PARCIAL 1 SUMMARY.docx

**PARCIAL 1 SUMMARY** ***[Perspectives on Assessment]*** +-----------------------------------+-----------------------------------+ | Actors | Their perspective | +===================================+===================================+ | Teachers...

**PARCIAL 1 SUMMARY** ***[Perspectives on Assessment]*** +-----------------------------------+-----------------------------------+ | Actors | Their perspective | +===================================+===================================+ | Teachers | - To guide and improve | | | instruction. | | | | | | - To measure overall student | | | learning at the end of units | | | or grading periods. | | | | | | - To motivate students, hold | | | them accountable, and | | | establish learning goals. | | | | | | - To reflect on the | | | effectiveness of their | | | teaching methods and adjust | | | based on the student | | | performance. | +-----------------------------------+-----------------------------------+ | Students | - An opportunity to prove their | | | learning understanding. | | | | | | - Influence their self-esteem, | | | motivation, and future study | | | habits. | | | | | | - Experience anxiety and | | | stress. | | | | | | - Perceive as fair, clear, and | | | aligned with what was taught. | | | | | | - Engaged with assessment that | | | are interactive, relevant, | | | and linked to real-life | | | applications. | +-----------------------------------+-----------------------------------+ | Tutors/Parents | - Track their child's academic | | | progress and identify areas | | | for improvement. | | | | | | - How they can support their | | | children at home and engage | | | with teachers regarding | | | concerns. | | | | | | - Reflections of future success | | | or failure, leading to | | | pressure on students. | | | | | | - Collaboration with educators | | | in shaping their child's | | | learning experience. | +-----------------------------------+-----------------------------------+ | Administrative Area | - Hold teachers and schools | | | accountable for student | | | performance, ensuring | | | alignment with curriculum | | | standards and benchmarks. | | | | | | - To guide decisions on | | | resource allocation, | | | professional development, and | | | school improvement plans. | | | | | | - To compare schools, monitor | | | achievement gaps, and | | | evaluate the overall | | | performance of the | | | educational institution. | | | | | | - To meet external | | | requirements, such as | | | government or district | | | mandates, which can influence | | | funding and school ratings. | +-----------------------------------+-----------------------------------+ ***[Definitions of Assessment and Feedback]*** \- *Marco para la Buena Enseñanza (MBE), Estándares 7 & 9.* - Guide on how to teach and assess. - This is for teachers and pre-service teachers. Standard 7 +-----------------------------------+-----------------------------------+ | High expectations | 7.1-7.4 Boost the confidence of | | | the students. | +===================================+===================================+ | Communicate the objectives, | 7.5 Communicate the learning | | instructions, and knowledge | objectives and check if the | | | students understand them | | | (beginning). | | | | | | 7.6 Give indications and | | | instructions clearly and check if | | | the students understand them | | | (during). | | | | | | 7.7 Detect misconceptions about | | | their learning and do connections | | | with the new knowledge | | | (during/end: exit | | | tickets-worksheets). | | | | | | 7.8 Present the content | | | (during-the whole class). | +-----------------------------------+-----------------------------------+ | Students' participation | 7.9-7.11 Use diverse resources to | | | involve students to learn. | +-----------------------------------+-----------------------------------+ | Adjust the pedagogical practice | 7.12 Diversified | +-----------------------------------+-----------------------------------+ Standard 9 +-----------------------------------+-----------------------------------+ | Evaluation criteria and learning | 9.1 Explain the evaluation | | monitoring | criteria aligned with the | | | learning objectives using | | | examples expected performance, so | | | the students can also participate | | | in their definitions. | | | | | | 9.2 Check during class, through | | | questions or activities, the | | | comprehension of the students and | | | identify weaknesses or errors to | | | adjust their teaching. | | | | | | 9.3 Use the monitoring results to | | | do activities to adjust their | | | teaching according to the | | | students' needs. | | | | | | (Teachers' functions) | +===================================+===================================+ | Feedback | 9.4 Offer descriptive feedback in | | | time to students (teachers' | | | functions). | | | | | | 9.5 Communicate to students their | | | grades (teachers' functions), so | | | this help to define their | | | learning goals (students' | | | functions). | | | | | | 9.6 Develop strategies to protect | | | the students' academic self- | | | esteem and promote perseverance | | | in their learning (teachers' | | | functions). | +-----------------------------------+-----------------------------------+ | Self- assessment | 9.7 Teach and guide students to | | | use criteria and indicators of | | | achievement for self and | | | co-assessments (teachers' | | | functions) to observe their | | | learning and their peers' | | | learning in orders to determine | | | what they achieve and what they | | | have to improve (students' | | | functions). | | | | | | 9.8 Generate opportunities to | | | students to propose indicators of | | | achievement in their group | | | working. (Teachers'-students' | | | functions). | +-----------------------------------+-----------------------------------+ What is the function of the administrative staff? Diagnose the training needs of teachers in terms of assessment and feedback. \- *Estándares de la Profesión Docente Carreras de Pedagogía Enseñanza Básica y Media.