Assessment for Learning - Intervention Report by Richard Kant

http://www.richardkant.pianotuition.com/

1.0       INTRODUCTION

The report aims to present findings on an educational intervention process. The process was to determine through diagnostic assessments a grade one primary school student’s ability to tell the time in relation to the Australian Curriculum, Assessment and Reporting Authority (ACARA). The report is accompanied with a formal lesson plan, based on the diagnostic task, reflection on the assessment cycle and recommendation for the next lesson. The information contained in the report was gathered by viewing student’s report and work samples. The use of the ACARA website, parent conference, planned learning experience and a wide range of referenced academic sources were also used to gather information for this report.

2.0       STUDENT PROFILE

Pseudonym:                 Kylie

Age in years:                7

Gender:                        Female

Year Level (2012):        1

Parental consent for Kylie was gained using the Curtin University of Technology Assignment Consent Form EDP140 Assessment for Learning (appendix A).

According to Kylie’s school report (Anonymous, 2012), she was at the expected level of achievement in the learning area of Mathematics with work habits (effort and behavior) being rated as excellent. Kylie had explicit taught (small group) Mathematics instruction throughout semester one. Furthermore, Kylie’s school report (Anonymous, 2012) stated that Kylie tried hard at Mathematics and enjoys completing Mathematics worksheets. Kylie also learns piano privately and has a solid understanding of whole, half, quarter and eighth notes. This knowledge impacted on her understanding and achievement in the planned learning experience.

3.0       DIAGNOSTIC PHASE

In preparing a planned learning experience for Kylie, diagnostic decisions were made about her abilities in the chosen learning area strand. Outlined below, is how information was gathered that allowed diagnosis of the specific learning area that needed further development or where progress was healthy (Killen, 2011).

Focus

Mathematics – Year 1 – Measurement and Geometry – Time – “Tell time to the half-hour (ACMMGO20)” (ACARA, 2012).

Mathematics – Year 2 – Measurement and Geometry – Time – “Tell time to the quarter-hour, using language of ‘past’ and ‘to’ (ACMMGO39)” (ACARA, 2012).

Purpose

The purpose of the diagnostic task was to determine if the student was able to tell time to the half-hour (year 1 level) and quarter-hour (year 2 level) as described. Once this was determined, a planned learning experience was prepared based on the findings.

Process

Pre-Diagnostic Lesson

·        Review of the student’s school report, in particular the learning area of Mathematics.

·        A parent/teacher conference (Oosterhof, 2009) discussing the student’s ability to read time on digital and analogue clocks. General abilities were also discussed with both parent and teacher, including finding out if the student required special education services.

Diagnostic Lesson – with a focus on positive experience (Quality Improvement Agency (QIA), 2008).

·        Random times were set on an analogue and digital clock to see if student experienced difficulties in telling time to the hour.

·        According to Killen (2011), multiple-choice items “have more diagnostic power because selection of certain distractions can pinpoint an error in knowledge” (Killen, 2011, pp.172). Multiple-choice items were used to determine if the student experienced difficulties in telling time to the half-hour.

·        Random times were set on an analogue and the digital clock to see if the student experienced difficulties in telling time to the quarter-hour.

·        Worksheets (appendix B) at year 1 and 2 level were given see if any difficulty was experienced so that a planned learning experience could be created to advance the student. This short and targeted pretest was aimed at helping Kylie understand that the pretest was designed to help her learn more. According to Killen (2011), this can help in preparing for an effective instruction.

·        Random times were set on an analogue and the digital clock to see if the student experienced difficulties in telling time to the quarter-hour (past and to).

·        According to Killen (2011), oral questioning can be used as informal diagnostic assessment to check for mastery or understanding.  Killen (2011) states, that diagnostic power is increased when “yes” or “no” answer questions are avoided or used sparingly. Oral questions (appendix C) were weaved in the activities during the diagnostic lesson.

Post-Diagnostic Lesson

·        According to Killen (2011), an analytic scale provides diagnostic information and feedback for the learner.  This was prepared to provide the student and parent with information and feedback on the result of the diagnostic lesson (appendix D).

