My Final Words...

This blog has provided me with the opportunity to share my thoughts and ideas on different aspects of educational assessment. Along with other content in this university paper and literature reviewed, I have gained a greater insight into new ways of thinking about assessment and a greater understanding of effective assessment practice. As a first time 'blogger', I have really enjoyed the experience and blogging is definately something that I will endeavour to do again in the future. Unfortunately this will be my final entry in this blog, as this assessment paper comes to an end. This blog is in fact part of my final assignment not only for this paper, but also for my Masters degree - a very strange feeling!

I would like to take this opportunity to say a big thank you to all those people who have followed my blog and a special thanks to those that made comments - I appreciate you giving up your time and your feedback has helped to further enhance my learning.

Thanks again,

Ange

"We don't have certificates at our school".

Extrinsic rewards for children in schools is seen by some as being detrimental to student learning, as they are seen to be 'ego-related' rather than 'task related' and do not necessarily reward learning. Hattie (1999) argues extrinsic rewards for students is a less effective form of feedback than other forms of feedback. As a result, some schools have taken away or limited extrinsic rewards. Certificates and stickers are considered a 'no-no', as students are supposed to focus on intrinsic rewards and other, more appropriate forms of quality feedback.

After having read a significant amount of literature focusing on effective feedback, I can understand how extrinsic rewards won't necessarily enhance learning for the sake of learning. However, is it really necessary to go to the extent of doing away with things like stickers and certificates altogether? Is a sticker on a child's piece of work really going to have such a major detrimental effect? Isn't it good to recognise a student's achievements? Even most adults like some recognition for a job well done. Or are these comments coming from a person who is fully indoctrinated into the receiving of extrinsic rewards, after having been educated in such a system?!!??!!?

My nieces bound up to me on occasions with a certificate they received at school and they are so proud and excited and I think it's great! At ages eight and five years, I certainly don't get the impression that their whole self-esteem rests on whether they get a certificate or not!!?? I guess time will tell - if they end up getting therapy later in life or roaming the streets with no job, maybe we'll trace it back to the 'certificate giving' and it will show that I got it wrong!!?? I certainly don't think that extrinsic rewards need to be given out for the sake of it or just to make a child feel good, but once in a while to recognise good learning, what's the harm?? I am also a teacher that gives out the odd little chocie bar here and there too though, so maybe I need to be educated in the way of 'political correctness'?? Actually, on second thoughts, that doesn't sound like much fun at all!!
Your thoughts on the topic?

Thanks,
Ange

Grades versus Feedback?

One of the most important research findings is that providing a grade for every piece of work can be counterproductive (Clarke, Timperley & Hattie, 2003). As Clarke et al. (2003) argue, "Grades freeze children into 'ego-related mode' rather than 'task related mode'" (p. 63). Clarke (2003) also states that "Grading every piece of work leads to demoralisation for lower achievers and complacency for higher achievers" (p. 54). Feedback by grades focuses students' attention on their ability rather than on the importance of effort (Black, Harrison, Lee, Marshall and Wiliam, 2003).

Despite recent research on the detrimental effects of grades and marks, they remain a significant part of assessment practice in schools and tertiary institutions. To get an 'A' means that you are doing well and getting a 'C' means you either didn't quite get it or you didn't even bother trying to!!? For example, at University level (as we are all aware), grades appear to be highly important as they ultimately determine whether you pass, possibly receive a qualification or determine whether you have the opportunity to qualify for honours. As much as there is an emphasis on quality feedback, the grade is inevitably the determining factor.

So, if the emphasis is inevitably on grades, where does quality feedback that enhances student learning fit in? Do students really read the comments and take external feedback on board? Is the feedback utilised in an attempt to get a better grade next time, where the grade remains the main motivation rather than the learning itself? Or is the feedback considered by students to be a vital part of their learning? Butler (1988) completed research in this area comparing how groups were provided feedback. One group received marks and grades alone, another group just received comments on their work and the third group received both marks or grades and comments. She found that the group that performed the best were the group that received comments only. She also pointed out that where the group received marks or grades and comments, the grade was seen by students as the real indicator.

