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Do curso por Commonwealth Education Trust

Foundations of Teaching for Learning: Introduction to Student Assessment

80 classificações

Commonwealth Education Trust

Foundations of Teaching for Learning: Introduction to Student Assessment

80 classificações

The Foundations of Teaching for Learning programme is designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your professional skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. There are various techniques which help to assess student learning. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

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The nature of feedback in improving teaching and learning

Feedback can vary greatly in its effectiveness. In the lectures this week we will identify the key characteristics of good (and bad) feedback. We will explore the practice of incorporating feedback into teaching. Teachers and students have their own views on what constitutes effective feedback. Understanding these views can help you to decide how you should give feedback to your own students. We will ask you to consider how you can best provide feedback to minority students. By the end of the week you should be able to generate your own examples of effective feedback for students.

Feedback Effectiveness: Hattie & Timperley’s framework; Gan’s Question prompts12:31

Building Feedback into Teaching: Goals/Intentions; Strengths & Weaknesses12:11

Teacher & Student perceptions of feedback9:47

Cultural Concern: Perspectives of minorities on appropriate feedback mechanisms11:00

Interview 113:01

Conheça os instrutores

Dr Peter Keegan
Senior Lecturer, Te Puna Wānanga, Faculty of Education
University of Auckland, New Zealand
Associate Professor Gavin Brown
Director, Faculty of Education Quantitative Data Analysis and Research Unit
University of Auckland, New Zealand
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

>> Let's start again with talking about the

purposes of assessment because I think what

would you say is that teachers all agree that assessment is about improvement.

But to me that seems a little bit problematic - I

don't think in reality that's actually what's happening, is it?

>> Well, you know,

you're really asking two different questions:

what teachers believe and then what actually

happens, which may or may not have anything to do with what teachers believe.

Teachers' beliefs do pay off in terms of their intentions

and actions but they're constrained by policies and practices around them.

Generally young, enthusiastic, new teachers have lots of ambitions

but they're controlled and constrained by systems they work in.

However, the educational part of educational assessment is

meant to guide, improve teaching and better learning.

And to the extent that assessments serves that, that's what teachers believe in.

That's what they want.

I don't think there's a single teacher in the

world who doesn't believe I'm a better teacher today than

I was a year ago and I hope to be a better teacher than I am now in five years.

Giving teachers tools that allow to monitor their own work.

so that they can find out,

do I have to keep teaching this?

Can I move on to something else?

These kinds of tools are welcomed by teachers, who are generally

professional in their attitudes towards their function in education and schooling.

>> Very optimistic attitude, I think.

A very optimistic picture of teachers as a whole.

>> Well...

If you don't start with this optimistic attitude,

you're likely to end up blaming teachers, and

believing we can hire machines to do what

teachers do and create curricula that are teacher-proof.

And we've already tried a lot of those things or are

implementing them in evil jurisdictions like the United States and England,

and we know it doesn't work.

So, let's at least take advantage of the fact that

teachers kind of believe that doing better is what I'm here for.

>> Although, what you just alluded to, of course,

is the policy context in which all that's occurring.

So, to hold on to that belief and be optimistic about it

in a context which is really

quite oppressive is actually very challenging, isn't it?

>> Well, certainly

if you have to

work in an environment that's contrary to your beliefs,

you either do one of two things;

you either comply and end up believing in the status quo, the power system

that enforces on you; or you go quietly mad; or you end up leaving teaching.

So, what our research shows is that

teachers who work and continue to work in high-stakes exam societies,

like Hong Kong or China, end up believing that "By examining children,

I'm helping them improve", so they rationalize and justify the things

they have to do in light of the things they believe in.

I think this is the human condition.

>> The teacher condition.

>> Yeah.

>> But when you talk about, and interesting that you talk

about Hong Kong, because you contrast Hong Kong and New Zealand. >> Yes.

>> Could you elaborate a little on that?

What are you seeing there as the key differences?

>> Well, the big difference is the

extreme reliance in Hong Kong, as in China, on

examinations for selection, sorting and determining future.

The Hong Kong research we've done shows

very clearly that children, even university students,

believe that failing to do well brings dishonor to their family.

And that has huge repercussions in their societal framework.

New Zealand gave up using exams as a roadblock to entry to further schooling

as early as the 1930s, where we abolished the standard six.

And then, we have open entry to the university.

So, you failed everything, but now you're 21, you can

you can apply to go to university.

They can force you to take prerequisite courses, but you have a right to attend.

So, we have a system that says diversity of achievement

and plurality of means to achievement in New Zealand

leads I think to much more content and happier

people because we don't force everybody into the mould of

schooling is preparation for university entrance.

Hong Kong used to have a

vocational technical ed high school right up

through to the time of the British leaving,

but Chinese parents refused to send their children there,

because working with your hands is

not valued.

