Module3

3.3.1 The Key Principles of Assessing Key Competences
Criterion-referenced, based on curriculum, All the assessment need to capture the students reasoning processes - understanding of interconnections - ability to perform complex tasks - attitude = curiosity, perseverance and Motivation to learn Other ways to assess = portfolios, ICT -based assessment, simulations, Scaffolded feedback = teacher provides as much or little information as the student needs to proceed to next steps Any assessment is most effective if it is based on multiple measures over time.
 * 1) **Summative assessment** = assessment of learning - at the end of learning unit
 * 2) **Formative assessment**assessment for learning - real time assessment for teachers to understand how well students understand new concept, teacher may adjust teaching approaches to meet learning needs - classroom-based a good way to assess key competences => design questions to reveal possible misconceptions, avoid "yes" and "no" recall questions
 * 3) **Student self-assessment** = focused on students personal development, particularly appropriate for transversal skills (creativity etc.)
 * All assessment should be **
 * validity = the assessment assess what it is meant to assess
 * reliability = consistence, accuracy over the time, or across a large number of students
 * fairness = noisy environment,

3.3.2 Good Practice in Assessing Key Competences
1. Summative assessment of key competences innovative assessment methods as All these methods allow teachers to find patterns in thinking an problem solving. There are barriers to good assessment: too many students and overloaded curriculum. Students self-assessment
 * not always well suited for key competences because they tend to measure fragments of the contents rather than what students understand and are more focused on theory than on real world applications
 * **tässä kohtaa varmaan siirryttiin uuteen aiheeseen**
 * portfolio = compiled over time, represent learners progress, information about learners' performances on real life tasks, **problem=** reliability of portfolios is questionable => developing technologies to improve reliability
 * E -portfolios = include audiovisual files and internet links - also as a part of formative assessment => feedback on what is still needed to meet learning objective
 * Extended dialogues with the class
 * effective questions = no yes/no answers
 * observation =
 * review written work/portfolios, student presentations, projects, interviews, test and quizzes
 * **feedback** from other teachers and students is also important, most effective when it is provided in timely manner - effective feedback is focused on the task, suggestions for improvement, based on clear criteria, scaffolded feedback,
 * teachers should adjust their teaching to meet diverse students needs,
 * divide classess - help students to develop their own self-assessment skills - prioritise curriculum requirements - social network for collaboration to solve a problem
 * teachers pedagogical and classroom management skills are most important
 * assessment, ITC -based assessment and simulations are more effective
 * tracking tools =

3.3.3 Assessing Collaborative Problem Solving
19 elements of social and cognitive skills Rubrik = a combination of
 * The most important thing is that the teacher has an idea what it means to be simple and sophisticated, what kind of behavior students have when they have a lot of it, and what kind of tasks is needed to develop this in students
 * the tasks should be adjusted according students abilities
 * developmental progressions
 * derived progression = observation analysis of student performance
 * **social skills =** participation, interaction, persistence, responsiveness, awareness, negotiation, metamemoryhow well I do myself, transactive memory = can I watch someone to do something and make evaluations what I should do as a result of that, responsibility
 * **Cognitive skills =** task analysis, goal setting, resource management, flexibility, monitoring (keeping records, collecting data), systematicity = how systematic we try to solve the problem; if/then type of relationships ( testing and coming to conclusions), What if?

3.3.4 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

 * Project Maths => problem solving & higher order problem solving skills
 * Assessing mathematics
 * 1) Formative assessment => part of the day to day practice in the classroom and support developing mathematic proficiencies
 * 2) Final examinations => less predictible and include problem solving


 * Teacher continuous professional development => for analysing students responses - emphasis on finding evidence of what students understood & what students misunderstood + classroom characterised by supportive feedback & less focus on right answers
 * Encouraging teachers to use open rich tasks
 * challenging to move from teacher-centered to student-centered model
 * to improve external assessment = align examinations with learning outcomes, removal of choice on exam papers, exam papers includes section on context and applications
 * challenges = teaching to develop skills, change in the role of teacher, continued impact of the exam, heavy reliance on the tests in the classroom
 * teachers criticized = exams were no longer predictable for teachers and students,
 * students had to became more active learners, do group work, discovery learning, questioning, discussing = struggled with this new role, required new skill set and new classroom practices
 * students need to develop new skills but finding time to develop them is a huge challenge
 * teachers are using new ways of assessing - project work, discussions, assignments but teachers need support to use new ways
 * important to listen the feedback from teachers, share experience of pilot schools, intensive school based support in new methodologies, continuous professional development

SUCCESS FACTORS Next thing = new assessment model for lower secondary level => better to align the syllabus to assessment for certification + support development of key skills in the classroom
 * 1) Alignment of the syllabus with the assessment
 * 2) Investment in CPD (continuous professional development) = intensive school support = ten days on-service-training for teachers
 * 3) improved teacher competence
 * 4) Change to assessment -> altering the style and structure of final exam => huge positive impact in chancing classroom practices