Title Text

ASSESSMENT

PEKKA PEURA

teacher
education innovator
pekka@eduhakkerit.fi

bit.ly/dialog21

If you were a student, how would you like to be taught?

1

If you were a student, how would you like to be assessed?

2

When you were a student, how you were assessed?

3

When you studied to become a teacher, what kind of assessment methods and tools did you learn?

4

Teachers' assessment practices are influenced by

(Guskey & Bailey, 2001)

1) Teachers' own experiences of how they were assessed as students

2) What teachers had learned during teacher studies

3) Teachers' personal philosophy or vision of teaching

4) How a higher actor, such as the education administration, directs the grading

Teachers skilled in assessment

(Xu & Brown 2016)

1) regularly reflect on their own assessment practices,
2) participate in assessment development projects,
3) discuss assessment professionally,
4) conduct self-examination of their assessment concepts,
5) acquire additional knowledge and skills in order to renew their understanding of assessment and their own evaluator role.

FEEDBACK

ZONE OF PROXIMAL DEVELOPMENT

MOTIVATION

LEARNING

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

ION

MOT

IVAT

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MOT

IVAT

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MOT

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MOT

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MOT

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MOT

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ION

"LEARNING STEMS FROM HARD WORK."

ZONE OF PROXIMAL DEVELOPMENT

by LEV VYGOTSKY

0 KNOWLEDGE

actual level of development

potential level of development

ZONE OF PROXIMAL DEVELOPMENT

LEARNING GAP

minimum level of knowledge what teacher expects

TEACHING

HEAVILY PERSONALIZED TEACHING

0 KNOWLEDGE

”20 % of the students under conventional instruction do about as well as the tutored students”

 

”80 % of the students do relatively poorly under conventional instruction as compared with what they might do under tutoring”

 

(Bloom 1984)

CONVENTIONAL INSTRUCTION VS. TUTORING

© Marika Toivola

FLIPPED LEARNING

MY MOST VALUABLE TOOLS ARE

  1. OBJECTIVES / GOALS
  2. FEEDBACK

ABOUT

FEEDBACK

FORMATIVE ASSESSMENT

SELF-EVALUATION

PEER FEEDBACK

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS | dy.fi/t6

From: Markus Humaloja

0 KNOWLENGE

LEARNING GAP

start here

learn at your own speed with
teacher's support

WHAT CAN BE LEARNED

PSYCHOLOGICAL SAFETY

CAN YOU TRUST IN PUPIL'S
SELF-ASSESSMENT?

"The aim of pupil assessment is to guide and encourage learning and to develop the pupil's
capability for self-assessment
."

FINNISH BASIC EDUCATION ACT

A KEY THOUGHT IN LEARNING

"THE GREATEST EFFECTS ON STUDENTS LEARNING OCCUR, WHEN TEACHERS BECOME LEARNERS OF THEIR OWN TEACHING, AND WHEN STUDENTS BECOME THEIR OWN TEACHERS."

-John Hattie

Title Text

ASSESSMENT

PEKKA PEURA

teacher
education innovator
pekka@eduhakkerit.fi

bit.ly/dialog21

THE IMPLEMENTATION

To be decided:

  • What topic / subject?
  • How long period? (Recommended 5 weeks or more)
  • Which tools? (Paper or computer)
  • With whom? (Alone or in a team)
  • Do you involve students in planning?
  • How often your students use the tool?
    (1-2 times a period, once a week, every class)

Extra: "Google Sheets"

Dynaaminen itsearviointi Google Sheetsilla

Osa I - työkalun esittely ja käyttö

Osa II - työkalun rakentaminen

Osa III - humanistiset oppiaineet

Assessment – Dialog 2021

By Opetus.tv

Assessment – Dialog 2021

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