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Commissioned by the National Council for Curriculum and Assessment, NCCA

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Early Language & Literacy KnowledgeBase

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The  Early Language and Literacy KnowledgeBase  is an online resource supporting language and literacy development in early learners from birth through age eight. Its focus is to support parents and caregivers in helping early learners with their language and literacy development, and teachers in enhancing their instruction for early learners from pre-Kindergarten through Grade 3.

Task 2: Collecting Formative and Summative Assessment Data

Guideline:  A first step in collecting formative and summative assessment data is being aware of the nature and appropriate use of formative and summative assessments. This resource provides resources on using formative and summative assessments in early childhood education.

A Guide to Assessment in Early Childhood

This guide prepared by Washington's Office of the Superintendent of Public Instruction discusses assessment of early learners from infant to eight years of age. As noted in its introduction, "The information provided in this guide is designed to be universally applicable in programs that serve young children with and without special needs, including English language learners, youngsters with economic and developmental risk factors, and those developing typically from birth to eight years of age." Though intended for Washington state educators, educators of early learners in other states may find its content useful.

Assessment in the Early Childhood Classroom

This link to the Utah Education Network (UEN) website provides an overview of assessment in the early childhood classroom. Though intended for Utah teachers, educators of early learning in other states may find its content useful. As noted at its website, "UEN connects all Utah school districts, schools, and higher education institutions to a robust network and quality educational resources."

Attributes of Effective Formative Assessment

This link connects to a paper describing five attributes of effective formative assessment. The paper is a Council of Chief State School Officers (CCSSO) work product coordinated by Sarah McManus of the North Carolina Department of Public Instruction.

Early Childhood Assessment for Children From Birth to Age 8

This document prepared by Pennsylvania's Early Learning Standards Task Force provide guidance to early childhood programs and school districts for the alignment of assessment and curriculum to the Pennsylvania standards for learning for children birth to age 8. Though intended for Pennsylvania educators of early learners, its general content may be useful to educators of early learners in other states. As noted in the report's introduction, "the focus of this report's guidelines is on the process of assessment for the purpose of informing teaching."

Formative Assessment: An Enabler of Learning

This resource is a Margaret Heritage authored article describing how formative assessment is an enabler of learning.

Formative Assessment: What Do Teachers Need to Know and Do?

This Margaret Heritage authored article describes "what the skillful use fo formative assessment looks like." Educators of early learners may find this article helpful with gaining an understanding of formative assessment.

Supporting Early Learning and Development Through Formative Assessment

This link is to a research paper on formative assessment of early learners prepared for Ireland's National Council for Curriculum and Assessment (NCCA). As noted in the paper's General Background section, "the paper responds to questions related to the what, why, and how of formative assessment in early childhood." Though intended for Ireland's educators, educators of early learners in other countries may find its content useful. As noted at the NCCA website, its purpose " is to advise the Minister for Education and Skills on curriculum and assessment for early childhood education and for primary and post-primary schools."

The Classroom Assessment KnowledgeBase

The  Classroom Assessment KnowledgeBase  is an online resource for state education agencies to use as part of their professional development efforts with districts and schools. Organized around five elements, it brings together concepts, how-to guidance, tools, and resources about classroom assessment.

Tudor Grange Academies Trust

Principles of formative assessment

Header image for Principles of formative assessment

‘In a nutshell: The teacher decides the learning intentions and success criteria, makes them transparent to the pupils, demonstrates them …[and] evaluates if they understand what they have been told by checking for understanding.   John Hattie, Professor of Education   

When used effectively, formative assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils.  Teachers can use checking to help them plan lessons, adapt lessons to measured gaps in knowledge and skills, and if necessary re-teach where problems persist.   This page provides information on the principles that underpin formative assessment in the Trust, and the research that supports them 

The research on assessment and long term memory: why is checking important? 

‘Our understanding of the role of long-term memory in human cognition has altered dramatically over the last decades.  It is no longer seen as a passive repository of discrete, isolated fragments of information that permit us to repeat what we have learned…. Rather, long term memory is now viewed as the central, dominant structure of human cognition.  Everything we see, hear, and think about is critically dependent on and influenced by our long term memory.   Paul Kirschner, Distinguished University Professor, Educational Psychology  

Expertise is a function of long term memory.  Experts have a great deal of subject-specific knowledge in their long term memory.  They are able to think abstractly about this knowledge, recognising conceptual links and the deep structure of problems and situations.  Experts have also mastered complex procedures, committing them to long term memory so that they are performed automatically, without thought (Muijs and Reynolds, 2008; Willingham, 2009).  If we want to inculcate expertise in our pupils then we need to ensure they are able to commit knowledge and procedures to their long term memory. 

