jeromedelisle.org

School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
delislejerome@gmail.com

A Model for Classroom Assessment In Trinidad & Tobago

Four Level Classroom Assessment Model-FPSI

In this model, there are four levels (or elements) when designing assessments to support and promote teaching-learning

Most classroom assessments should be formative (for and as learning)
There should be an explicit focus on performance assessment in the classroom so you can support students' performance of understanding.
Performance assessments should be used to foster 21^st century skills.
Performance assessments should be designed to explicitly promote integrated learning, with themes taken either from the curriculum or from the students themselves.

Powerpoint on the model

FPSI MODEL Illustrated

Most classroom assessments should be formative (for and as learning)

Formative Assessment Videos on the Teaching Channel

There should be an explicit focus on performance assessment in the classroom so you can support students' performance of understanding.

Performance assessments should be used to foster 21^st century skills.

Performance assessments should be designed to explicitly promote integrated learning, with themes taken either from the curriculum or from the students themselves.

Cheng's Domains of Integrated Learning

Yin Cheong CHENG-

President, Asia-Pacific Educational Research Association Director, CIRD, Hong Kong Institute of Education Conference on Integrated Learning: Research & Classroom Practice-HKIEd, 14 Dec 2007

Planning for Authentic, Integrated Learning HERE

Forms of Integration-

Diagrams from Susan Drake (2004)

Multidisciplinary approaches focus primarily on the disciplines. Teachers who use this approach organize standards from the disciplines around a theme. In interdisciplinary integration, teachers organize the curriculum around common learnings across disciplines; chunking together common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts. The disciplines are still identifiable but are less important than in the multidisciplinary approach. In the transdisciplinary curriculum, teachers organize curriculum around student questions or societal concerns. Thus, the curriculum is negotiated.

MULTIDISCIPLINARY

INTERDISCIPLINARY

TRANSDISCIPLINARY

Read - Ten ways to integrate Curriculum

Please Read

The difference cannot be seen clearly in one lesson on one topic. However, if we look across several lessons in different subjects, we begin to see the essence of two contrasting attempts at integration across the curriculum. In classroom A, the approach is thematic: dependence and independence is the recurrent motif. In another lesson, an introduction to the concept of ecology, the teacher involves the students in discussing (not concept mapping) patterns of dependence and independence in the food web. In exploring a short story about a child who runs away from home, the students make up additional episodes for the story, showing how the child just shifts his dependencies rather than become independent.

However, in classroom B, where the students also study ecology and read the story about the boy who ran away, matters play out differently. As part of their ecology unit, the students make a concept map of the ecological system of a pond: They highlight cause-and-effect relationships and predict the behavior of the system over time. After the students read the short story, the teacher asks them to prepare concept maps of the problems the child faces upon running away from home: how to find food, how to find shelter, how to feel safe, and so on.

These examples illustrate the difference between content-oriented integration and skill-oriented integration. The first approach is “thematic” in nature, aimed at helping students acquire “higher-order content,” general ideas such as dependency, that they can use to order and illuminate their understanding of particular topics and situations. The second approach is “procedural” in nature, to enable students to acquire general skills and strategies that they can apply widely to understand situations and solve problems.

Key Principles in FPSI

Assessment is a key component of modern day effective pedagogical practice designed to promote learning in the classroom (Wiliam, 2011; Wiliam & Thompson, 2007).
Formative feedback is the key to successfully promoting and supporting student learning (Hattie & Timperely, 2007; Sadler, 1989, 1998).
Formative assessment should promote self and peer assessment (Assessment as learning with the goal of self-regulation). (Black and Wiliam, 2009; Earl, 2012)
The role of performance assessments is critical in a system of diversified assessment (Brookhart, 2009; Darling-Hammond & Adamson, 2014; Wiggins, 1998).
One important benefit is the use of performance understanding to diagnose and improve feedback (Moss & Brookhart, 2015).
Performance assessment facilitates the assessment of 21^st century skills and the generation of contexts for integrated learning (Scardamalia et al. 2012).

References

Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Brookhart, S. (2009). The many meanings of “multiple measures.”. Educational Leadership, 67(3), 6-12.
Darling-Hammond L. & Adamson F. (2014). Beyond the bubble test: How performance assessments support 21st century learning. San Francisco: Jossey-Bass.
Earl, L. (2012). Assessment as learning (2nd ed.). Thousand Oaks, CA: Corwin.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
C.M. Moss & S.M. Brookhart (2015). Formative classroom walkthroughs: how principals and teachers collaborate to raise student achievement. Alexandria, VA: ASCD.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-84.
Scardamalia, M., Bransford, J., Kozma. R., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. McGaw & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 67–142). Dordrecht, Germany: Springer.
Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance (Vol. 1). San Francisco, CA: Jossey-Bass.
Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37, 3-14.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.