·        Based on the processes outlined in this section, it was clearly evident that Kylie was:

-          Able to accurately tell time by the hour and half-hour on an analogue and the digital clock by completing all relevant activities at 100% accuracy and answering all relevant questions correctly without hesitation.

-          Not able to tell the time to the quarter-hour, using language of ‘past and ‘to’ on an analogue and the digital clock. This was demonstrated by hesitant, delayed and incorrect responses to key questions and unsatisfactory completion of worksheets (appendix B) and activities. Verbal acknowledgment by the student of not understanding time to the quarter-hour was also communicated.

·        Diagnostic assessment revealed that Kylie was at the current level (level 1) in relation to the Australian Curriculum (ACARA) Mathematics – Year 1 – Measurement and Geometry – Time.  A planned learning experience for the same learning area content at year 2-level was prepared to advance the student.

4.0       LESSON PLAN

Learning Area	Year	Length of lesson	Date
Mathematics	1	90 minutes	8.12.12

Topic/Lesson Title:

Time to the quarter-hour, using language of ‘past’ and ‘to’

Current level in relation to Australian Curriculum:

Year 1: The student is able to read time on analogue and digital clocks and observe characteristics of half-hour time.

Link to the Australian Curriculum, Assessment and Reporting Authority (ACARA) that learning target for this lesson is developed from:

Mathematics – Year 2 – Measurement and Geometry – Time

“Tell time to the quarter-hour using the language of ‘past’ and ‘to’ (ACMMGO39)” (ACARA, 2012).

Learning Target:

By the end of the lesson the child will be able to:

1.      Recognize and understand that quarter-past times on an analogue clock has the big hand pointing to three and the last two digits read 15 on a digital clock.

2.      Recognize and understand that quarter-to times on an analogue clock has the big hand pointing to nine and the last two digits read 45 on a digital clock.

3.      Complete two worksheets with 95% accuracy score or higher that requires student to draw hands on clocks to show times.

Preparation/Resources

·        One fully charged iPad with the Jungle Time application (Short, 2012)

·        Whiteboard (Draw a large clock)

·        A PowerPoint  presentation of the complete lesson

·        Whiteboard markers for teacher

·        Telling Time Worksheet 1-2 (BBC, 2012a) appendix E

·        Pencil – Ruler – Eraser

·        Windows PC with online resources, pre-loaded with Adobe Acrobat Reader

·        Online Resources (BBC, 2012b) displayed on Epson Projector:

- Digger and the Gang Game: http://www.bbc.co.uk/schools/digger/5_7entry/4.shtml

- Dynamo Den: http://www.bbc.co.uk/education/dynamo/den/clock/index.htm

- Clockworks Game: http://www.bbc.co.uk/bitesize/ks1/maths/telling_the_time/play/

- Clock Time Song: http://www.youtube.com/watch?v=HYT3dZXwtX4

·        Toy analogue clock with movable hour/minute hand and a toy digital clock

·        Cardboard clock cut in quarters

Teaching and Learning Strategies:

Introduction

1. Watch Clock Time Song on Espon Projector and discuss learning targets with the student.

Body

2. Show the student large analogue clock drawn on the whiteboard and explain how the five times table (already known) can help with reading the analogue clock.

3. Explain when to use the words, ‘to’ and ‘past’ the hour using PPT presentation.

4. Point out where the quarter past, half past and quarter to are on the clock. Use music analogy if necessary or the cardboard clock cut into quarters to explain terminology.

5. Ask student to set the toy analogue clock to whatever time called out.

6. Medium Difficulty Online Game: Digger and the Gang Game – select the correct time and sequence events in time order.

7. Medium Difficulty Online Game: Dynamo Den – move the big hand on the clock.

8. Medium Difficulty Online Game: Clockworks – game to tell time to the nearest half-hour.

9. Ask student to stand facing in the same direction as 12 o’clock. Explain this is 12 o’clock.

10. Ask student to move quarter turns, half turns, three-quarter turns and full turns. Ask student which time they will be facing after each turn (quarter past, half past or quarter to).

