2. Book Review Session
Date : 12.09.2015
Day : Saturday
Time : 1.45 p.m to 3.00 p.m
Venue : TVS TTA Seminar Hall
Resource Person : Dr.S.Prakash,
M.Sc.,M.Ed., M.Phil.,Ph.D. (Edn)
Assistant Professor
TVS Teacher Training Academy.
Madurai
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3. Title of the Book
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4. Bibliographic Information
Title : Assessment As Learning
Author : Lorna. M.Earl
Publication : Corwin, SAGE company
Year : 2013
Edition : Second
Pages : 144
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6. About the Author…..
Retired associate professor from the Ontario Institute
for studies in Education at the University of Toronto.
Research Director of assessment for the Ontario
Provincial Education Quality and Accountability
office.
President of the International Congress of School
Effectiveness and School Improvement.
She has more than 30 years experience in this field and
worked in countries like Canada, England, Europe,
The United States, Australia and New zealand.
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7. About the Publishers
Corwin is the premier provider of professional
learning resources that equip PreK–12 educators with
innovative tools to improve teaching and learning.
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8. The Corwin logo- a raven striding across an open book
represents the union of courage and learning
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9. Corwin resources are:
Authored by experts on the topics most relevant to
you
Formatted for hands-on, practical guidance
Research based and peer reviewed for quality
Suitable for professional learning settings
and graduate courses in education
Delivered on multiple platforms, including digital
products and on-site services
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10. Why did I choose this book?
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11. Organization of the Book
Total Chapters in the book
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12. Assessment
• 1.The Promise and Challenge of
Classroom Assessment
As
• 2. Situating Assessment changes
Learning
• 3.Assessment of Learning, for
Learning, and as Learning
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13. Assessment
• 4. Spotlight on Learning
As
• 5. Assessment and Learning
Learning
• 6.Using Assessment to identify what
they believe is true.
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14. Assessment
• 7. Using Assessment to motivate
Learning
As
• 8. Using Assessment to make
connections
Learning
• 9.Using Assessment to extend
Learning
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15. 10.Using Assessment for Reflection
and Self- Regulation
11.Getting to Assessment for
Optimum Learning
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16. What Teachers and Students can do with assessment?
How they think?
How they may think about routine classroom
assessment as an important part of learning?
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17. Before going into the chapters, let us try to define the
two terms
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27. Headley Beare (2001), an Australian Researcher
identified the following categories of futures for
education.
Possible future- things that could happen, although
many of them are unlikely.
Probable future- things that probably will happen,
unless something is done to turn events around.
Preferred future- things that you prefer to have happen
and /or what you would like to plan to happen.
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29. Purpose of Assessment
Motivating students
Diagnosing difficulties
Certification of achievement
Accountability to the public
Using one assessment for a multitude of purposes is
like using hammer for everything from brain-surgery
to pile driving.
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31. Taking up the challenge of
classroom assessment
Getting classroom assessment right is a complex mix
of challenging personal beliefs, rethinking instruction,
and learning new ways to assess for different ways.
It requires educators who are excited about learning,
imaginative, and willing to formulate strategies of
resistance that allow them to use assessment in
productive ways in their classrooms and honor the
complexity of learning and assessment.
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33. Assessment Roles and Goals
Role
Teacher as mentor
Teacher as guide
Teacher the accountant
Teacher as reporter
Teacher as program
director
Goal
Provide feedback and support to each
student.
Gather diagnostic information to lead
the group through the work at hand.
Maintain records of students’ progress
and achievement
Report to parents, students, and the
school administration about student
progress and achievement.
Make adjustments and revisions to
instructional practices.
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40. Realizing the power of assessment
to optimize learning
Clarify and share learning intentions and criteria for
success with students.
Engineer effective classroom discussions, questions,
and learning tasks.
Provide feedback that moves the learners forward
Activate students as the owners of their learning.