Read Wynne Harlen's work on assessment in the UK Primary school

Theory of Action

Creating an Integrated Unit

CXC SBA POLICY

May 5, 2016

In 2011, CXC implemented an SBA policy that outlines the way SBAs should be conducted. The following are key components of the policy:

Group/team work of SBA should be encouraged and utilized where appropriate.
Students doing more than one subject in a cognate group (for example, the Sciences) should submit one SBA per cognate group.
Each SBA across levels should be of consistent size. Word count should not exceed 1000 for CSEC and 1500 for CAPE subjects.
The term School-Based Assessment replaces other terms used at various levels for internal assessment.
The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented.
Students should be allowed to submit SBA electronically.
SBAs for Mathematics and English will take effect from the revision of those syllabuses (Teaching begins in September 2016 and first examination in 2018).
A thematic approach should be employed in the development of SBAs.

The FPSI is consistent with this advice

SBA Handbook

SBA Guidelines_Trinidad

Activities and Integrated Assessment-ECCE

ALL ABOUT THE ANTS

THEME: Activity or Experiences that motivate the children

Class: 3-5 years old

Time: 3 days

(See ECCE Curriculum, 2005, p. 87)

Topic-interesting Bugs

Content/Skills/Competencies

Science, Visual Art, ELA, Music, Play, Inquiry, Collaboration, Communication,

Task Description:

Students engage in four activities related to learning about ants- their structure and behaviour (such as finding food)

In the classroom or on the field (Ant Safari) they explore ants, ant habitats, and ant behaviour.
They look at and discuss a video or kid movie on ants (Antz, Ant Bully, or a Bug Life)
They learn and perform a song on ants (May be used with a dress-up)
They made a model, collage, or an ant farm or they dress up as ants and perform a short play based upon their observations.

Resources:

Ants-Nature's Secrets

The Ants go Marching One by One - Song

The Ant Bully

Ant Activities

Making an Ant Farm

(For Adults ONLY)

EO Wilson-A Great "Ant" Scientist-PBS-Lord of the Ants

Big Idea/s

Plants and animals are adapted to live in different habitats and are interdependent. Insects have antennae and six legs. Inquiry requires us to carry out investigations through observations and recordings to produce evidence-based conclusions.

See Reference 1

See Reference 2

Formative Assessment Flow

Where the learner is going-

Activity 1-Ants Safari

Activity 2-Video

Activity 3-Song

Where the learner is now-

Ant Farm/Collage/Dress Up and Play

How to get there

Assessment Conversations

Observations

Model/Costumes

A note

Document your performance assesments. You do not have to use MCs or CRS in 3-5. However, you must record and transcribe even your assessment conversations and document all student work.

See Ants Go Marching Mathematics Lessons

SAMPLE INTEGRATED PERFORMANCE ASSESSMENT-PRIMARY SCHOOL

THEME: Our Region: The Caribbean-Waters that Link and Divide Us

Class: Standard 3 Term 1

Time: 1 week

(See Standards in Toolkit, page 47-56)

Topic-Aquatic Habitats in the Buccoo Reef

Content/Skills/Competencies

Science, ELA, Mathematics, Social Studies

Collaboration, Communication, Citizenship

Task Description:

Students engage in a one week series of activities in which they learn the science and social relevance of the Buccoo Reef in Tobago. The activity culminates in oral presentations/exhibitions on "Save the Buccoo Reef" and a social media facebook page or YouTube video advocating action on conservation and protection.

Big Idea

Plants and animals are adapted to live in different habitats and are interdependent. Human activity can have a considerable effect on natural habitats. Taking action to ensure a sustainable environment is part of local and global citizenship.

Formative Assessment Flow

Where the learner is going-

Students explore newspaperclippings, publications and videoclips on Buccoo Reef (ELA)

Teacher clarifies the role and importance of reefs in island ecosystems (Science)

Teacher reviews the economic impact of reef tourism (Social Sciences)

Teacher discusses conservation and protection of natural resources (Social Studies/Science)

Sample Videos

Video 1a- Buccoo reef

Video 1b-Buccoo

Video 2-Fish Reef Habitats

Video 3-What is a Coral

Key Questions

What are coral reefs?
What are the facts and figures on the Buccoo Reef (Math)
Why are coral reefs important?
What are some habitats within a coral reef ecosystem?
What are some human occupations related to economic activity on the reef?
What are some ways in which reefs can be protected?

