Involving Learners in Assessment for Learning : An interpretation of Interactive Assessment

Involving Learners in Assessment for Learning : An interpretation of Interactive Assessment

Involving learners in assessment is a conscious, organised decision which represents a paradigm shift in second language assessing practices and in ways that a curriculum is delivered to create optimal learning opportunities for learners. This decision does not always align with an established culture of assessment of learning (summative assessment) as practised in many international, educational, and EFL/ESL contexts. A more ideal model of assessment for learning in which learners are directly informed of how they will be assessed from the outset, are involved in feedback, feedforward and evaluation at every level can be an effective learning pedagogy in itself. Committing to assessment for learning by implementing established best practices and behaviours in teaching and learning, and by integrating a workable model in the curriculum, is achievable.

(Yildirim and Lavender,2012)

Interactive Assessment

Hamp Lyons & Tavares (2008) define interactive assessment as,

a very clear and carefully developed system of assessment for learning which emphasises formative uses of an eventual summative assessment: Teachers engage students with thinking about their learning during the assessment process; assessment is one stage of the teaching, learning and assessing cycle in the classroom; every assessment is therefore for feedforward as well as for feedback?

Their work has concentrated on the intervention of the teacher-assessor through scaffolding while the spoken assessment is taking place so that the learners are supported during the assessment and in their learning. The intervention or interaction ?stimulates and challenges? the learners to produce discourse higher than their actual ability (Hamp Lyons & Tavares, 2008). Therefore, interactive assessment, in this sense, is when the teacher can meet the needs of the learner, (especially) during a speaking ?assessment? task through interaction with the learner, i.e., scaffolding, guiding questions, additional questions, wait-time, back-channelling and other strategic interaction to use the assessment itself as a tool for learning and to ensure students are producing the language they are capable of (Hamp Lyons & Davidson, n.d.). This is based on Vygotsky?s theory of the ?zone of proximal development? (ZPD) where learning takes place in the ?zone?, which is above the knowledge and skill level of the learner at that current time. Vygotsky?s concepts of the ZPD also include,

-the difference between what a learner can do without help and what they can do with help,

-the learner following an adult?s example, gradually developing the ability to do certain tasks without help or assistance,

-the learner?s development being determined by social interaction and collaborative problem-solving. (1978)

In our context, however, we see interactive assessment as having four distinct layers.

The first level resembles that of Hamp-Lyons and Tavares? interactive assessment description; response to/from the teacher and learner, and with peers (in our context) at any stage of the assessment.

The second involves the learners at both a cognitive and meta-cognitive level, creating opportunities for the learners to think about, talk about, ask and answer questions about, and reflect on, their role and involvement in the formative assessment process. This happens when the learners are part of feedback at the pre-, during and post-feedback stage, i.e. involving the learners in planning, discussing, reflecting and deciding what is understood by the AfL process. An example of this is through questionnaires and reflection tools. One such tool in our model is the use of a peer evaluation questionnaire to gauge our learners? views about peer evaluation on writing before it takes place, and then immediately afterwards using the same prompts. Another tool is the use of a preferred feedback type and medium handout before any response is given to 2nd draft writing. Our learners have the opportunity to choose the type of feedback and in the medium they prefer ? hardcopy, softcopy, audio-video, or audio. These two tools are examples of what we consider to be part of interactive assessment.

The third layer is about empowerment, growth and choice; giving freedom to the learners about how their assessment for learning is going to happen and with whom.

The fourth layer, professional growth, is related to our context and the fact that our learners are going to be teachers of the future. Providing them with the opportunity to engage in formative assessment experientially as learners can help them develop their own principles about AfL for when they are teachers.

PTLLS Micro Teaching tips

Micro Teach – Information

What is a Micro Teach?

This is a teaching or training session which is prepared by a delegate undertaking 

the Highfield Awarding Body Compliance (HABC), Preparing to Teach in the Lifelong 

Learning Sector (PTLLS) course. The HABC PTLLS course is then observed by the 

course trainer and constructive feedback is provided on the delegate Micro Teach.

What is the duration of the Micro Teach?

The Micro Teach needs to be delivered for a time of between 25 and 40 minutes. 

Make every effort to deliver the Micro Teach within the stated time limits.

What happens if I go over or under the stated time?

This depends on the severity of the time discrepancy. In certain circumstances the 

course trainer would ask you to repeat the Micro Teach, and this would have to be 

on a different topic or subject to the original Micro Teach. If the timing is minimally 

over or under the allocated time, the course trainer will just pass comment to the 

delegate delivering the Micro Teach on the importance of keeping to set timings for 

future training sessions.

How is the Micro Teach Assessed?

