Towards Sustainable Assessment for Lifelong Learning and Systemic Learning

 
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PETER RULE
CENTRE FOR HIGHER AND ADULT EDUCATION
STELLENBOSCH UNIVERSITY, SOUTH AFRICA
 
INTRODUCTION:
ASSESSMENT IS HOW WE LEARN AND IMPROVE
 
We usually think of assessment as part of formal education and exams BUT
Assessment as part of everyday learning:
 
- ‘Tasting the soup’
 
- ‘Test-driving the car’
 
-  ‘Fixing the roof’
 
- ‘Raising a child’
We assess by questioning and making judgements:
 
- How does the soup taste? Is the flavour right? What should I add?
 
- Does the car accelerate and brake properly?
 
- Does the roof keep the rain out?
 
- Does the child develop good values and behaviours?
 
 
How can we develop and
sustain assessment for
lifelong learning and
systemic learning?
 
PRESENTATION OUTLINE
 
1.
What does ‘quality education’ mean?
2.
What does ‘quality assessment’ mean?
3.
Where does assessment fit into the curriculum?
4.
What do ‘quality education’ and ‘quality assessment’ mean in the context of educational reforms?
5.
What is ‘sustainable assessment and how do we do it?
6.
How can we use assessment for systemic learning?
7.
What’s on the African horizon for quality education and assessment?
8.
Concluding remarks
 
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Enables people to develop their attributes and skills;
Thereby enables them to contribute to society;
Helps people to fulfil their potential;
 
QUALITY AND QUANTITY IN EDUCATION
 
“Quantity is the number of
beneficiaries served by the
education process. Quality on the
other hand is a measure of how the
education delivered is fit for
purpose. It has to do with the
relevance and adequacy of the
knowledge, skills, attitudes and
values that learners acquire during
the course of being educated.”
 
Peter A Okebukola, 2016, p. 36.
Fit for purpose
Relevant
Adequate
 
QUALITY EDUCATION AND THE SUSTAINABLE
DEVELOPMENT GOALS
 
Goal 4: Quality education for all
 
Ensure inclusive and equitable quality
education and promote lifelong
learning opportunities for all
 
Education that is:
Relevant
Equal
Inclusive
Promotes readiness (for school, workplace)
Promotes sustainable development
Adequately resourced
Taught by qualified teachers
EDUCATION RELATES TO OTHER
SDGs
 
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Assessment is about making judgements regarding the quality of something.
Quality assessment is:
  
- valid (assesses what it intends to assess),
  
- reliable (will achieve the same or comparable results for different cohorts),
  
- sustainable (contributes to lifelong learning),
  
- critical (promotes questioning and critical thinking),
  
- fair (does not disadvantage a particular group)
 
QUALITY ASSESSMENT HAS A SPECIAL RELATIONSHIP
TO LEARNING
 
1.
Where does assessment fit into the curriculum?
 
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THE WASHBACK EFFECT OF THE ASSESSED
CURRICULUM
 
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Outcomes-based education
Modularisation
Africanisation and decolonisation
Digitalization and the Global Village
 
OUTCOMES-BASED EDUCATION
 
MODULARISATION
 
AFRICANISATION AND DECOLONISATION
 
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“Sustainable development has been defined as ‘development that
meets the needs of the present without compromising the ability
of future generations to meet their own needs’ (World
Commission on Environment and Development, 1987). Sustainable
assessment can similarly be defined as 
assessment that meets the
needs of the present without compromising the ability of students
to meet their own future learning needs
.” (David Boud,
How can we develop
sustainable
assessment?
Problem-
posing
Problem-
solving
Questioning
capabilities
Developing
capabilities
for self- and
peer-
assessment
Experiential
leaning
Critical
reflection
Modelling
assessment
PRESENT
EDUCATIONAL
GOALS
FUTURE
LEARNING
NEEDS
SUSTAINABLE
ASSESSMENT
LIFELONG
LEARNING
ASSESSMENT
OF LEARNING:
SUMMATIVE
ASSESSMENT
FOR LEARNING:
FORMATIVE
LEARNING THROUGH ASSESSMENT:
CONTINUOUS
SUSTAINABLE ASSESSMENT
LIFELONG
LEARNING OF
LEARNERS
SYSTEMIC
LEARNING OF
EDUCATION
SYSTEM
 