Encourage students to be instructional resources for
one another
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41. Signposts towards excellence in
education
Teachers are the most powerful influences in learning.
Teachers need to be directive, influential. caring, and
actively engaged in the passion of teaching and
learning.
Teachers should have proficient knowledge and
understanding of their content to provide meaningful
feedback such that each student moves progressively
through the curriculum levels.
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42. Signposts towards excellence in
education…..
Teachers need to know the learning intentions of their
lessons
Teachers need to move from single to multiple ideas
and relate them.
Teachers to create a staff room atmosphere where error
is welcomed as a learning opportunity, discarding
incorrect knowledge and understandings.
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44. What they believe is true.
Assessment tasks provide the opportunity for the
students to deploy the knowledge and skills that the
teacher is trying to investigate, from a variety of points
of view.
Teachers need detailed images so that they can foresee
the possible responses of the students, a feat of
imaginative, prediction that demands considerable
expertise.
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45. The Bog task (Grade 8 students)
Description of the task
Collect data on the necessity of a new school.
Identify the main problems
Form an opinion whether school booard should go ahead
with the plan
Substantiate your opinion . Include personal experiences
Make recommendations about the building proposal.
Draft an article
Refine and include powerful concluding statement of your
points of view.
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46. Rubrics
Organization
Ideas and content
Effective use of language
Gaps in student learning
Recommendations
Able to provide evidences for their recommendations
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48. The Zone of Proximal Development
Students need to be confident that they can handle
whatever they encounter,
They learn best when they are in context that provides
moderate challenge.
When the task is too difficult, students may be
threatened and become self-protective .
When the task is too simple, students may show
inattention and feel boredom.
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49. A task is appropriately challenging when students are
expected to risk and move into the unknown, but they
know how to get started and have support to reaching
the new level of learning.
This is what Vygotsky called the Zone of Proximal
Development(ZPD)
Motivation is enhanced when errors and mistakes are
treated as normal part of learning. With timely
feedback and a chance to rethink and redo the work.
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51. People learn best when they make connections
between what they are learning and, when they can
draw on their experiences and make greater meaning
of them, when they see how ideas relate to one
another, and when they can use what they are learning
in concrete ways.
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52. Teacher must inculcate certain habits of mind in
students.
These include
persistence
listening with understanding and empathy
questioning and posing problems
gathering data through all of the senses
Creating
imagining &
innovating 52Book review session- Dr. S. Prakash12/09/2015
54. A Spring Concert
The Band Master of a school announced “we will perform
for the school at the Spring Concert. And You’ll feel great”
The early sessions involved,
Listening to the segment of the music
Group practice of the segment
Individual practice for some members
Feedback to them
Listening to the recording of particular instrument
Analysis with regard to the individual and his role in the
group.
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56. The final production was enormous success and the
group learned the following
There is not a single right answer.
You get better when you practice.
What sounds confusing in the beginning is taken
apart,
When you can hear where you are headed, it’s easier to
get there
When you work together, you can create something
that is bigger than any single person can on their own.
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60. The Spirit of Assessment
Requires Conceptual Change
Think about what you believe is true
Learn about learning
Know your subject
Be an Expert Teacher
Work together in a collaborative inquiry
Don’t give up
Get the support you need
Put it all together
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62. Discussion of the
complex nature of
learning
Ways to use formative
assessments in a variety
of contexts
Real life examples and
case studies of
assessment in action
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63. Sample rubrics and lesson
plans for easy
implementation
Ideas for follow up at the
end of each chapter
Insights into common
classroom dilemmas along
with viable solutions
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65. Language of the book is not easy to follow for an
average reader.
A prior knowledge in assessment is required.
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67. Understanding of
assessment
Insight into the powerful
influence of classroom
assessment on student’s
learning
Examples of effective use of
assessment
Preamble of the core paper
titled Assessment in
Learning that they will
learn in their B.Ed.
curriculum
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