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22437 results in Education

Page 299 of 1122

  • Chapter 2 - Collaborative teaching teams

    • By Patrick Griffin, University of Melbourne, Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre., Pam Robertson, Research Fellow at the Assessment Research Centre, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 26-42

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • understand the roles and processes of collaborative teaching teams (CTTs)

  • • identify the process from measurement to policy development in which CTTs may participate

  • • understand the CTT cycle

  • • identify the skills necessary for successful CTTs.

    • This chapter introduces the elements of the successful CTT: collaboration, challenge, check and celebrate. It explores how the CTT supports and enhances assessment for learning and contributes to school policy. The chapter outlines what is meant by collaboration and explains its four characteristics: group members realising a shared goal; members each making a unique contribution; members learning to accept their dependence on other members of the group; and members recognising the benefit of having colleagues contributing in areas that they cannot. We also explore how members of the CTT need to develop their own personal social skills in resolving issues affecting the teaching team.

    Introduction

    Strong and skillful collaborative teaching team (CTT) leadership is needed to embed the practices discussed in this book. New teachers, especially, need support from experienced team leaders. New teachers need to understand the leadership framework in which they are working. It is the team leader who will model the desired behaviours and help scaffold the learning of individual teaching team members so they can become more effective members of the team and, as a result, more effective teachers. The team leader is often the link between the team and the school's leadership and is therefore in the position to lobby for the interests of the team. It may be necessary for the leader to negotiate more time for meetings, access to particular resources, or specific professional development opportunities. As a champion for the team, the leader must also ensure that the team structure has a place in policy formation within the school. Without adept team leadership, it is impossible to develop a team whose synergy makes a substantial difference to the learning of all of its students.

    The successful collaborative teaching team

    Behind the approach of successful collaborative teams is an ongoing willingness to question and challenge the impacts of practice. Members of CTTs can best serve each other by questioning their own teaching practices and those of their fellow team members but the challenge must be in terms of change in student learning–related behaviour.

  • Annex 1 - School leadership and assessment

    • By Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre., Patrick Griffin, University of Melbourne
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 281-299

  • Summary

    This annex has been written explicitly for busy school leaders who would like to get an overview of the Assessment for Teaching approach before tackling the level of detail provided in the book as a whole. It summarises the theoretical basis and the practical application of the program described in the book, spelling out the nature of the support needed and the responsibilities to be exercised if the program is to succeed.

    Introduction

    The primary reason for teaching is to facilitate learning. The primary reason for schools to exist is to maximise that learning. The primary role of the school leader is to ensure that this maximisation occurs.

    In a study on evidence-based teaching of literacy – the Literacy Assessment Project – conducted by the Assessment Research Centre (ARC) in the Graduate School of Education at the University of Melbourne in partnership with the Catholic Education Office Melbourne over a 10-year period, outstanding early results were observed in some schools. The study was designed to test the effectiveness of using evidence to identify the point on a developmental progression at which students were most ready to learn, so that reading comprehension teaching could be targeted to that point. The purpose of the project was to build teachers’ assessment knowledge and skill so they could use assessment data to inform the teaching of literacy. Students were tested at the beginning of the school year to identify their position on a developmental progression and then taught the necessary skills to move along the progression to the next level. This approach represents a reversal of standard teaching practice in which assessment occurs only after instruction is complete. In the standard approach, assessment is for, or of, learning. In this approach, assessment is for teaching.

    In the Literacy Assessment Project, a second testing period later in the school year showed that all students could improve. However, the rate of improvement among students at some schools was higher than at others. At schools where the greatest gains were made, teaching strategies were shared and discussed by teams of teachers who challenged each other to support their teaching practices with evidence. The teachers in these teams brought a range of observations and experiences to their discussions, but they also ensured that their colleagues did not persist with comfortable or familiar practices that were proving to be ineffective.

  • Preface

  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp xvii-xxii

  • Summary

    About this book

    This is the second edition of the text on assessment for teaching. Like the first edition the content is based on a mixture of teaching and research – it is informed by practice, theory and research in the classroom. It gives teachers what they have requested to improve teaching and learning. Like the first edition, it is not just another book on assessment. Many of you will have read generalised books on assessment, and some of you will even have written them. Patrick Griffin published one in the 1990s. This book is different. It is a clinical approach to assessment and the use of data in the classroom. It is about changing the culture of schools based on the use of assessment data and developing skills among teachers so they can use assessment information to make decisions about targeted teaching intervention. The book introduces a new kind of thinking, though some of the content is not new – note the case study written in 1970 that commences the Introduction.