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We use summative assessment to assess learners’ overall achievement of curricular outcomes.
We use formative assessment to enhance learners’ learning.
How can we use assessment to improve the system as a whole? How can assessment enhance systemic
learning?
 
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Systemic Learning:
-
Based on understanding of the
education system as a complex
adaptive system;
-
Unexpected emergent
properties arise from the
system;
-
System learns and develops
through feedback loops
System
as a
whole
MULTIPLE LEVELS WITHIN ASSESSMENT
Learning
can happen
at each
level within
the system.
LEARNER
PERFORMANCE IN
SUMMATIVE
ASSESSMENT
ANALYSIS &
REFLECTION
IMPLICATIONS FOR
TEACHING AND
LEARNING
IMPLICATIONS FOR
CURRICULUM
ANALYSIS &
REFLECTION
ANALYSIS &
REFLECTION
IMPLICATIONS FOR
ASSESSMENT
SYSTEM
IMPLICATIONS FOR
MEETING FUTURE
NEEDS
ANALYSIS &
REFLECTION
OFFICIAL
ENACTED
ASSESSED
CURRICULA
WORK
FURTHER STUDY
CITIZENSHIP
SUSTAINABLE DEV
LIFELONG LEARNING
EXAM SETTING
MODERATION
INVIGILATION
MARKING
STANDARDISATION
TEACHER PROF DEV
RESOURCES
INTERVENTIONS
BEST PRACTICES
 
7
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Global and local contexts of rapid change
Quality education and assessment need to be proactive
Climate
change
Youth
Bulge
Demo-
cracy
Tech
change
Know-
ledge
economy
Complex
-ity
 
CONCLUSION
 
Quality education leads to and depends on quality assessment but assessment on its own cannot deliver
quality education.
Assessment bodies and institutions have to be learning organisations in order to develop and deliver quality
education and assessment:
 
- learning about the learners (diagnostic and formative assessment);
 
- learning about learners’ performance (summative assessment)
 
- learning about the system (systemic learning)
 
- learning about assessment (types, forms, impact, global trends)
 
- learning about the changing horizon.
This learning can help us to develop sustainable assessment: learners as lifelong assessors of their own
learning
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Assessment is integral to everyday learning, not just formal education. It involves questioning and making judgments, whether in tasting soup or raising a child. This presentation delves into the meaning of quality education, assessment, and their role in curriculum, educational reforms, and sustainable assessment for lifelong and systemic learning. The focus is on developing assessment practices that support continuous learning and contribute to societal advancement.


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  1. ASSESSMENT AND THE QUESTION OF ASSESSMENT AND THE QUESTION OF QUALITY: QUALITY: TOWARDS SUSTAINABLE ASSESSMENT TOWARDS SUSTAINABLE ASSESSMENT FOR LIFELONG LEARNING AND SYSTEMIC FOR LIFELONG LEARNING AND SYSTEMIC LEARNING LEARNING PETER RULE CENTRE FOR HIGHER AND ADULT EDUCATION STELLENBOSCH UNIVERSITY, SOUTH AFRICA

  2. INTRODUCTION: ASSESSMENT IS HOW WE LEARN AND IMPROVE We usually think of assessment as part of formal education and exams BUT Assessment as part of everyday learning: - Tasting the soup - Test-driving the car - Fixing the roof - Raising a child We assess by questioning and making judgements: - How does the soup taste? Is the flavour right? What should I add? - Does the car accelerate and brake properly? - Does the roof keep the rain out? - Does the child develop good values and behaviours?

