Assessment in Support of Instruction and Learning Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report (2003) / Chapter Skim
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4. Some International Examples
4. Some International Examples
Pages 19-25
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From page 19... ...
Two different Australian systems, for example, offer interesting ways of thinking about alignment and coherence. Studies from Great Britain demonstrate a way teachers can use assessments to help students make progress in their learning, while the International Baccalaureate program shows the role that teachers can play in a widely dispersed system.
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From page 20... ...
The resource kits, which were sold to schools around the country, included activities and materials and a range of assessment methods to be used individually and with groups of students. When the national government later decided to conduct a national survey of primary children's literacy skills, to obtain data similar to that provided in the United States by the National Assessment of Educational Progress, ACER submitted a proposal to develop an assessment based on the model they had already devised for the teachers' assessment kits.
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From page 21... ...
Queensland decided to replace the A levels with formative assessments that would more directly address students' needs, and then to build on those to obtain summative information about student performance that would be of value beyond the classroom. In essence, as Shavelson explained, Queensland officials decided to develop "a system for auditing the local implementation of curriculum and assessment and accountability." Teachers and local schools are responsible for both curriculum and assessment and their work is monitored to ensure that it is consistent across the state and meets standards for quality.
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From page 22... ...
For each class, the local class that could best be used as a control was identified so that any improvements in learning could potentially be measured, and in this study as well evidence of a positive effect was found. While the methods sound simple allowing a longer wait time while students consider how to answer a question, for example Wiliam stressed the importance not of the methods themselves, but of the insights into how students learn that led to them.
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From page 23... ...
Oral presentations are also required in language subjects, and these are scored by teachers using criteria supplied by the IB program. All of the results are reported in terms of a seven-point scale that is linked to defined levels of performance that program administrators try to keep consistent from year to year as well as across participating schools around the world, who of course work in different languages.
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From page 24... ...
They use a variety of measurement approaches multiple-choice questions as well as openended short questions and written pieces, but the assessments are not intended to be used for formative, classroom purposes. McGaw provided some examples of the kinds of questions that can be considered using PISA data, using tables and graphs, for example, to show how the member countries vary in terms of the balance they achieve between equity and quality.
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From page 25... ...
He does not believe that PISA focuses mostly on what is easy to assess, rather than what is important, and does believe that it assesses understanding and reasoning, not factual recall. 1DIF analyses flag test questions that perform differently for a particular subgroup of test takers than for the group as a whole.
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