and developing student self-assessment practices. ||< || By: Nancy Frey and Douglas Fisher Article summary: This article outlines how the teachers at an under-performing school used teacher-devised formative assessments as the basis for the PLT meetings. This data formed the basis of these meetings where teachers discuss student misconceptions and collaborated in planning interventions for students, at all levels. This formalised approach to PLT’s not only resulted in significant improvement of all student learning outcomes, but developed their capacity in using the instructional implications of assessment data and check continually for student understanding. A really easy read for anyone interested in employing a formative assessment community of practice in their school. ||< || By: Harry Torrance and John Pryor Article summary: Set in a primary context this article investigates the ways in which teachers can be supported to reflect on their own practice, using this as the basis for conducting their own action research projects in formative assessment. A significant discovery involved the importance of communicating quality criteria to students from the beginning, but negotiating with students to modify and clarify these criteria as part of the formative assessment process. Torrance and Pryor are the preeminent researchers on formative assessment in the United Kingdom and have co-authored many articles in this area. The formative assessment processes investigated were quality questioning, providing student feedback, sharing quality criteria with learners, self-assessment (by the teacher) and quality goal –setting. ||< || By: Kathy Hall and Austin Harding Article summary: This article focuses on the role of teachers in assessment practices within schools. It characterises school-wide perceptions and approaches as being either collaborative or individualistic. A collaborative school approaches involve shared understanding of the purpose, values and goals of assessment and assessment tools, which in term is used to create, build and sustain assessment communities, where teachers collaboratively use assessment data in planning and teaching. The authors also examine the ways in which these communities of assessment also transfer assessment data as part of the transition process from one year to the next, and investigate the way such data is used and valued by the next teacher. An individualistic school lacks a school-wide approach to assessment in relation to purpose, goals, moderation and use of data. The role of professional support and resourcing from education departments was also considered, as was the tension of maintaining an emphasis on assessment when other improvement initiatives and agendas are vying for the time and attention of teachers and leaders. ||< . || By: Judy M. Parr and Helen S. Timperley Article summary: This article outlines three separate school-based studies in the area of Literacy in the New Zealand educational context. The studies were as follows: Study 1: Use of evidence in decisions regarding selecting and implementing classroom resources. Study 2: Understanding of principles of evidence-based decision-making in evaluating a classroom initiative designed to meet goals. Study 3: Knowledge and use of student achievement data in an evidence-informed, needs-based professional development project. The authors noted that schools and leadership teams lacked the use of assessment-driven decision making processes when determining the implementation of resources and developing initiatives. Moreover, their studies found that improving the capacity of teachers to read and interpret data did not translate to improved student learning outcomes. This lead me to further reading about what the missing link was between building teacher capacity to interpret data, and building their capacity to use data. ||<  || By: Hugh Munby and Cinde L. Lock Article summary: This article is an interesting snapshot of the experiences of one teacher implementing new student-centred assessment practices into his classroom. Although set in a secondary context, this is an interesting read for everyone. Most notable, the role of teacher values and beliefs in successfully implementing and sustaining a change in practice. Whilst the teacher had volunteered to change his assessment practices, and was provided abundant professional learning, resources and support, he was unable to sustain them, as he was hindered by his beliefs and values of assessment, planning, teaching and learning and his role as teacher in each. Moreover, the climate of his classroom (teacher-centred) meant that students attributed responsibility to him for goal achievement. An easy and interesting read, which briefly discusses concepts of change and the tension this creates. ||< || Information ** By: John Hattie Article summary: This article clearly dispels the myth that formative and summative assessments are two different assessment types. Rather, it is the way in which the assessment is used. (E.g: assessment used to determine student’s understanding and then used to inform planning of teaching and learning experiences is formative. But assessments used to determine students’ understanding at the end of a unit of work is summative). Hattie also emphasises the primary purpose of assessment as providing feedback to teachers and/or students centred around three questions: Where am I going? How am I going? And Where to next? ||< || By:John Hattie Article summary: An extensive article addressing a New Zealand publication on assessment, (referred to as the ‘Green Paper on Assessment’) and making recommendations accordingly. Perhaps the most valuable aspects are Part 4: Assessment (p. 6-9), Part 6: Usefulness for Teachers (p. 11-15), Part 11: the Use of a Single Score (p. 28-30). ||< || Edited by: Kathryn Parker Boudett, Elizabeth A. City and Richard J. Murnane Article summary: This Harvard Education Letter provides a synopsis of the popular ‘Data Wise’ book. It outlines the eight steps for using test data to improve teaching and learning. It also covers data triangulation and what schools and networks can do to support the use of assessment data by teachers. This is a good overview, and would be good for engaging leaders and teachers with the concept, but I would suggest reading the book! (see details below). //Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning//. (2005) Edited by Kathryn Parker Boudett, Elizabeth A. City and Richard J. Murname. Harvard Education Press, Cambridge, Massachusetts. ||  || By: Linda Harris Article summary: This article discusses the significance of student-centred goals (referred to as target-setting) and the role of the teacher in facilitating the journey towards achievement of such goals. The importance of making explicit learning objectives and negotiateing and discussing criteria for success. The purpose behind knowing the ZPD (Zone of Proximal development – Vygotsky, 1978) of individual students and the importance of planning meaningful assessment as one plans for meaningful instruction. The importance of questioning and feednack is also discussed, as well as creating opportunities for self and peer assessment. An easy read for class teachers interested in improving their use of formative assessment practices in driving their instruction and improving student learning. || ||
 * = **Many of the readings below have formed the basis of my literature reviews in assessment practices. Others, such as Black and Wiliam’s ‘Inside the Black Box’ have been siginificant in establishing the purpose of my action research on assessment and in refining my focus on formative assessment processes and practices. ** ||
 * < **Teachers’ conceptions of assessment: implications for policy and professional development.**
 * < <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**Inside the Black Box.**
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Teachers developing assessment for learning: impact on student achievement. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Using common formative assessments as a source of professional development in an urban American elementary school. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Developing Formative Assessment in the Classroom: Using Action Research to Explore and Modify Theory. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Level descriptions and teacher assessment in England: towards a community of practice. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Teachers, schools and using evidence: considerations of preparedness. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Changing assessment practices in the classroom: a study of one teachers challenge. **
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Formative and Summative Interpretations of Assessment
 * < <span style="font-family: 'Comic Sans MS',cursive;">**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Assessment for Success in Primary Schools **
 * ** <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">“The Data Wise Improvement Process”: Eight steps for using test data to improve teaching and learning  **
 * **<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Employing formative assessment in the <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">classroo m **