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1:39

theother66 - is listening to Rob Stowell - "Assessment for Learning - principles" - Capability Builders - Assessment #CB-A - http://bit.ly/1mvHzv

1:40	theother66 - DFEEST Capability Builders - Assessment Thursday 22 October 2009 http://bit.ly/1mvHzv

1:41	theother66 - This program is not about meeting AQTF requirements but about helping people learn better

1:44

theother66 - and is live blogging here - http://bit.ly/2HnM2Q - and Twittering here (of course) - Capability Builders - Assessment :) - #CB-A

1:56	theother66 - This Program is about developing a group of leaders in SA who can influence and have an impact on assessment practices in VET.

2:03

theother66 - The national training system (vocational education and training - VET) has a specific definition, which has a very narrow view and highly 'summative' focus of assessment.

Focus on summative assessment has little or no connection to the processes of training and teaching. Lost sight of diagnostic and formative approaches to assessment.

We live in a time of "unanticipated consequences"

2:05	theother66 - A naturalist approach to helping someone learn as in informal and just in time learning which happens in the workplace.

2:07	theother66 - Sole focus on summative assessment, and building a training program solely around achieveing the outputs of the final assessment, has subtle but long term negative effects on the teaching and the learners.

2:08	theother66 - Vocational training has a major focus on 'competency' which doesn't take into consideration diagnostic or formative learning

2:09	theother66 - Assessment for learning occurs during the learning, geared around improving learning, about growing learning, done in conjuction with learners.

2:15

theother66 - Inside the Black Box, Paul Black and Dylan William, 1998
http://ssrsbstaff.ednet.ns.ca/jturner/wrkng_inside_blk_box.ppt

- assessment is an integral part of learning and teaching
- assessment evidence is used to modify teaching to learning the needs of learners and improve learning

Five steps to improve the quality of assessment:
1. provide effective feedback to students
2. learners are actively in their own learning
3. adusting teaching to take account of the outcomes of the assessment
4. recognising the profound influence of assessment of learners' motivation and self-esteem - both crucial influences on learning
5. ensuring learners assess themselves and understand how to improve

2:24	theother66 - Assessment for learning is for improving learning outcomes.

2:31	theother66 - Straitjacket or springboard for sustainable learning? Davies and Ecclestone 2008 http://www.voced.edu.au/td/tnc_93.257

2:35	theother66 - "Guild of Knowledge" ie the type of knowledge which trades people have. Helping learners understand the criteria on which they are assessed eg showing examples of high level and low level standards of outcomes.

2:39	theother66 - Assessment for learning needs to encourage learners to be reflective thinkers, whilst receiving constructive guidance about how to improve. Develop learner's capacity for self assessment.

3:39

theother66 - Five key strategies:
- sharing learning expectations
- questioning, discussions, discussion points
- feedback, feedforward - moving learners forward with feedback
- self assessment - owners of their own learning
- peer assessment - using learners as instructional resources for others

Use evidence/outcomes of the assessment to adapt the instructions to meet learner needs.

3:42	theother66 - - Learners need to understand what is expected of them. - Transparent assessment criteria - Learners need to develop an understanding of what's 'good practice' ie guild knowledge, good and bad examples and then being about to transmit how to achieve the good examples

3:45	theother66 - Developing strategies to help people identify themselves as a 'learner' is very important to help them manage some of their own learning

3:48

theother66 - Questioning - used for:
- to engage students ie framing, delivery, timing, expanding and deepening learning
- to structure how the training is structured to meet the needs of the learner
- using a variety of questioning techniques - ie open vs closed questioning, lower order vs higher order questions, using appropriate 'wait-time'

3:50	theother66 - Feedback - should be strength based approach and focussed on improvement - developing in self assessment techniques for the learner in the feedback

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