Dylan William: What do we Mean by Assessment for Learning?

Summary

This video emphasizes the importance of formative assessment, highlighting its role in raising student achievement through continuous feedback and adaptation. It critiques the common practice of recording and reporting assessment data without effectively using it to shape teaching. The speaker advocates for minute-by-minute adjustments in classroom teaching based on real-time student performance, which research shows has the most significant impact. Key strategies for effective formative assessment include clarifying learning intentions, providing forward-moving feedback, and fostering peer collaboration. Ultimately, the focus is on teaching strategies that adapt to learning needs and improve student outcomes.

Takeaways

• 😀 Formative assessment is crucial for raising student achievement, as evidence shows it has a stronger impact on learning outcomes than other initiatives.
• 😀 Formative assessment should focus on real-time, minute-by-minute adjustments to teaching, rather than on long-term tracking or reporting of student progress.
• 😀 The term 'assessment for learning' often emphasizes intention rather than action, leading to limited effectiveness if not used to directly shape teaching methods.
• 😀 Effective formative assessment involves using evidence from student progress immediately to adapt teaching and meet learning needs.
• 😀 Tracking or recording student achievement in spreadsheets does not make a significant difference in learning outcomes unless it actively informs teaching adjustments.
• 😀 The key to impactful formative assessment is not changing teachers' thinking but changing their actions in the classroom, resulting in improved student outcomes.
• 😀 Three essential strategies for effective formative assessment include clarifying learning intentions, providing feedback that moves learners forward, and activating students as resources for one another.
• 😀 Self-assessment is an important component of formative assessment but should be seen as part of the broader goal of activating students as owners of their learning.
• 😀 Feedback should focus on guiding future progress, not just evaluating past work. The best feedback helps students apply lessons from previous work to their next task.
• 😀 Formative assessment is most effective when it operates on a short cycle, continuously checking if students are on track and adjusting the teaching accordingly, rather than relying on end-of-term assessments.
• 😀 Teachers should avoid treating learning as a circular process where content is repeatedly revisited without addressing student needs immediately, instead treating it as a spiral where teaching adapts to real-time assessments.

Q & A

What is the main focus of the video script?

The main focus of the script is on formative assessment and its importance in raising student achievement. It emphasizes the role of teachers in using real-time data to adjust their teaching methods and improve learning outcomes.

Why is formative assessment considered more effective than traditional assessment methods?

Formative assessment is more effective because it involves continuous, real-time adjustments based on immediate evidence of student learning, unlike traditional assessments which focus on recording and reporting achievement without directly influencing teaching.

What does the script say about the common misunderstanding of 'assessment for learning'?

The script highlights that 'assessment for learning' is often misunderstood as merely recording or reporting student achievement. The key to effective formative assessment is using the collected evidence to adapt teaching and make immediate changes to address students' needs.

What is the difference between 'assessment for learning' and 'formative assessment' according to the script?

The script differentiates the two by stating that 'assessment for learning' focuses on intention and recording achievement, while 'formative assessment' is about actively using evidence to shape and adapt teaching in real-time to meet students' learning needs.

How does the script define formative assessment in terms of its impact on learning?

Formative assessment is defined as the process where assessment evidence is actively used to shape teaching and learning. It should lead to minute-by-minute or day-by-day adjustments in the classroom, ensuring that teaching is responsive to students' current learning progress.

What are the main strategies for effective formative assessment outlined in the script?

The five main strategies for effective formative assessment are: 1) Clarifying and sharing learning intentions, 2) Engineering effective discussions and tasks, 3) Providing feedback that moves learners forward, 4) Activating students as learning resources for one another, and 5) Activating students as owners of their learning.

What role does feedback play in formative assessment according to the script?

Feedback in formative assessment should focus on helping students move forward. It should provide actionable insights that inform their future work, rather than merely pointing out past mistakes or focusing on what went wrong.

What does the script suggest about the importance of short-cycle assessments?

The script suggests that short-cycle formative assessments, conducted frequently throughout lessons, are crucial for making real-time adjustments in teaching. These quick checks allow teachers to gauge student understanding and adapt accordingly, ensuring that learning is on track.

How does the metaphor of a pilot adjusting course relate to formative assessment?

The metaphor compares formative assessment to a pilot adjusting the course of a plane during flight. Just as a pilot uses real-time data to make adjustments and stay on course, teachers should use immediate evidence from formative assessments to make adjustments to their teaching and ensure students are progressing.

What does the script say about the impact of changing teacher thinking on student outcomes?

The script argues that merely changing teachers' thinking about teaching does not lead to improved student outcomes. Instead, teachers must change their actions in the classroom. The focus should be on implementing effective formative assessment practices that lead to tangible improvements in teaching and learning.