3 results
Preface
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- By Patrick Griffin, University of Melbourne, Field Rickards, Dean of the Melbourne Graduate School of Education, University of Melbourne, since 2004.
- Patrick Griffin, University of Melbourne
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- Book:
- Assessment for Teaching
- Published online:
- 17 August 2019
- Print publication:
- 18 October 2017, pp xvii-xxii
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- Chapter
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Summary
About this book
This is the second edition of the text on assessment for teaching. Like the first edition the content is based on a mixture of teaching and research – it is informed by practice, theory and research in the classroom. It gives teachers what they have requested to improve teaching and learning. Like the first edition, it is not just another book on assessment. Many of you will have read generalised books on assessment, and some of you will even have written them. Patrick Griffin published one in the 1990s. This book is different. It is a clinical approach to assessment and the use of data in the classroom. It is about changing the culture of schools based on the use of assessment data and developing skills among teachers so they can use assessment information to make decisions about targeted teaching intervention. The book introduces a new kind of thinking, though some of the content is not new – note the case study written in 1970 that commences the Introduction.
The approach propounded here is simple, but it is not simplistic. It is one that demands conceptual reasoning and higher order thinking. In the eight years that the Master of Teaching program has been taught at the University of Melbourne it has developed and matured. We now know that pre-service teachers can cope with this form of assessment and that in-service teachers can also change their practices in the light of it. Over 1500 teachers have participated in the program through online and face-to-face delivery. Over 3000 student teachers have studied the program and many have told us that they secured employment because of their knowledge of this approach to assessment. Many of the 1500 practising teachers who have participated in the online program have testified that it has changed their thinking about the use of assessment data and the way in which it can help teachers to organise classrooms. Of course, some did not change.
There is no point in adding to the assessment literature based on translating psychometric theory and multiple-choice test design. This is not a book that regurgitates the old ideas about assessment wrapped up in the language of psychometrics. It takes a new approach.
Chapter 3 - Competence assessment: A clinical approach
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- By Patrick Griffin, University of Melbourne, Field Rickards, Dean of the Melbourne Graduate School of Education, University of Melbourne, since 2004., Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre.
- Patrick Griffin, University of Melbourne
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- Book:
- Assessment for Teaching
- Published online:
- 17 August 2019
- Print publication:
- 18 October 2017, pp 43-76
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- Chapter
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Summary
Learning Objectives
In this chapter you will learn to:
• understand the developmental model of learning
• understand developmental frameworks, including taxonomies, hypothetical
progressions, curriculum progressions and derived progressions
• identify the zone of actual development (ZAD) and the zone of proximal development (ZPD) using examples of student work against the Assessment Research Centre's Progression of Reading Comprehension, Progression of Numeracy or Progression of Problem Solving
This chapter promotes the understanding of developmental learning, introducing hierarchies and taxonomies developed by Bloom and Krathwohl. Because almost everyone working in this mode will be beginners, we will concentrate on the most basic, those relating to cognitive and affective domains. Other taxonomies, including those by Biggs and Collis (SOLO) and by Dreyfus (Skills), are useful and important; the reader can expand their knowledge of these as they become more proficient in assessment. The chapter makes a distinction between the deficit and developmental approaches to teaching and addresses the implications of data use in these two models. The chapter shows teachers how to identify the ‘zone of proximal development’ (ZPD) following Vygotsky, and uses examples of student work to illustrate this concept. The implications of correct identification and the importance of differentiated instruction are also introduced in this chapter. The establishment of a strong link between teaching and assessment data provides the reader with a framework within which to operate as a teacher.
Introduction
Students accumulate skills and knowledge through a process of maturation and through engagement in learning activities. But the skills and knowledge accumulated by each student in the class or the year level almost certainly will not be the same. A teacher's role is to identify how best to facilitate this growth in each student. It is common to hear the description of the teacher's role linked to diagnosis in the context of teaching being a clinical practice profession. Although the word diagnosis has typically and traditionally been used to indicate that something is wrong and needs to be fixed, increasingly it is being used to identify individual needs in the educational context. The latter is exactly what teachers need to do, but it is important that we do not confuse student needs with student weaknesses or inadequacies. Students do not go to school to be fixed; they are not sick or in need of prescribed remedies; they go to school to grow socially and cognitively and perhaps morally.
Listening to the Voices of Students With Disabilities: Can Such Voices Inform Practice?
- Linda J. Byrnes, Field W. Rickards
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- Journal:
- Australasian Journal of Special Education / Volume 35 / Issue 1 / 01 July 2011
- Published online by Cambridge University Press:
- 02 March 2012, pp. 25-34
- Print publication:
- 01 July 2011
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- Article
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This article investigates issues to do with student voice. Much attention is given within the literature to including the voice of students without disabilities in educational debate. Indeed, clear connections have been made between the use of student voice and raising student achievement (Mitra, 2004). Given the validation of such voices, it is paradoxical that limited attention is accorded to the views of students with disabilities (Habel, Bloom, Ray, & Bacon, 1999). This position paper explores reasons why the viewpoints of students with disabilities are not routinely investigated or listened to, and puts forward a case for stronger attention to be given to such voices. The article concludes by offering suggestions as to how to collect such viewpoints.