* - How to teach. - How to evaluate. - How to treat your students. +-----------------------------------+-----------------------------------+ | Standard A | - Level of English that you | | | must achieve: C1 | | | | | | - Understand the creation of | | | evaluation items. | | | | | | - Receptive: listening/reading. | | | | | | - Productive: speaking/writing. | +===================================+===================================+ | Standard B | - Validity and reliability | | | | | | - Authenticity | | | | | | - Washback | +-----------------------------------+-----------------------------------+ | Standard C | - You reflect on your own | | | practices as a teacher. | +-----------------------------------+-----------------------------------+ | Standard D | - How my students think | +-----------------------------------+-----------------------------------+ | Standard E | - Formative | | | | | | - Summative | | | | | | - Diagnostic | +-----------------------------------+-----------------------------------+ \- *Decreto 67 sobre evaluación, calificación y promoción escolar* +-----------------------------------+-----------------------------------+ | Assessment | - Is a group of activities led | | | by professional educators to | | | obtain information about | | | students' learning process so | | | as to provide feedback and | | | make pedagogical decisions. | +===================================+===================================+ | Grading | The representation of the | | | learning progress, students' | | | performance, by assigning a | | | score, concept of symbol. (Shared | | | system) | +-----------------------------------+-----------------------------------+ | Promotion | - The completion of a certain | | | level to transit to the next | | | one. | | | | | | - The attendance guarantees | | | academic success. | | | | | | - If you reprove the level, you | | | must to retake the whole | | | level. | +-----------------------------------+-----------------------------------+ | Who participate in the creation | - Teachers | | of Evaluation Rules? | | | | - Administrative staff | | | | | | - School community | +-----------------------------------+-----------------------------------+ *- Decreto 83 Diversificación de la Enseñanza.* - Equality - Social justice: "embodies treating all people with fairness, respect, dignity, and generosity. Affording each person opportunities to achieve to her or his potential and full participation in a democratic society by giving access to the goods, services and cultural capital of a society, while also affirming the culture and talents of each individual and the group with which she or he identifies". - Diversified/you need to consider everyone. - Curricular adjustments for special needs students. - It allows for equal opportunities in access, participation, and progress towards the essential learning objectives of the curriculum, considering each student's potential. - The assessment like part for the learning-teaching process is a tool that promote the students' learning and the teachers' professional reflection. - The assessment gives information about the characteristics of the students, their learning progress and the helps and supports that the student needs to improve this progress. - Assessment planning: Peer work between teachers and professionals. ***[What is assessment?]*** Can be defined as any instrument or technique used to measure the progress of a learner and learning goals. 1. Formative: progress of students' learning (help students to learn and practice)/always happens (throughout the course)/monitoring (identify gaps and improve learning)/ex: exit tickets (via approaches that support specific student needs). 2. Summative: judge students' knowledge and performance/through a certain period, for example, end of a unit or end of a period (at the end of the instructional period)/collect evidence-grading (collect evidence of student knowledge, skill or proficiency)/ex: typical tests (via exit learning products or accumulative assessment). Who assess? Students --------------- ---------------------------------------------------------------------------------------------- What assess? Progress, skills, knowledge, learning objectives, performance. Why assess? Attitude, responsibilities, adjust our instruction/ if they achieve the learning objectives. How assess? Tests, exit tickets, quizzes, impromptus, presentations, rubrics. When asses? In class, throughout, at the end. Where assess? Classroom *-Assessment as a teaching-learning process: Assessment for/of/as Learning.* +-----------------+-----------------+-----------------+-----------------+ | ASSESSMENT | FOR LEARNING | AS LEARNING | OF LEARNING | +=================+=================+=================+=================+ | WHO | Students and | Students | Students, | | | teachers | | parents, other | | | | | educators, and | | | | | the | | | | | administrative | | | | | staff. | +-----------------+-----------------+-----------------+-----------------+ | WHY | To determine | To do a | To rank, | | | what are the | critical | measure, | | | next step to do | reflection | certify, and | | | to help | about what they | report the | | | students' | know about | level of | | | progress. | their own | students' | | | | learning | learning, and | | | | processes and | inform | | | | modify it. | decisions about | | | | | students' | | | | | future programs | | | | | or placements. | +-----------------+-----------------+-----------------+-----------------+ | HOW | Using a range | Encouraging | Employing | | | of methods to | self-assessment | various methods | | | make students' | and critical | to assess both | | | skills and | thinking about | product and | | | understanding | their learning | process. | | | visible. | processes. | | | | | | Summative | | | Formative | Through | evaluations: | | | assessments: | exemplars of | tests and | | | questions, | summative | examinations. | | | conversations, | evaluation like | | | | quizzes, etc. | criteria, | Standardized | | | | rubrics, | tests: | | | Observations | frameworks, | portfolios, | | | and anecdotal | self-assessment | exhibitions, | | | records. | checklists, | performances, | | | | reflection | presentations, | | | Peer | journals, etc. | simulations, | | | assessments and | to do a | multimedia | | | group | self-reflection | projects, and | | | discussions. | , | other written, | | | | monitoring and | oral, and | | | Continuous | adjustment of | visual methods. | | | formative | their own | | | | feedback is | understanding | Rubrics for | | | provided during | according to | evaluating | | | the learning | curricular | projects and | | | process. | expectations. | presentations. | | | Teachers give | | | | | feedback to | Learning | Checklists to | | | help learners | contracts where | assess specific | | | understand what | students set | skills or | | | they need to | their own | knowledge. | | | work on and how | goals. | | | | to improve. | | | | | Learners | Think-pair-shar | | | | actively engage | e | | | | with this | activities to | | | | feedback to | encourage peer | | | | modify their | feedback | | | | learning | | | | | strategies. | Metacognitive | | | | | prompts that | | | | Activities. | guide students | | | | | to reflect on | | | | Performance | their learning | | | | tasks and | strategies. | | | | projects. | | | +-----------------+-----------------+-----------------+-----------------+ | WHAT | Focuses on how | Focuses on the | Students' | | | and why | students' | complexity of | | | students gain | understanding | their | | | their | of the | understanding | | | understanding | concepts, their | and the | | | (student's | metacognitive | abilities to | | | progress and | processes, | apply key | | | learning needs) | their | concepts, | | | according to | goal-setting | knowledge, | | | the curriculum | processes, the | skills, and | | | outcomes | learning | attitudes | | | (learning | strategies they | related to the | | | process). | applied, and | curricular | | | | their ability | outcomes. | | | | to adjust them. | (measures the | | | | | extent to which | | | | | students have | | | | | met curriculum | | | | | outcomes) | +-----------------+-----------------+-----------------+-----------------+ | WHEN | Ongoing | Continuously, | At the end of a | | | throughout the | integrated into | unit, term, or | | | instructional | daily learning | course; | | | process; during | activities; | typically | | | lessons, | during | scheduled at | | | activities, and | reflections and | specific points | | | unit progress. | self-assessment | in the academic | | | | s. | calendar. | +-----------------+-----------------+-----------------+-----------------+ | WHERE | In the | In the | In formal | | | classroom, | classroom, | setting such as | | | during group | during | classrooms, | | | work, and | individual | examination | | | through | study time, or | halls, or | | | informal | through online | online testing | | | settings like | learning | platforms. | | | discussions or | environments | | | | observations. | where students | | | | | can access | | | | | their work. | | +-----------------+-----------------+-----------------+-----------------+ | EXAMPLES | A teacher | Students | Standardized | | | observes | keeping | tests at the | | | students' | learning | end of a course | | | reading | journals to | to evaluate | | | comprehension | reflect on | overall student | | | and adjusts | their | achievement. | | | instruction | understanding | | | | based on their | and progress. | | | | needs. | | | +-----------------+-----------------+-----------------+-----------------+ *-How is this connected to feedback?* Information that a learner receives about their language learning process. Feedback can be: \- summative (an evaluation, typically given by a score, of a student's work or at the end of a period of study) → Assessment of learning \- formative (information that is intended to help the learner in some way, given continuously during learning). → Assessment for learning. ***[Feedback]*** *- Definition of Feedback* - Information and analysis of students' academic performance and learning process, allowing an opportunity to improve their weaknesses, and transforming them into support for their strengths. - This grants the student the opportunity to integrate their previous knowledge with new content from their teacher's feedback. *- Self-regulated learning* - Self-monitoring (individual process) (exit tickets-corrections). - Improvement: learn in a different way. - "Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features of the environment." (Pintrich & Zusho as cited in Nicol, D.J. & Macfarlane‐Dick, D., 2006, p. 202) *- Effective feedback* 1\. Is about learning tasks 2\. Is specific and related to learning goals. 3\. Is appropriately challenging. 4\. Entails the active involvement of the learner. *- Seven principles of good feedback practice: facilitating self-regulation* 1\. Clarify what good performance is: what is supposed to deliver? /What is it expected-\>highest point. (Example: rubric) 2\. Facilitate self-assessment: understand why I did wrong. (Example: share a transcript of a listening) 3\. Deliver high quality feedback information: deliver the information clearly-\>rubrics-descriptive-clear instructions-\>insightful. (Example: is it clear?) 4\. Encourage teacher and peer dialogue: not only hear his feedback but also discuss with his teacher and peers about the information given (first self-assessment, then discuss) 5\. Encourage positive motivation and self-esteem: comment how they well perform (you did it excellent). 