  3. How can we develop and sustain assessment for lifelong learning and systemic learning?

  4. PRESENTATION OUTLINE 1. What does quality education mean? 2. What does quality assessment mean? 3. Where does assessment fit into the curriculum? 4. What do quality education and quality assessment mean in the context of educational reforms? 5. What is sustainable assessment and how do we do it? 6. How can we use assessment for systemic learning? 7. What s on the African horizon for quality education and assessment? 8. Concluding remarks

  5. 1. WHAT DOES QUALITY EDUCATION MEAN? 1. WHAT DOES QUALITY EDUCATION MEAN? Enables people to develop their attributes and skills; Thereby enables them to contribute to society; Helps people to fulfil their potential;

  6. QUALITY AND QUANTITY IN EDUCATION Quantity is the number of beneficiaries served by the education process. Quality on the other hand is a measure of how the education delivered is fit for purpose. It has to do with the relevance and adequacy of the knowledge, skills, attitudes and values that learners acquire during the course of being educated. Fit for purpose Peter A Okebukola, 2016, p. 36. Relevant Adequate

  7. QUALITY EDUCATION AND THE SUSTAINABLE DEVELOPMENT GOALS Education that is: Relevant Goal 4: Quality education for all Equal Inclusive Promotes readiness (for school, workplace) Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Promotes sustainable development Adequately resourced Taught by qualified teachers

  8. EDUCATION RELATES TO OTHER SDGs

  9. 2. WHAT DOES QUALITY ASSESSMENT MEAN? 2. WHAT DOES QUALITY ASSESSMENT MEAN? Assessment is about making judgements regarding the quality of something. Quality assessment is: - valid (assesses what it intends to assess), - reliable (will achieve the same or comparable results for different cohorts), - sustainable (contributes to lifelong learning), - critical (promotes questioning and critical thinking), - fair (does not disadvantage a particular group)

  10. QUALITY ASSESSMENT HAS A SPECIAL RELATIONSHIP TO LEARNING Type of assessment Relation to learning Diagnostic assessment, e.g. placement test Assessment before learning: Assesses learner s level to inform decisions about future learning Summative assessment, e.g. exams Assessment of learning: Assesses the quality of learning that has taken place 1. Where does assessment fit into the curriculum? Formative assessment, e.g. projects, assignments, group tasks, classwork. Assessment for learning: Provides feedback to learners in order to improve their learning Continuous assessment, e.g. portfolios Assessment of and for learning: Provides a basis for continuing feedback and development as well as an overall record of achievement.

  11. 3. WHERE DOES ASSESSMENT FIT INTO THE CURRICULUM? 3. WHERE DOES ASSESSMENT FIT INTO THE CURRICULUM?

  12. THE WASHBACK EFFECT OF THE ASSESSED CURRICULUM

  13. 4. WHAT DO QUALITY EDUCATION AND QUALITY WHAT DO QUALITY EDUCATION AND QUALITY ASSESSMENT MEAN IN THE CONTEXT OF EDUCATIONAL ASSESSMENT MEAN IN THE CONTEXT OF EDUCATIONAL REFORMS? REFORMS? . Outcomes-based education Modularisation Africanisation and decolonisation Digitalization and the Global Village

  14. OUTCOMES-BASED EDUCATION Advantages Limitations Outcomes make explicit what needs to be assessed Does not recognise unanticipated outcomes The ends are known from the beginning Process neglected in favour of product Provides direction for teaching and learning Questions of content and knowledge might lack depth and systematicity Teacher has scope to adopt appropriate methods Depends on resourcefulnessof teacher

  15. MODULARISATION Advantages Limitations Manageable units Assessment of cross-cutting aspects Options for learners Coherence of whole