>> That's very much a British legacy, isn't it?

>> It is. >> You say you've escaped from that in New Zealand?

>> Well, to an extent we have.

I think being shut off at the far end of the world for so long

and the 1930s in New Zealand was a

huge movement of social welfare, social justice, a labor government,

housing, healthcare, and the then secretary of education, Cyril Beeby,

was very influenced by Dewian notions of the

child is the center of the curriculum and

the whole reason schools exist was for the child.

So, creating artificial roadblocks to the child

developing in high school other than economic necessity,

seemed just pointless to him.

And so we've moved a long way down that path.

The post-1980s

Reagan, Thatcher - Rogernomics in New Zealand -

policies are now playing out we can see--

well, I suspect that our current conservative government

is trying to move us more and more

down the U.S. free market solution to educational problems.

And God help us.

>> I did the OECD review in New Zealand

a few years ago.

And was very impressed, I think.

And I think among the systems that the OECD have

said are furthest ahead in a lot of respects were actually

New Zealand and Hong Kong, but you've made a good case

I think for putting New Zealand at the top there.

>> They're very different, and part of the difference

lies down in my mind to, what do you value?

Do you value conformity to the collective?

Or do you value variety, plurality, and individuality?

My own children, one of them earned entry to university,

but instead of going to do a B.Com, she went into

a private training establishment, did a diploma in fashion design, and

now works in the head office of an Australian fashion house.

So, we don't have this

narrow view that the only route to success is a bachelors degree.

My oldest boy has got a bachelors degree but he had got

a diploma and a, you know, certificate and took a roundabout route.

This is something we permit, but in societies in

Hong Kong and China, they're terrified to permit that.

>> Yeah.

Let me ask you one last question, Gavin.

You talk about praise, and that's interesting you

do, you're very skeptical, and very challenging on that

whole notion of praise.

As a kind of final question, say a bit more about why that isn't such a great

thing - because you know, you're doing such a

great job here by the way, you know!

>> Well,

the bottom line is, as far as I can tell, students don't expect the teacher to be

their mother, so your mom is going to love you no matter what you do kind of thing.

But what kids need and want from a teacher is someone to tell

me, "Okay, if I'm this good, what do I do to get better? Because

I'm still not finished with this schooling". And, this is the problem with

praise is we're really bad at giving it out in a meritorious way.

Johnny's not a high achiever and he finally does something decent,

and you know, it may only be average to quality work, but we make a

big song and dance out of it because Johnny normally doesn't even do any work.

Whereas, here's the kid who's a top flyer, hands in their work quickly and so

the teacher then marks it with a red pen and points out all the spelling mistakes.

And doesn't compliment the child on having done excellent quality work

and the kid gets this experience of being, well, you know, I

just got shamed because I did-- don't even know that they're doing good work.

So, the notion of why praise doesn't work is it

draws attention away from what do I have to learn next,

what am I good at,

to who am I and what I'm worth and valued as a human being.

Now, everyone's worthwhile and valuable as a human being, but not

everyone can do reading, writing, mathematics

or geography to the same extent.

And the research is really clear -

we improve with feedback and feedback has to identify where you're good,

where you're not good, where you're up to in

the progression and what you have to do next.

And if feedback doesn't do that, then we've wasted the educational opportunity.

Now the challenge with with children who are miles behind

is how do you tell them the truth without destroying them?

Yeah, and that's another problem.

>> Something we don't really wish to do.

I know we're going to go on in the second and third

weeks to talk a bit more about those kinds of issues,

but does make me think, you know, about

Willard Waller talking about cheap praise, and

that devalues the currency and kids begin

to know what's real and what's stupid.

>> Absolutely.

Frank Baharris and I think it was Patricia Graham, did a wonderful

study they published in 1998, in which they described teachers as

acting like psychoanalysts and trying to position their response to each child

based on what they understood about

the child's personality or psychology, and the

kids knew that that's what they were doing

and the feedback they got from the kids was "Just tell us the truth!"

You know, it just makes life a lot simpler.

I don't like to tell you this Johnny, but this performance is well below what's

expected of somebody like you - and guess what? Here's what you can do,

and here's what I can do.

And I sometimes suspect that teachers

don't bite the bullet of truth

because they're afraid that'll cause them a lot more work

to do fixing the problem, or else they might not really know

what do I have to do. And if you think it's all the student's fault -

they haven't worked hard enough, or they don't try hard enough,

or they don't pay attention enough -

then it's really easy just to "Oh, you're doing well",

and give cheap and mollifying praise when it's

actually uninformative.

>> Okay, that's a pretty good headline, which "I'm biting the bullet of truth".

I think we can use that one.

Good!

[MUSIC]

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