6\. Provide opportunities to close the gap: diversity-provide opportunities to close the gap-\>all students achieve (everyone can have a good grade, at least 4.0). 7\. Use feedback to improve teaching: improve teachers-\>change the way you teach (may able to adjust your teaching). *- Feed up, feed back, and feed forward* 1\. Feed up: Where am I going? -Goal setting-\> The first key to an effective feedback system is establishing a clear purpose. When students understand the goal, they can focus better on learning tasks. A clear purpose also helps teachers align assessments and plan activities, ensuring all efforts are directed towards achieving the desired learning outcome. For example, if the goal is to compare insects and arthropods, both students and teachers can focus on content that supports this objective. 2\. Feed back: How am I going? -Reflection-\> The second component of an effective feedback system is the individual responses teachers give students. This feedback should directly relate to the learning goal and inform students about their progress toward it, offering suggestions for improvement. Ideally, feedback is given during smaller tasks within a larger project, allowing students to apply suggestions and improve their overall performance. For example, in a writing unit, a teacher gave feedback on students\' introductions, highlighting successes and suggesting areas for improvement, so they could revise and enhance future attempts. 3\. Feed forward: Where to next? -Future-\> The formative aspect of a feedback system, often overlooked, involves using assessment data to plan future instruction---referred to as \"feed forward.\" Teachers adjust their teaching based on student's work, requiring flexibility in lesson planning. For example, when a 3rd-grade class struggled with a word problem, the teacher realized more modeling was needed for the entire class. In contrast, another teacher noticed a few students consistently capitalized random words and addressed the issue with targeted instruction rather than a whole-class intervention. This approach tailors instruction to students\' specific needs. ***[Texts ]*** *-Diversificando la evaluación en la Práctica Pedagógica de Gárate (2019) (key points)* - We need to transform assessment to be inclusive and promote social justice in the Chilean education system, considering the diversity present in the classroom. - We need more complete assessment that considers skills, content, and attitudes, using different techniques and tools like rubrics, scales, and portfolios to capture diverse learning. - It calls for a cultural change in assessment that involves the active participation of all educational actors and promotes an inclusive school in line with diversity policies. - Assessment is a continuous and integral progress, and Grading is a temporary judgment about student performance. - Current policies in Chile focus more on integration than true inclusion, the text emphasizes the need to adjust teaching practices to respect diversity. - Universal Design for Learning is proposed as a framework to adjust teaching and assessment, providing multiple ways of representation and expression to meet individual student needs. - Although laws like decree 83, which aims to adapt the curriculum for special educational needs, have been passed, there are still gaps in how inclusive assessment are implemented. - Assessment should be a process that helps improve teaching practices, focused on social justice and transforming the school to include all students and respect their diversity. - An inclusive and fair assessment not only measures performance but also promotes learning, pedagogical reflection, and respect for individual differences. - Formative assessment: It is an ongoing process designed to provide feedback to improve and accelerate learning, helping students become self-regulated learners. - Self-regulated learning: students' ability to control their learning processes, including setting goals, monitoring progress, and adjusting strategies. - Seven principles of good feedback: these principles create a feedback process that encourage active learning, reflection, and continuous improvement, all while encourage self-regulation and motivation. 1. Clarify what good performance is (goals, criteria, expected standards): students need to understand what a good performance is to assess their progress. You need to provide clear explanations of goals and standards through written criteria, performance level definitions, or rubrics. Use examples or exemplars of good work to show what is expected. Discuss these criteria in class and involve students in activities like peer assessments to help them understand the goals. Ex: showing students well-written essays and discussing why they meet the criteria. 2. Facilitate the development of self-assessment and reflection: students should practice evaluating their own learning to improve self-regulation. You have to create opportunities for students to self-assess their work against set criteria. Encourage reflection on their learning through activities such as keeping a reflective journal or assessing their own progress before submitting assignments. Ex: students complete a self-assessment form, noting strengths and areas for improvement before handing in their work. 3. Deliver high-quality information to students about their learning: feedback should help students understand how to improve their performance by identifying areas where they are off-track and suggesting strategies for improvement. You have to provide in time and specific feedback focused on helping students weaknesses and self-correct their work. The feedback should address both strengths and areas for improvement. Ex: instead of just marking an essay with a grade, give detailed feedback on how to improve the structure of their argument or suggest resources for further reading. 