  16. AFRICANISATION AND DECOLONISATION Advantages Challenges Can enhance relevance for learners Linking local and global Recovery of African Indigenous Knowledge and tradition Linking African pasts and futures African languages and culture as resources for learning Recognising Africans as global citizens with a unique contribution in the African Century

  17. 5. WHAT IS SUSTAINABLE ASSESSMENT AND HOW DO WE WHAT IS SUSTAINABLE ASSESSMENT AND HOW DO WE DO IT? DO IT? Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development, 1987). Sustainable assessment can similarly be defined as assessment that meets the needs of the present without compromising the ability of students to meet their own future learning needs. (David Boud,

  18. Developing capabilities for self- and peer- assessment Questioning capabilities Problem- posing How can we develop sustainable assessment? Modelling assessment Problem- solving Experiential leaning Critical reflection

  19. SUSTAINABLE ASSESSMENT ASSESSMENT OF LEARNING: SUMMATIVE PRESENT EDUCATIONAL GOALS FUTURE LEARNING NEEDS LIFELONG LEARNING ASSESSMENT FOR LEARNING: FORMATIVE LEARNING THROUGH ASSESSMENT: CONTINUOUS

  20. SUSTAINABLE ASSESSMENT SYSTEMIC LEARNING OF EDUCATION SYSTEM LIFELONG LEARNING OF LEARNERS

  21. 6. HOW CAN WE USE ASSESSMENT FOR SYSTEMIC LEARNING? 6. HOW CAN WE USE ASSESSMENT FOR SYSTEMIC LEARNING? We use summative assessment to assess learners overall achievement of curricular outcomes. We use formative assessment to enhance learners learning. How can we use assessment to improve the system as a whole? How can assessment enhance systemic learning?

  22. 6. HOW CAN WE USE ASSESSMENT FOR SYSTEMIC LEARNING? 6. HOW CAN WE USE ASSESSMENT FOR SYSTEMIC LEARNING? Systemic Learning: - Based on understanding of the education system as a complex adaptive system; - Unexpected emergent properties arise from the system; - System learns and develops through feedback loops

  23. MULTIPLE LEVELS WITHIN ASSESSMENT Learner Classroom Learning can happen at each level within the system. System as a whole School Province/Region Country

  24. IMPLICATIONS FOR CURRICULUM OFFICIAL ENACTED ASSESSED CURRICULA WORK SYSTEMIC LEARNING FURTHER STUDY CITIZENSHIP SUSTAINABLE DEV LIFELONG LEARNING ANALYSIS & REFLECTION LEARNER PERFORMANCE IN SUMMATIVE ASSESSMENT IMPLICATIONS FOR TEACHING AND LEARNING IMPLICATIONS FOR MEETING FUTURE NEEDS ANALYSIS & REFLECTION ANALYSIS & REFLECTION ANALYSIS & REFLECTION TEACHER PROF DEV RESOURCES INTERVENTIONS BEST PRACTICES EXAM SETTING MODERATION INVIGILATION MARKING STANDARDISATION IMPLICATIONS FOR ASSESSMENT SYSTEM

  25. 7. WHATS ON THE AFRICAN HORIZON FOR QUALITY 7. WHAT S ON THE AFRICAN HORIZON FOR QUALITY EDUCATION AND ASSESSMENT? EDUCATION AND ASSESSMENT? Global and local contexts of rapid change Quality education and assessment need to be proactive

  26. Complex -ity Youth Bulge Tech change Demo- cracy Know- ledge economy Climate change

  27. CONCLUSION Quality education leads to and depends on quality assessment but assessment on its own cannot deliver quality education. Assessment bodies and institutions have to be learning organisations in order to develop and deliver quality education and assessment: - learning about the learners (diagnostic and formative assessment); - learning about learners performance (summative assessment) - learning about the system (systemic learning) - learning about assessment (types, forms, impact, global trends) - learning about the changing horizon. This learning can help us to develop sustainable assessment: learners as lifelong assessors of their own learning

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