Session Information
09 SES 10 B, Development and Implementation of Assessment Practices
Paper Session
Contribution
Do we know enough about the experiences students have of assessment to create a learning environment where assessment is regarded as a tool for learning? Can constructive alignment – which aim to make the relationship between assignments, educational goals and learning transparent – help create a collaborative assessment practice in the classroom?
When reviewing Swedish student performance in International comparison studies, like PISA, TIMSS and PIRLS, a considerable deterioration over the past 20 years can be noticed. National studies show that policy documents, curricula and syllabi haven´t had the intended affect on classroom education. When the Swedish national curriculum became goal and knowledge oriented in 1994 a new view on knowledge was implied which required a classroom setting focusing on learning objectives and the individual learners needs. A new way of working with results and learning was necessary which required teacher and student to be updated on the relationship between student´s results and the target in order for students to set new goals and be given directions on how to reach them. Formative assessment was regarded as a vital tool.
Both Swedish and international research bring forth the relationship between formative assessment, feedback and student´s development. Recent studies discuss how process oriented feedback help students develop learning strategies. Given feedback students are able to improve their work and develop deeper understanding of learning. The key to effective learning is finding ways to help students structure their knowledge in order to build new and improved ideas. Assessment for learning is therefore given during the process, as a tool for learning. Since learning requires student involvement the Swedish School Board states that schools shall strive to ensure that pupils develop an increasing responsibility for their studies and enhance their ability to use self-assessment on performance in relation to both educational and individual goals. The students need to develop a high order thinking in order to take a meta cognitive perspective on their learning process. To develop students thinking and learning, the learning objectivities need to be transparent and understandable. Self-assessment requires that students have the opportunity to learn how to assess their academic performance and assess their development needs in relation to course objectives.
An important aspect of assessment is validity. For assessment to be valid there must be an alignment between learning objectives, education, assignment and evaluation. It requires that students are given opportunities to understand this alignment and given tools for self-assessment. One way to optimize the validity may be to develop a reciprocal approach, which means that assessment is seen as a common concern.
My research aim to find answers if, and in what ways a reciprocal approach and a collaborative classroom design can strengthen the assessment practice for both teachers and students. What effects, if any, can a deepened understanding of students´ experiences and understanding of assessment as a tool for learning, have on the classroom activities? What effects, if any, will a collaborative assessment practice have on the students´ perception of the relationship between assessment, educational goals and learning?
Method
Expected Outcomes
References
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