    The approach propounded here is simple, but it is not simplistic. It is one that demands conceptual reasoning and higher order thinking. In the eight years that the Master of Teaching program has been taught at the University of Melbourne it has developed and matured. We now know that pre-service teachers can cope with this form of assessment and that in-service teachers can also change their practices in the light of it. Over 1500 teachers have participated in the program through online and face-to-face delivery. Over 3000 student teachers have studied the program and many have told us that they secured employment because of their knowledge of this approach to assessment. Many of the 1500 practising teachers who have participated in the online program have testified that it has changed their thinking about the use of assessment data and the way in which it can help teachers to organise classrooms. Of course, some did not change.

    There is no point in adding to the assessment literature based on translating psychometric theory and multiple-choice test design. This is not a book that regurgitates the old ideas about assessment wrapped up in the language of psychometrics. It takes a new approach.

  • Chapter 3 - Competence assessment: A clinical approach

    • By Patrick Griffin, University of Melbourne, Field Rickards, Dean of the Melbourne Graduate School of Education, University of Melbourne, since 2004., Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 43-76

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • understand the developmental model of learning

  • • understand developmental frameworks, including taxonomies, hypothetical

  • progressions, curriculum progressions and derived progressions

  • • identify the zone of actual development (ZAD) and the zone of proximal development (ZPD) using examples of student work against the Assessment Research Centre's Progression of Reading Comprehension, Progression of Numeracy or Progression of Problem Solving

    • This chapter promotes the understanding of developmental learning, introducing hierarchies and taxonomies developed by Bloom and Krathwohl. Because almost everyone working in this mode will be beginners, we will concentrate on the most basic, those relating to cognitive and affective domains. Other taxonomies, including those by Biggs and Collis (SOLO) and by Dreyfus (Skills), are useful and important; the reader can expand their knowledge of these as they become more proficient in assessment. The chapter makes a distinction between the deficit and developmental approaches to teaching and addresses the implications of data use in these two models. The chapter shows teachers how to identify the ‘zone of proximal development’ (ZPD) following Vygotsky, and uses examples of student work to illustrate this concept. The implications of correct identification and the importance of differentiated instruction are also introduced in this chapter. The establishment of a strong link between teaching and assessment data provides the reader with a framework within which to operate as a teacher.

    Introduction

    Students accumulate skills and knowledge through a process of maturation and through engagement in learning activities. But the skills and knowledge accumulated by each student in the class or the year level almost certainly will not be the same. A teacher's role is to identify how best to facilitate this growth in each student. It is common to hear the description of the teacher's role linked to diagnosis in the context of teaching being a clinical practice profession. Although the word diagnosis has typically and traditionally been used to indicate that something is wrong and needs to be fixed, increasingly it is being used to identify individual needs in the educational context. The latter is exactly what teachers need to do, but it is important that we do not confuse student needs with student weaknesses or inadequacies. Students do not go to school to be fixed; they are not sick or in need of prescribed remedies; they go to school to grow socially and cognitively and perhaps morally.

Assessment for Teaching
  • 2nd edition
  • Patrick Griffin
  • Published online:
    17 August 2019
    Print publication:
    18 October 2017
  • Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.

  • Chapter 11 - Developmental assessment for students with additional needs

    • By Kerry Woods, researcher whose work centres on the design of criterionreferenced frameworks to guide assessment., Bernadette Coles-Janess, Research Fellow and lecturer at the Assessment Research Centre, University of Melbourne, where she lectures in both general and specialised Masters’ programs.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 247-265

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • identify what is expected of you as a teacher of students with additional needs

  • • understand what it means, and why it is important, to take a developmental, rather than deficit, approach to teaching students with additional needs

  • • use a developmental progression to set learning goals and targets, and to plan a program of tasks and activities to achieve these.

    • This chapter describes how the Assessment for Teaching approach outlined in this book has been applied to support the teaching of students with additional learning needs. It provides detail of a process of assessing students, interpreting results, setting goals, and developing individualised learning plans. Developmental progressions are central to this process, as with all students, and their importance is emphasised in inclusive school contexts where teachers may or may not have experience or training in supporting the learning of students with additional needs.