11. Summative Assessment: Ask student to complete the Telling the Time Worksheets 1-2, filling in the missing hands on the clocks and play search for the cards game (appendix F).

Conclusion

12. Student to revise concepts using iPad application Jungle Time application (Short, 2012).

Formative Assessment:

                                                                                   

The following formative assessment techniques have been selected to “promote student learning, rather than showing student performance” (Killen, 2011, pp.21). Techniques to use:  student to make adjustments in learning tactics and teacher to make adjustments in instruction (Popham, 2008).

·        Incidental and detailed feedback will be given during the lesson to provide student feedback. Teacher to make decisions about further lesson instructional activities (Killen, 2011).

·        Observation of students’ engagement and understanding with direct teaching, worksheets, questions and online games played during the lesson (Killen, 2011).

·        Observation and assessment of non-verbal behavior (Killen, 2011).

·        Spot-quizzes

·        Oral questions (appendix C).

·        Self-assessment.

·        One-on-one conference with the student to check level of understanding.

·        Interaction with the student in order to respond appropriately to keep the student on task (Killen, 2011). This technique will be “used to monitor learning, check for progress, and diagnose learning problems and specify instructional adjustments”  (Killen, 2011, pp.8).

Summative Assessment:

                                                                                   

The student will demonstrate an understanding of lesson learning targets by completing two worksheets (appendix E) requiring student to draw hands on analogue clocks and answering pre-prepared verbal questions presented in a game format (appendix F).

Identification of learning that was achieved in relation to the learning target:

The student was able to achieve all three learning targets. Please refer to the rubric in appendix G for a detailed summary of learning achieved in relation to the learning target.

5.0       REFLECTION ON THE ASSESSMENT CYCLE

According to Cole and Chan (1987), a distinction needs to be made between diagnostic, formative and summative assessments. The distinction between these became much clearer when the diagnostic session, the lesson plan, formative and summative assessments were carried out.  It became clear that these formed an interrelated assessment cycle.

In the beginning stages of the intervention process, I was unclear about the purpose of diagnostic assessment. For some reason, I was under the assumption that diagnosis meant locating weaknesses in students’ performance on learning tasks. According to Cole and Chan (1987, pp.274), “diagnostic assessment is normally conducted to identify specific errors” however, in conducting the diagnostic session, I am now aware that it could also mean identifying strengths.

The diagnostic session helped me to make decisions about the instruction to follow. Creating a lesson plan seemed to be logical, as without it, valuable time and resources would be wasted. The diagnostic session was useful in that it helped me create appropriate learning targets for the subsequent instruction (Killen, 2011). Instruction would have been made redundant if the diagnostic session, and creating appropriate learning targets were not conducted.

According to Killen (2011) formative assessment occurs throughout instruction. It was used throughout the planed learning experience. The assessment cycle interrelationship was experienced first hand during the lesson. The monitoring of progress (Killen, 2011) and diagnosis of difficulties (Cole and Chan, 1987) at the same time was challenging. The need for corrective action and adapting instruction to suit the needs of the student was frustrating but I now realize that it is a natural process in teaching. According to Popham (2008), formative assessment is a transformative instructional tool.  This was experienced during the lesson when adjustments had to be made to accommodate the student’s interest and understanding while the student had to make adjustment in her method of learning. Again, frustration was experienced that the lesson was not going according to plan but I now realize that these minor adjustments were formative and transformative assessment in action. This not only benefited the student but it also benefited me. The formative assessment tools chosen helped increase the student’s motivation and promoted the student’s learning (Killen, 2011). The online games, for example, motivated Kylie to work towards the goals and at the same time, I was able to increase the motivation by providing feedback on her learning progress.