4. Encourage teacher and peer dialogue around learning: feedback should be a two-way communication, allowing students to discuss and understand feedback. Encourage discussions between teachers and students about feedback. This could be done through one-on-one conversations or group feedback sessions. Peer reviews also encourage dialogue and help students see different perspectives. Ex: after receiving feedback on an assignment, students can participate in small group discussions to clarify any points and share ideas on how to improve. 5. Encourage positive motivational beliefs and self-esteem: feedback should promote students' confidence in their abilities and focus on improvement, not just criticism. You have to provide feedback that praises effort and strategic behaviors, rather than just focusing on outcomes. Avoid giving only grades or negative comments, which may lower self-esteem. Feedback should help students believe they can improve with effort. Ex: a comment such as "you´ve done well in outlining your ideas; now, let´s work on expanding your argument further" encourages improvement without discouraging the student. 6. Provide opportunities to close the gap between current and desired performance: feedback should guide students on how to improve, and they should be given opportunities to act on the feedback. You have to allow students to resubmit work after receiving feedback or offer temporary feedback during the development of a project. This way, they can make improvements before the final submission. Ex: in a two-stage assignment, provide feedback after the first draft and allow students to revise and improve their work before submitting the final version. 7. Provide information to teachers that can be used to shape teaching: teachers should use feedback from students' performance to adjust their teaching strategies and support students\' learning needs. You have to collect and review student feedback, such as responses to assessment tasks or performance trends, and use this to tailor future lessons or clarify difficult concepts. Ex: if many students struggle with a specific concept, adjust the next class to revisit that topic in a different way, possibly with additional resources or examples. - Students should take an active role in generating and using feedback, moving beyond the traditional teacher-controlled approach. - Feedback should not only provide information but also be a tool that encourages students to think critically about their learning and adjust their approach accordingly. - The interaction between feedback and motivation is essential, as feedback can influence students' beliefs about their abilities and their willingness to persist in learning tasks. *-Giving feedback to language learners by Kerr (2020) (key points)* - Feedback is one of the most significant factors in learning, influencing both positively and negatively. It needs to be shaped to encourage positive outcomes. - Types of feedback: 1. Summative: given at the end of a study period, typically as a score or evaluation. 2. Formative: ongoing feedback aimed at improving future learning, often termed "feed forward". - Purposes of feedback: 1. Improve learners' fluency, accuracy, or complexity in speaking and writing. 2. Motivate learners to continue learning. 3. Promote learner autonomy, encouraging them to take responsibility for their learning. - Research indicates that comments and prompts (formative feedback) lead to better learning gains than providing scores alone, as qualitative feedback enhances focus on future learning. - Characteristics of effective feedback: these characteristics ensure that feedback not only helps learners correct their errors but also encourages motivation, autonomy, and a deeper understanding of the learning process. 1. Focuses on learning tasks: feedback should center on how the learner has performed a specific task and how they can approach similar tasks in the future. It is more beneficial to focus on task performance rather than providing general feedback about the individual. 2. Specific and related to learning goals: feedback must be clear and targeted, providing learners with actionable information that helps them achieve specific learning goals. General or vague feedback is less effective. 3. Appropriately challenging: effective feedback should address areas where improvement is possible. It works best when a learner has partial understanding or control, rather than no understanding at all. Feedback should build on recently studied material or areas previously addressed. 4. Active learner involvement: the feedback process should involve the learner in an active role, encouraging them to reflect on and modify their knowledge or learning strategies. This engagement helps develop learner autonomy over time. 5. Balanced between positive and negative: feedback should not only point out errors but also recognize and reinforce correct responses or positive progress. A balance of positive and negative feedback can boost confidence and motivation while addressing areas that need improvement. - Effective feedback requires a supportive and non-threatening environment. Teachers should balance linguistic objectives with interpersonal sensitivities, using praise and critical feedback carefully. - Public feedback during activities can benefit not only the individual student but also the entire class by highlighting correct language use. However, teachers must be sensitive to how different students respond to feedback. - The mode of delivering feedback (oral, written, direct or indirect) can impact how it is received. Effective feedback is often personalized, focusing on the process rather than just the end result.