The whole of the Micro teach session is observed and assessed according to the 

following areas:

• Use of a Lesson (Session Plan) and Scheme of Work.
• Course Planning.
• Interaction with other delegates participating in the Micro Teach.
• The use of differentiation in the Micro Teach (variety of topics and exercises used according to delegate knowledge levels).
• The assessment of the subject knowledge of the other delegates participating. 
• in the Micro Teach.
• The use of Body Language.
• The pitch and tone of the trainers voice.
• The use of resources (teaching materials) during the Micro Teach.
• Micro Teach timings.
• Health and Safety awareness.
• Management of the teaching environment.
• Micro Teach structure (i.e. Introduction, Body of the Lesson, Conclusion).
• Subject knowledge and interest in subject.
• Ability to motivate course delegates involved in the Micro Teach.

What area (topic) should I deliver for my Micro Teach?

You should prepare to deliver a Micro Teach session on a topic you feel confident to 

deliver. The topic could be work related or delivered about a hobby or interest you 

may have, i.e. Building a PC. 

Please remember you need to make the topic interesting and prepare exercises for 

the topic, so the other delegates involved in the Micro Teach are able to participate.

When should I start preparing for the Micro Teach?

You can start preparing for the Micro Teach whenever you want, before the Micro 

Teach session is due to take place. You may want to start putting some ideas 

together before the start of training so you have an idea what you would like to 

deliver your Micro Teach session on. All the Micro Teach assessment requirements 

will be covered during the first 2 days of the PTLLS training.

When will I have to carry out my Micro Teach?

This will be on day 3 of the PTLLS course and the Micro Teach order for course 

delegates will be discussed on day 2 of the course

(petalstraining,2012)

7.Teaching and Higher Education Act

Teaching and Higher Education Act

Click to download : 

Teaching and Higher Education Act

6.PTLLS Sample Questions and answers 1.1 :

Sample Questions and answers :

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

Generic Legislation and Codes of Practice

These are some examples of generic legislation and codes of practice teachers need to be aware of:

• Health and Safety at Work Act 1974.
• Race Relations (Amendment) Act 2000.
• Disability Discrimination Act 1995 and 2005 (DDA).
• Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995).
• Equality Act 2006.
• Data Protection Act 1998.
• Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003).
• IfL Code of Practice for Teachers (2008).
• Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES.

There is some health and safety related codes of practices and statutory instruments which may have an impact on the teaching career.

5.Ethical Boundaries for Teachers

Ethical Boundaries 

 The ethical boundaries of the teacher-student relationship have received a lot of negative press over the last decade. Intimate relationships between students and their teachers have been propelled to the national fore front, and with it, increased suspicion when it comes to teachers’ relationships to their pupils.  

What is Professionalism? 

Being an educator is increasingly being viewed as a professional occupation. The relationship between the client (in this case the student and their parents) and the practitioner (the teacher or academic institute) is a professional one. Ethical boundaries need to be established in order to protect both parties from the potential 

(or supposed) abuse of “power, control, and [or] influence” 

Source : (Aultman.et al.,2009)

4.HEALTHY BOUNDARIES FOR TEACHERS

          HEALTHY BOUNDARIES FOR TEACHERS

1.Professional behavior is a priority:  Your personal/professional values, rights, and responsibilities are more important than any sense of needing to be liked by others, needing to please others, or needing to make a "good impression." 

2.    Use caution with self-disclosure:   As a teacher/professional, discretion is required regarding what, where, and to whom you disclose personal information.  Your role as a teacher and the setting are important considerations. 

3.    Beware  of  boundary  violations;  take  time  to  respond:    When  other  people (colleagues,   students,   friends)   illustrate   inappropriate   boundaries   by   asking questions or making remarks about which you feel uncomfortable, look to your own boundaries, values, and responsibilities for support and guidance.  Remember that it is  okay  to  be  silent  and  to  take  time  to  evaluate  the  situation.    Responses  such  as "I'm thinking about how to respond,"  "I need time to think a minute,"  "I haven't  really thought much about it," or "Please put that into other words" are appropriate. 

4.    Be  observant:    Observe  the  effect  boundary  violations  have  on  others.    Observe how  you  feel  when  your  boundaries  are  invaded.  This  increased  awareness  will assist you to recognize, establish, and maintain comfortable and healthy boundaries. 

5.    Don't  be  afraid  to  correct  inappropriate  behavior:    Your  responsibility  as  a professional is to model and teach appropriate boundaries. 

6.    Use  extreme  caution  with  physical  contact  or  touching:     Your  teaching environment  will  influence  whether  or  not  touching  is  appropriate;  for  example,  preschool  teaching  vs.  middle  school  teaching.    In  short,  you  are  responsible  for eliminating   any   possible   misunderstanding.      Discuss   this   issue   with   your cooperating teacher. 

7.    Be  prepared:    Becoming  a  professional  is  an  ongoing  process.    Allow  time  each day for self-examination and reflection.  We need to continually assess our personal behaviour, learn from our experiences, and realize that we will always be faced with unpredictable challenges. 

Source : Psychology Department, University of Rhode Island 

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