    Introduction

    The approach taken to assessment and teaching throughout this book is grounded in the philosophy that all students can learn and that teaching and learning are optimal when correctly targeted for students or for groups of students working at similar levels. This chapter applies that approach to the question of how teachers can draw on information presented as a learning progression to design and implement tailored learning programs for students with disabilities or additional needs. This group of students is characterised by very specific and often complex educational needs. The aim of the chapter is to empower teachers of students with additional needs through the use of resources to guide students’ progress as they build the foundations of learning. The themes and ideas that underpin the chapter were introduced in Chapters 1 to 3, and they apply to the education of students with additional needs as they do to all other students.

    Background: Inclusive education

    Inclusive education practices have been widely supported, in principle, since the Individuals with Disabilities Education Act (1975) and the Warnock Report (Warnock 1978) outlined the United States and British governments’ respective policies for special education provision. The proclamation, emanating from UNESCO's Salamanca conference, that schools are for ‘all children’ and that ‘every child has a fundamental right to education’ ensured that inclusive educational practices were seen as vital within an international context (UNESCO 1994, pp. viii–xi).

  • Chapter 6 - Writing rubrics

    • By Patrick Griffin, University of Melbourne, Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 113-140

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • write rubrics that can be used within a developmental model of assessment

  • • understand the role of rubrics in recording the quality of achievements using judgement-based assessments

  • • evaluate the quality of rubrics that are available from a range of sources, including websites

  • • use a language of assessment that is consistent with developmental learning.

    • Usually rubrics are represented as a form of a rating scale, which often fails to help teachers improve student performance or product. This chapter presents a new approach to writing rubrics that fits within the developmental assessment framework described in Chapter 3. We will explore why some forms of rubrics fail to help teachers and we will examine an approach to the evaluation of rubrics. Several case studies and examples are presented as a rationale for writing rubrics. The focus of the approach is on how rubrics and judgement-based assessment can help teachers to improve student performance.

    Introduction

    Teachers using judgement-based assessment must operate using a criterion-referenced framework to interpret the quality of student work. To do this, they need rubrics – or rules – to guide their judgements. The term ‘rubric’, however, is much overused and misunderstood.

    Websites are available providing sets of rubrics for almost every conceivable area of learning, but much of what they offer is unhelpful and some of it is wrong. Although some of the rubrics offered on those sites are useful, almost none is underpinned by a model of measurement and very few appear to be underpinned by a learning theory. One of the first things we need to do when considering rubrics is to have criteria for evaluating them. Then we need to know how to write our own rubrics in such a way that they are useful and of high quality, with minimal risk of misleading students, teachers, parents or collaborative teaching team (CTT) members. Rubrics written and interpreted in a criterion-referenced framework are generally underpinned by both a model of measurement and a learning theory or taxonomy. This chapter describes how to write rubrics within such a framework.

  • Introduction

  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 1-13

  • Summary

    Case study: differentiated and Developmental teaching in mathematics at Sea lake high school

    This historical case study, first documented in 1970, describes an early practical application of some of the key ideas of this book. It shows what dramatic results can be obtained by the practical use of assessment for teaching. A more recent case study is provided in Chapter 12 to illustrate the application of the approach as it is now practised.

    Teachers often avoid ability-based grouping because of both the classroom organisation required and the belief that there is a stigma attached to lower-ability group formation. This case study illustrates an approach used by Patrick Griffin, the lead author of this book. It is a description of the method of teaching mathematics put into practice by him as a new teacher at Sea Lake High School in Victoria. Using this method, the mathematics teachers of the school succeeded in overcoming problems of student apathy and poor performance.

    The Program

    The teaching program was developed over four years of secondary mathematics and focused on three levels of competence. Failure in mathematics was eradicated. A primary goal was to target instruction at a level where students would be challenged but could experience success. The three levels were:

  • fundamentals

  • practice involving use of these fundamentals and some theoretical work

  • advanced work involving some research for better students.

    • The students advanced at their own rate, depending on sub-test results for each section of the work. Testing was carried out at three levels targeted at the student ability level.