A comprehensive summative assessment was not possible with only two worksheets, hence the need for pre-prepared oral questions presented in a game format. I felt that Kylie absorbed the subject matter fully and achieved all of the learning targets by the end of the lesson. Having the summative assessments allowed me to not only certify that Kylie mastered the lesson but also to decide how I could improve the lesson. The summative assessment may help in creating learning targets for the subsequent follow-up lesson (Killen, 2011). After the lesson, the parent/student were given feedback on the summative assessments but just as importantly, I was able to reflect on the effectiveness of the lesson. The intended learning targets were appropriate, but I feel the method of instruction could be refined or perhaps changed in terms of resources, lesson structure and delivery.

The types of assessment methods and techniques that were chosen were appropriate. According to Cole and Chan (1987), they need to be reliable to the characteristics of the student. I felt that knowing the student’s background and personality helped me select the summative assessment game, though I now feel it was more informal rather than formal. According to Killen (2011), summative assessment is more formal.

Having read widely and experienced first-hand, I have a better understanding of the assessment cycle. I realize how important it is to plan for formative assessment, summative assessment, and have clear achievable learning targets. The knowledge and understanding gained from this assessment is essential and important to me as a student teacher. 

6.0       FOLLOW UP LESSON

Learning Area: Mathematics              Year: 3

Topic/Lesson Title: Time to the minute

Student’s current level in relation to Australian Curriculum: 2

Link to ACARA that the learning target for the follow-up lesson is developed from:

Mathematics – Year 3 – Measurement and Geometry – Time

“Tell time to the minute and investigate the relationship between units of time (ACMMGO62)” (ACARA, 2012).

Plan for follow-up lesson in reference to assessment cycle:

1. Conduct an initial holistic assessment to negotiate a learning experience (QIA, 2008).

2.  Conduct a diagnostic assessment that is a positive experience for the student (QIA, 2008) using a range of methods and approaches (Key Skill Support Programme, 2007) to add information to the initial assessment.

3. Provide timely and constructive feedback to student/parent on the initial and diagnostic assessment (QIA, 2008).

4. Develop learning targets using the data from the initial and diagnostic assessments. These learning targets would inform resources and appropriate teaching and learning strategies (QIA, 2008).

5. Assessment for learning by recognizing what the student has learnt. Recognizing what the student still needs to learn and how. Provide feedback to the student to help the student improve (QIA, 2008).

6. Plan a learning experience to include formative component. The purpose of formative assessment to diagnose learning difficulties, monitor progress and provide feedback, and relevant instruction (Cole and Chan, 1987).

7. Plan a learning experience to include summative component. The purpose of summative assessment being assessment of learning targets by grading and certification and evaluating the effectiveness of instruction (Cole and Chan, 1987).

 

7.0       CONCLUSION

This report shows that assessment is “shown to be a strategic problem solving process” (Cole and Chan, 1987, pp.296). Diagnostic assessment was used to determine the chosen learning area standard using the Australian Curriculum documents for the selected student. Formative assessment was conducted during the course of the planned learning experience to appraise the selected student’s learning progress. Summative assessment was conducted at the end of the learning experience to determine if the learning targets were achieved.

 

8.0       REFERENCES

Admin (2012). FreeLearning Materials. Retrieved from freelearningmaterials.com/time-worksheets

Anonymous. (2012). Semester One student report.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au

BBC. (2012a). Bitesize. Retrieved from http://bbc.co.uk/bitesize/ks1/

BBC. (2012b). Bitesize. Retrieved from http://bbc.co.uk/bitesize/ks1/maths

Chan, P. G., Cole &, Lorna, K. S. (1987). Teaching principles and practice. New York: Prentice Hall.

Key Skills Support Programme. (2007). The initial assessment toolkit. Retrieved from http://archive.excellencegateway.org.uk/media/KSSP/ia_toolkit_lo_res.pdf.

McMillan, J.H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.

Oosterhof, A. (2009). Developing and using classroom assessments. Boston, MA: Pearson

Popham, W.J (2008). Transformative Assessment. United States of America: Association for Supervision and Curriculum Development (ASCD).

Quality Improvement Agency (QIA). (2008). Initial and diagnostic assessment: a learner-centred process. Retrieved from: http:sflip.excellencegateway.org.uk/pdf/4.2sflguida

            nce_3.pdf.