Rightly or wrongly one could argue that we still have a system that relies heavily on grades or marks as the determining factor for success. So, in light of this, is quality feedback really used to its full potential in schools (especially as students approach the senior levels) and tertiary institutions? Or will it always remain the side plate that accompanies the main meal? Your thoughts?

Thanks,
Ange

Quality Feedback - Is it a Reality in Schools?

Feedback based on assessment is recognised as one of the most powerful ingredients of teaching and learning (Absolum, Flockton, Hattie, Hipkins & Reid, 2009). As Absolum et al. (2009) argue, "Maximising the quality and appropriateness of feedback should be a core aim of all assessment practice" and "if assessment is not going to result in worthwhile feedback, its value should be questioned" (p. 9). Students need to understand the significance of feedback and learn how to utilise it effectively to enhance their learning. This also relies on assessment capable teachers that possess the necessary shills in order to make this a reality.

So, what is the reality in New Zealand schools? Are teachers and school leaders fully aware of the importance of quality feedback? Perhaps more importantly, do they have the skills and the mindset to deliver feedback that will enhance student learning? Clarke, Timperley and Hattie (2003) argue that one of the problems about marking and feedback is that teachers are often embedded in a way of working and that "Teachers often feel that they are marking for senior staff or for parents when the main purpose of the marking feedback would be to give information to children about how well they did against the learning intention" (p. 61). Clarke (2005) also points out that another dilemma is how to match high quality marking with manageability.

Marking feedback is of course not the only kind of feedback, but perhaps one of the most common in a classroom situation, especially at the more senior levels. I have heard teachers say things like "I better get my marking up to date because parent interviews are coming up" or "my team leaders coming into classes tomorrow to check books, so I better get some done tonight". Is quality feedback for students seen as a priority or does it feature further down the priority list? Are schools regularly reviewing how they provide feedback to students and actually reviewing whether it is successful in enhancing student learning?
What are your thoughts on this topic?

Thanks,
Ange

National Standards: The Good, the Bad and the Ugly...

The New Zealand Ministry of Education has certainly put the cat amongst the pigeons with the recently proposed National Standards that are destined to be in New Zealand schools in the not too distant future. Mr Key and Ms Tolley seem to believe that National Standards are the answer to making all students brilliant at literacy and numeracy. Unfortunately, they seem to have forgotten all the other factors associated with student under-achievement, such as the lack of funding for teacher aides, the lack of counsellors in the primary/intermediate sector and so forth...things that could make a real difference!

As Karla stated on her blog site (Assessment for learning in the 21st Century - National Standards. Good or Bad? Sat 22 August 2009), the introduction of National Standards is not necessarily the problem. Instead it has more to do with how students will be assessed against the standards and what is done with the data. In the documentation sent out to schools earlier this year regarding the National Standards it states, "The purpose of National Standards is not to create league tables". Yet as we all know, league tables can eventuate anyway, identifying the so-called 'winner' and 'loser' schools that 'discerning' parents can then pick and choose from, like at a lolly pick and mix. One of the issues with the National Standards is also whether we will we be comparing apples for apples across schools? Also....will schools start 'teaching to the test' so they come out looking good? While some schools 'star in their own movie' of success, will others continue to suffer? Whether we like it or not, in the competitive world of Tomorrow's Schools I would argue that this is inevitable, at least to a certain degree.

I read an interesting and highly provocative article (acquired from my friend and colleague Aloma) in the Herald on Sunday (July 12, 2009) which I must say got my blood boiling! The piece was entitled "Teach school big shots a lesson in parent power", where Deborah Coddington had a rant on how the National Standards should be published so that parents can exercise choice. She argues that the education sector is worried about the introduction of National Standards because "this will expose the teachers who are thick". She goes on to state, "You and I know them; we've read their totally illiterate reports and listened to their bureaucratese bovine manure at parent-teacher interviews". And yes there is more...she states "Hundreds of primary school principals are threatening to keep secret the standards data because it might lead to a "blame and shame" culture. That behaviour graphically illustrates where their best interests lie, and it's not with their pupils". If you want to read more of this dribble, I'd recommend you get hold of a copy of the article.

