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Assessment for Learning

Implementing: Step by step Cornée Ferreira

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Rationale for this research

How is English taught in the Netherlands? We polled: learners (5000) with 47 questions teachers (385) with 53 questions parents (700) with 13 questions About classroom practice and homework

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Learners – parents – teachers survey

Teaching: reading, writing, listening, speaking Giving and receiving feedback Testing Homework Vocabulary Use of the target language Role of grammar “Exposure”

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Zooming in

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Before looking at the Dutch situation…

How  do  you  teach  vocabulary?

Write down (the) two vocabulary teaching strategies you use (most)

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From the teachers’ survey

99% of the teachers… Learners have to learn vocabulary independently 84% of the teachers… We teach/discuss how to learn vocabulary 98% of the teachers… We test learners’ vocabulary knowledge

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From the learners’ survey

83% of the learners “We have to learn vocabulary at home” 52% of the learners “No one tells us how to learn words”

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Both teachers and learners

•  Limited encounters with new vocabulary •  Strategies “assumed” •  Activities focus on translation

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Formative assessment or Assessment for Learning?

•  (classroom) formative assessment (cf. Black & Wiliam 1998a, Rea-Dickins & Gardner 2000)

•  alternative assessment (cf. Worthen 1993)

•  classroom assessment (Black & Wiliam 1998b)

•  classroom teacher-based assessment (Leung 2005)

•  school-based assessment and teacher based assessment (cf. Davison & Leung 2009)

•  Assessment for Learning (AfL) (ARG, 2002a:2-3)

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Five key features of AfL

(Black and Wiliam, 1998a) (cf. Black et al., 2002; 2003; 2009) 1.  Clarifying and sharing learning intentions and

criteria for success. 2.  Elicit evidence of learner’s understanding. 3.  Providing feedback that moves learners forward. 4.  Activating learners as instructional resources for

one another. 5.  Activating learners as the owners of their own

learning.

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Our experiment: Implementing AfL

•  Focus on how to learn words (could be any other aspect of language learning)

•  Using Assessment for Learning techniques •  Context: •  A Dutch secondary school (Dutch natives, English EFL) •  2 classes (same form, same teacher): Learning to do AfL in ten weeks •  46 pupils •  (control group 51 pupils)

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Five key features in six steps

1.  Clarifying and sharing learning intentions (Step 1)

and criteria for success: (Step 2) 2.  Elicit evidence of learner’s understanding: (Step 3) 3.  Providing feedback that moves learners forward

(Step 4) 4.  Activating learners as instructional resources for one

another (Step 5) 5.  Activating learners as the owners of their own

learning (Step 6)

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Step 1 Week 1: Clarifying learning aims

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Step 2: Week 2-3 Negotiating criteria

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Step 3: Week 4-5: Eliciting evidence of understanding

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EG learners’ self-report on learning

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Number of learners reporting: When I learn words I….

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Step 4: Week 6-7 Feedback that moves learners forward

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Is not the same as…

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Language learning strategies

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Learners’ self report

Changes

No changes

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Step 6: Week 8-9 Activating learners as instructional resources for each other

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Step 5: Week 10-11 Activating learners as the owners of their own learning

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Learners’ evaluation of the learning strategies

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Number of learners indicating this strategy to be helpful to them

Number of learners indicating this strategy not to be helpful to them

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Learners evaluation of “learning to learn words”

Positive

Negative

No response/netural

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From the teacher’s reflective journal

!  “My learners, even though they are still young, have taken responsibility for their own learning”

!  “I have more tools to help learners learn

vocabulary”

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Experiment

•  Pre-test, post-test, delayed post-test •  Four types of vocabulary knowledge •  Same thirty words (from the curriculum)

Active recall: Translate a Dutch word into English •  Bibliotheek: l____________________ Passive recall: Translate an English word into Dutch •  Library: ________________ Active recognition: Choose an appropriate Dutch equivalent for the English word from a list of four •  Library: a) liberaal b) boek c) bibliotheek d) besluit Passive recognition: Choose an appropriate English equivalent for the Dutch word from a list of four •  Bibliotheek: a) booklet b) magazine c) decision d) library

Active Recall

Passive Recognition

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Experiment and statistical analysis

•  The learners’ vocabulary knowledge (as examined in four types of tests) improved in both the EG and the CG: From pre-test to post-test and from post-test to delayed post-test.

•  No statistically significant differences between the EG and the CG at the start (pre-test).

•  The EG performed better than the CG in post-test and delayed post-test.

•  Significant differences between the two groups for passive recognition knowledge in the post test (p= 0.2) and for passive recall and active recognition in the delayed post-test (p=.02 and p=.01)

Active Recall

Passive Recognition

AFBEELDING INVOEGEN

Klik op het icoon om een afbeelding in te voegen

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Discussion

And questions

Driestar educatief is een praktijkgericht kenniscentrum dat een inspirerende bijdrage levert aan het christelijk onderwijs in binnen- en buitenland, met opleidingen, diensten en producten van Driestar hogeschool, Driestar onderwijsadvies en Driestar managementadvies. Niets uit deze presentatie mag worden verveelvoudigd, overgenomen, opgeslagen of openbaar gemaakt, in enige vorm of op enige wijze, zonder voorafgaande toestemming van Driestar educatief.

Thank you

c.ferreira@driestar-educatief.nl @Cornee_ELT