    Initially, the students were apathetic towards the discipline, and their abilities varied enormously; there were no Year 12 mathematics students in the school, and only correspondence classes at Year 11. The teaching team decided to set down overall aims for mathematics in this school.

    Aims Of The Program

    The teaching method grew from the following aims:

  • To offer a common course for all, but to cater for different levels of ability within it, regarding no level as closed to higher studies.

  • To enable the students to be independent, so that they might be able to read and learn from a text and not rely solely on ‘spoon-feeding’.

  • To form an attitude that mathematics is an enjoyable subject and is meaningful, and by doing so to stimulate interest in the subject.

  • Chapter 10 - Interpreting data to evaluate growth

  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 226-246

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • examine the elements of student and class reports, and explore anomalies in assessment data

  • • examine value-added analyses at a teacher level

  • • identify ways of improving assessment data through review of test administration

  • • interpret and use data to plan targeted teaching

  • • examine the implications of targeted teaching for classroom organisation and other aspects of the educational environment

  • • use data systematically to formalise the evaluation of links between assessment data and student interventions.

    • This chapter promotes the development of competence in data analysis for monitoring progress in teaching and learning. It draws attention to the importance of reliable data and the role of both direct and indirect evidence in the inference making process. The chapter introduces teachers to the use of two-points-in-time data as a means of evaluating both student progress and the efficacy of teaching practice. It asks teachers to consider the implications flowing from the use of quartile comparison analyses, which often show that low-achieving students make progress while supposedly higher-ability students stagnate. The chapter also encourages teachers to consider the value they add to individual students, and presents a new way of examining value-add.

    Introduction

    Comparing data from two points in time allows a teacher to identify how much progress has been made. It provides evidence about the rate of progress and can be used to evaluate the efficacy of the teaching interventions. This type of analysis heightens the capacity for critical reflection, adding valuable information to the process by which records or logs of interventions are examined to identify effective (or ineffective) teaching strategies. Using this approach, the teacher is well placed to make professional judgements about where and how to intervene to improve teaching. This is enhanced if the review is undertaken within a collaborative teaching team (CTT).

    Student reports

    The student profile report maps a student's stage of learning and progress across a number of learning domains. These might be reading, mathematics and/or problem-solving. An example of a profile report featuring these three domains is provided in Figure 10.1. These are powerful reports. They provide information about the nature of what is learned, the amount learned and the rate of learning.

  • Annex 2 - Using the online tests and reports: Objective testing

    • By Masa Pavlovic, has worked in the field of education assessment, test development, data management and analysis, neurosciences and software development for the past 10 years., Nafisa Awwal, holds a Bachelor of Computer Science and completed her Master of Information Management and Systems at Monash University., Patrick Griffin, University of Melbourne, B. M. Monjurul Alom, computer programmer and platform developer in the Assessment Research Centre, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 300-310

  • Summary

    This annex guides you through a sample of the Assessment Research Centre Online Testing System (ARCOTS) that you can access online using the code provided with this book. Detailed instructions are given here to take you through the assessment process. This will allow you to try out the use of online developmental assessment to plan teaching strategies for implementation in your classroom. We encourage you, when using the tests, to follow the CTT cycle discussed in Chapter 2, including planning, implementing and evaluating your teaching strategies.

    ARCOTS overview

    The ARCOTS tests were developed as part of the Assessment and Learning Partnerships Project (see the Introduction for more details). They are intended to be used by teachers as one of many sources of evidence that reflect student learning. They provide teachers with a means to track student progress for the purpose of informing and evaluating teaching. The test results are used to identify the point of learning readiness or zone of proximal development (ZPD) and they are reported as a level on the corresponding developmental progression. Three progressions were developed in the Assessment and Learning Partnerships Project for three learning domains: numeracy, reading comprehension and problem-solving; each domain has a corresponding test. The reports are available instantaneously, through ARCOTS, upon completion of an assessment. The progressions are discussed in Chapter 2.

    Technical requirements

    Table A2.1 lists the minimum technical requirements to successfully conduct ARCOTS tests.

    ARCOTS can also be run on iPads using a Flash-compatible browser, such as Puffin, iSwifter or similar. If you are considering testing with iPads, we advise a trial run prior to commencing student testing to check compatibility and speed.

    Note: please check whether you need an IT technician to whitelist (allow access to) the ARCOTS site in your school.