In the consumer society that we live in today, these comments are no real surprise! I'm all for parental choice, but choice for the right reasons and not at the expense of others. The difference with 'shopping' for schools, compared to shopping for designer handbags, is that National Standard results will not necessarily show the full picture...yes we want all students to achieve good results and reach their potential, but how this is achieved is also important. Perception is an interesting concept..it's like saying that the schools with all the 'bells and whistles' must be better schools - a common perception amongst some parents. If this article is anything to go by, we are also to look forward to more teacher bashing...and how does this enhance student learning tell me??

Thanks,
Angela

Reporting to Parents in a 'Parent-friendly' Manner

Reporting student progress to parents/caregivers is an important aspect of education. If schools are to work in partnership with the home, it is imperative that parents/caregivers are provided with quality information regarding their child's progress. As the DANZ document highlights, "For parents to support their children's learning, they need quality information about where their children are at, what progress they have made, and what the priorities for further learning are" (p. 29). Just as vital, is the need for schools to ensure that the information they make available to parents is clear and that parents actually understand its meaning! The Ministry are also currently pushing for 'parent friendly' reporting against the recently proposed National Standards. I can't say that I'm an advocate for National Standards, but I do agree with the concept of user friendly reporting.

Report formats vary greatly across schools - some schools require a novel to be written for each subject, while others are content with tick boxes and a small number of comments...some are easy for parents to understand, while others simply are not. The other day I read a child's school report and 'parent friendly' is not how I would have described it. Even as a teacher it took me a while to really figure out where the child was at and whether they were achieving at the expected level. At least I'm used to the educational jargon, but the average parent at a first glance of the report would have come away none the wiser of where their child was at, let alone what they needed to work on. I know that if I was a parent I would want a clear picture of where my child was at, what progress they had made and how I could further support them in their learning. If parents/caregivers cannot understand the report, then what is the point? It becomes a waste of everyone's time. I know that student-led conferences and learning logs are being used by some schools to support the reporting process. I would like to hear your thoughts on this topic...

Thanks,
Angela

"Today we are learning to..."

Learning intentions are an important aspect of teaching and learning. As teachers we are encouraged to share learning intentions with the students so that they see the purpose of the lesson and to help enhance their learning. It is important that the learning intention is not only made explicit to students, but is also stated so that students clearly understand it. I am very much an advocate for making learning intentions clear for students, yet I fear that in some classrooms and schools across the country, students are faced with the constant sound of "Today we are going to be learning to..." at the beginning of each lesson. As Clarke (2003) states, "It is very common now for teachers in UK schools to share learning objectives with children at the beginnings of lessons. However, I wonder if, for many children, their school world now consists of a conveyor belt of learning intentions, one lesson after another, with no coherent framework to link them meaningfully together" (p. 24). This is of course a concern that teachers need to be aware of - the students do need to have an understanding of the big picture and how this new learning will fit in.

My concern also, is that the fun and enthusiasm could potentially be taken out of lesson introductions. I thought the whole idea was to get students enthused and curious about new learning and then bring it back to the learning intention? This doesn't have to happen every time...but lets mix it up rather than going too far down the prescriptive track. For some students, especially in the senior levels perhaps, you could lose them in the first sentence of your lesson if it is something that they think they don't want to do. This concept is of course nothing new. As I said, I'm all for making learning intentions explicit, but lets not take the fun out of it for the students (and even the teacher) by potentially taking student's enthusiasm away for new learning by always (or even almost always) beginning each lesson with "Today we are learning to..." or having a deep and meaningful about the WALT. Your thoughts??

Thanks,
Angela