Optional-Here you may use SRs and CRs to provide feeback through Quizzes, Exit Slips and Reviews

Things you can do

Provide vocabulary word lists for ELA

Where the learner is now-

Teacher explains role of citizen in protecting the environment. Citizens are advocates and empowered citizens communicate with other citizens on important social issues. Collaboration between citizens is critical to successful communication and action.

Activity 1: Oral presentationS/exhibitionS

A Variety of Habitats in the Buccoo Reef
The Buccoo Reef as a Tourism Product
Citizen Advocacy in Protecting the Buccoo Reef

Activity 2: Facebook page

Activity 3 (Optional) Field Trip

Activity 4 (Optional) Scrap Book or Portfolio

How to get there

Teacher provides feedback during activity

Students review communication and collaboration rubrics

(Optional) Construct Digital or Paper Exit Tickets

Toolkit Reference

Sample High School Performance Assessment

Source: CSEC Biology Syllabus (P. 17)

Reference-Here

Create a PowerPoint presentation, movie or poster on the importance of Marine and Coastal areas
in the Caribbean (Interpret data on pages 56-63 in the Caribbean Environmental Outlook).
http://hqweb.unep.org/geo/GEO_Regions.asp Identify at least TWO threats to these fragile
ecosystems.

TOPIC: SECTION A - LIVING ORGANISMS IN THE ENVIRONMENT

Class: Form 4, Term 1

Time: 1 week to 1 month

Topic-Importance of Marine and Coastal Areas in a Caribbean small island state

Content/Skills/Competencies

Biology, ELA, Geography, Problem Solving, Inquiry, Collaboration, Communication, Citizenship

Task Description:

Students work in groups of five to eight. Each person is given a specific job description and role. Roles must include editor, narrator, camera operator, script writer and producer. Group engages in task analysis, research and video production.

Students are to create a 20 to 30 minute movie focusing upon conservation and protection of marine areas in Trinidad and Tobago. The movie must be solution focused, emphasizing conservation and sustianable use. Accompanying the movie is a four page brochure highlighting the econoimic-social-biological issues and providing recommendations for sustainable use.

Group 1: swamps and mangroves

Group 2: The beachfront (sandy shores)

Group 3: The rocky shore habitat

Group 4: Coral reef ecosystems

Group 5: Seas and Oceans-Underwater habitats

Threads: Economic activity, conservation, marine pollution, iodiversity, and biology

Big Idea

The interaction of living and nonliving elements of nature constitutes an ecosystem, and each one of the interactions is important to maintaining the balance of the ecosystem.

Formative Assessment Flow

Where the learner is going-

Students work with teacher to identify intentions and criteria (rubrics)
In group students explore videos and local materials on topic
Students conduct task analysis in planning exercise
Students decide if additional training in video editing is required/desired

References

Conservation and Sustainable Use of Marine and Coastal Ecosystems

Caribbean Challenge Initiative

Marine Life Underwater

Alternative Livelihood Activities

Turtle conservation in St. Lucia

IMA powerpoint

Peter Bacon

Judith Gobin

CASE CRs

Where the learner is now-

Students implement project

Filming

Editing

Production

ACTIVITY 1-THE MOVIE

ACTIVITY 2-THE BROCHURE

How to get there

Teacher Feedback

Optional Site visits

EXIT MC

Web Hosting by Turbify

School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
delislejerome@gmail.com

jeromedelisle.org

A Model for Classroom Assessment In Trinidad & Tobago

Four Level Classroom Assessment Model-FPSI

In this model, there are four levels (or elements) when designing assessments to support and promote teaching-learning

Most classroom assessments should be formative (for and as learning)

There should be an explicit focus on performance assessment in the classroom so you can support students' performance of understanding.

Performance assessments should be used to foster 21st century skills.

Performance assessments should be designed to explicitly promote integrated learning, with themes taken either from the curriculum or from the students themselves.

FPSI MODEL Illustrated

Most classroom assessments should be formative (for and as learning)

There should be an explicit focus on performance assessment in the classroom so you can support students' performance of understanding.

Performance assessments should be used to foster 21st century skills.

Performance assessments should be designed to explicitly promote integrated learning, with themes taken either from the curriculum or from the students themselves.