    Test access

    Samples of ARCOTS developmental assessments and the reporting system are provided on the website accompanying this book. The purpose of the sample tests is to give teachers an experience of using developmental progressions to inform teaching and implement some of the processes described in this book.

    Before the testing and reporting systems can be accessed you will need to register with the code and the link provided on the companion website. To register you will need to have a valid email address.

  • Rodolfo Kusch's ‘Estar’ as Seen from the Systemic Perspective of Humberto Maturana as a way of ‘corazonar’ Coexistence

  • Sergio Holas
  • Journal:
    The Australian Journal of Indigenous Education / Volume 47 / Issue 1 / August 2018
    Published online by Cambridge University Press:
    11 October 2017, pp. 64-72
    Print publication:
    August 2018

  • In this paper, I further develop Rodolfo Kusch's concept of ‘negation’. I argue that it is an affirmative tool that enables us to sense and feel the other sides or domains of what we call reality and allows us to approach a plateau negated as a horizon of possibilities for conviviality and coexistence. Kusch's concept of negation brings forth an image of the emotions as being intimately interconnected to the values and ethos that form the basis of our behaviours. This paper also argues that Kush's concept of negation must be considered together with Kusch's development of ‘estar’ as a philosophical concept which underpins ‘América profunda’ ways of being in the world (or the multiverse). Finally, I propose that this ‘estar’ requires a ‘corazonar’ of our ways of bringing forth ourselves and our territories to life.

  • Transparency of reporting in CALL meta-analyses between 2003 and 2015

  • Huifen Lin, Tsuiping Chen, Hsien-Chin Liou
  • Journal:
    ReCALL / Volume 30 / Issue 3 / September 2018
    Published online by Cambridge University Press:
    11 October 2017, pp. 253-277

  • Since its introduction by Glass in the 1970s, meta-analysis has become a widely accepted and the most preferred approach to conducting research synthesis. Overcoming the weaknesses commonly associated with traditional narrative review and vote counting, meta-analysis is a statistical method of systematically aggregating and analyzing empirical studies by following well-established procedures. The findings of a meta-analysis, when appropriately conducted, are able to inform important policy decisions and provide practical pedagogical suggestions. With the growing number of publications employing meta-analysis across a wide variety of disciplines, it has received criticism due to its inconsistent findings derived from multiple meta-analyses in the same research domain. These inconsistencies have arisen partly due to the alternatives available to meta-analysts in each major meta-analytic procedure. Researchers have therefore recommended transparent reporting on the decision-making for every essential judgment call so that the results across multiple meta-analyses become replicable, consistent, and interpretable. This research explored the degree to which meta-analyses in the computer-assisted language learning (CALL) discipline transparently reported their decisions in every critical step. To achieve this aim, we retrieved 15 eligible meta-analyses in CALL published between 2003 and 2015. Features of these meta-analyses were extracted based on a codebook modified from Cooper (2003) and Aytug, Rothstein, Zhou and Kern (2012). A transparency score of reporting was then calculated to examine the degree to which these meta-analyses are compliant with the norms of reporting as recommended in the literature. We then discuss the strengths and weaknesses of the methodologies and provide suggestions for conducting quality meta-analyses in this domain.

  • Attachment Strength and Relationship Expectancies in the Prediction of Adolescent Stress and Depression

  • Yun Lin Daphne Goh, Ross B. Wilkinson
  • Journal:
    The Educational and Developmental Psychologist / Volume 34 / Issue 2 / December 2017
    Published online by Cambridge University Press:
    09 October 2017, pp. 106-123
    Print publication:
    December 2017
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  • Interpersonal relationships are the recent focus of research identifying protective factors in adolescent psychological health. Using an attachment theory perspective, this study examines the relationship of normative attachment strength and individual differences in attachment expectancies on self-reports of depression and stress in 511 Australian high school students. Attachment reorganisation was demonstrated, but only father attachment uniquely predicted self-reported stress. Age moderated the relationships between peers and depression and stress among romantically involved adolescents. Individual differences in attachment styles, particularly anxious attachment, were most predictive of adolescent psychological health. These findings highlight the complexity of adolescent attachment relationships and suggest that interventions target both normative and individual factors in adolescent development to enhance adolescent psychological health.

Page 299 of 1122