Cheng's Domains of Integrated Learning

Yin Cheong CHENG-

President, Asia-Pacific Educational Research Association Director, CIRD, Hong Kong Institute of Education Conference on Integrated Learning: Research & Classroom Practice-HKIEd, 14 Dec 2007

Planning for Authentic, Integrated Learning HERE

Forms of Integration-

Diagrams from Susan Drake (2004)

MULTIDISCIPLINARY

INTERDISCIPLINARY

TRANSDISCIPLINARY

Please Read

Key Principles in FPSI

Assessment is a key component of modern day effective pedagogical practice designed to promote learning in the classroom (Wiliam, 2011; Wiliam & Thompson, 2007).

Formative feedback is the key to successfully promoting and supporting student learning (Hattie & Timperely, 2007; Sadler, 1989, 1998).

Formative assessment should promote self and peer assessment (Assessment as learning with the goal of self-regulation). (Black and Wiliam, 2009; Earl, 2012)

The role of performance assessments is critical in a system of diversified assessment (Brookhart, 2009; Darling-Hammond & Adamson, 2014; Wiggins, 1998).

One important benefit is the use of performance understanding to diagnose and improve feedback (Moss & Brookhart, 2015).

Performance assessment facilitates the assessment of 21st century skills and the generation of contexts for integrated learning (Scardamalia et al. 2012).

References

Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.

Brookhart, S. (2009). The many meanings of “multiple measures.”. Educational Leadership, 67(3), 6-12.

Darling-Hammond L. & Adamson F. (2014). Beyond the bubble test: How performance assessments support 21st century learning. San Francisco: Jossey-Bass.

Earl, L. (2012). Assessment as learning (2nd ed.). Thousand Oaks, CA: Corwin.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

C.M. Moss & S.M. Brookhart (2015). Formative classroom walkthroughs: how principals and teachers collaborate to raise student achievement. Alexandria, VA: ASCD.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.

Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-84.

Scardamalia, M., Bransford, J., Kozma. R., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. McGaw & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 67–142). Dordrecht, Germany: Springer.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance (Vol. 1). San Francisco, CA: Jossey-Bass.

Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37, 3-14.

Wiliam, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.

﻿Read Wynne Harlen's work on assessment in the UK Primary school

﻿Theory of Action

Creating an Integrated Unit

Further Reading

CXC SBA POLICY

In 2011, CXC implemented an SBA policy that outlines the way SBAs should be conducted. The following are key components of the policy:

Group/team work of SBA should be encouraged and utilized where appropriate.

Students doing more than one subject in a cognate group (for example, the Sciences) should submit one SBA per cognate group.

Each SBA across levels should be of consistent size. Word count should not exceed 1000 for CSEC and 1500 for CAPE subjects.

The term School-Based Assessment replaces other terms used at various levels for internal assessment.

The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented.

Students should be allowed to submit SBA electronically.

SBAs for Mathematics and English will take effect from the revision of those syllabuses (Teaching begins in September 2016 and first examination in 2018).

A thematic approach should be employed in the development of SBAs.

﻿The FPSI is consistent with this advice

Activities and Integrated Assessment-ECCE

ALL ABOUT THE ANTS

THEME: Activity or Experiences that motivate the children

Class: 3-5 years old

Time: 3 days

(See ECCE Curriculum, 2005, p. 87)

Topic-interesting Bugs

Content/Skills/Competencies

Science, Visual Art, ELA, Music, Play, Inquiry, Collaboration, Communication,

Task Description:

Students engage in four activities related to learning about ants- their structure and behaviour (such as finding food)

In the classroom or on the field (Ant Safari) they explore ants, ant habitats, and ant behaviour.

They look at and discuss a video or kid movie on ants (Antz, Ant Bully, or a Bug Life)

They learn and perform a song on ants (May be used with a dress-up)

They made a model, collage, or an ant farm or they dress up as ants and perform a short play based upon their observations.

Resources:

(For Adults ONLY)

Big Idea/s

Plants and animals are adapted to live in different habitats and are interdependent. Insects have antennae and six legs. Inquiry requires us to carry out investigations through observations and recordings to produce evidence-based conclusions.

Formative Assessment Flow

Where the learner is going-

Activity 1-Ants Safari

Performance assessments should be used to foster 21^st century skills.

Performance assessments should be used to foster 21^st century skills.

Performance assessment facilitates the assessment of 21^st century skills and the generation of contexts for integrated learning (Scardamalia et al. 2012).

Read Wynne Harlen's work on assessment in the UK Primary school

Theory of Action

The FPSI is consistent with this advice

How to get there

Model/Costumes