This is the guiding cognitive principle running through this chapter.  The Trust’s approach to checking aims to support pupils in developing expertise.  Teachers will design checks whose completion facilitates the commitment of this material to long term memory.  They will subsequently use the outcomes of these checks to help children by providing them with information about how to improve the teaching of this important material. 

There are three recurrent themes that emerge in discussions of committing material to long term memory, and these are detailed below.     

  • The best way to commit material or procedures to long term memory is through regular, distributed practice.  Therefore, frequent checking is a key feature of developing expertise. 

‘The neural pathways that make up a body of learning do get stronger when the memory is retrieved and the learning is practised.  Periodic practice arrests forgetting, strengthens retrieval routes and is essential for hanging onto the knowledge you want to gain (Brown et al., 2014,   pp.3-4)  

‘Assessments which are specific, frequent, repetitive and recorded as raw marks will help pupils and teachers to see if learning is happening.  In some cases they will even help pupils to learn’ (Christodoulou, 2016, p.176)  

‘learning in a single block can create better immediate performance and higher confidence, but interleaving with other tasks or topics leads to better long-term retention and transfer of skills’ (Coe et al., 2014, p.17)  

‘Pupils often needed three to four exposures to the learning – usually over several days – before there was a reasonable probability that they would learn’  (Hattie, 2012, p.186)  

‘Pupils should do regular tests, once a week maybe, certainly once every two weeks… Then, the pupils are given answers and mark their own work and don’t even tell the teacher unless they want to.’ (Wiliam, in Hendrick and Macpherson, 2017, pp.34-5)  

‘the only path to expertise, as far as anyone knows, is practice’  (Willingham, 2009, p.137)  

  • The best way to practise complex skills is to break them down, isolate their components, and practise those in a process known as deliberate practice.   Often, though not always, these components consist of domain-specific knowledge.  Therefore, checks ought to address the fundamental concepts within a subject. 

‘Whilst skills such as literacy, numeracy, problem solving and critical thinking are still the end point of education, this does not mean that pupils always need to be practising such skills in their final form.  Instead,  the role of the teacher, and indeed the various parts of the education system, should be to break down such skills into their component parts and teach those instead .  This means that lessons may look very different from the final skill they are hoping to instil’ (Christodoulou, 2016, p.23)  

‘Bloom…saw knowledge as the basis, the foundation of all thinking…as “the necessary precondition for putting these skills and abilities into practice” ’ (Didau, in Hendrick and Macpherson, 2017, p.168)  

‘Although [complex] work activities offer some opportunities for learning, they are far from optimal.  In contrast, deliberate practice would allow for repeated experiences in which the individual can attend to the critical aspects of the situations and incrementally improve her or his performance in response to knowledge of results, feedback, or both from a teacher…During a 3-hr baseball game, a batter may get only 5-15 pitches (perhaps one or two relevant to a particular weakness), whereas during optimal practice of the same duration, a batter working with a dedicated pitcher has several hundred batting opportunities, where this weakness can be systematically explored’ (Ericsson et al., 1993, p.368)  

‘domain knowledge trumps text complexity [in determining how well a text is understood], just as it trumps average reading ability and IQ’ (Hirsch, 2016, p.89)  

‘Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that’s true not just because you need something to think about.  The very processes that teachers care about most—critical thinking process such as reasoning and problem solving– are intimately intertwined with factual knowledge that is stored in long term memory’ (Willingham, 2009, p.28)  

  • Teachers must be constantly alert to misunderstandings as their pupils practice, and modify their lessons so that children correct these misunderstandings.  Therefore, teachers will frequently use the outcomes of checks to inform dedicated improvement and reflection time (DIRT). 

‘It’s these ephemeral, real time moments that are happening live in the classroom that matter so much in terms of anticipating, avoiding, correcting misconceptions, keeping pupils on the right track, making sure they’re always understanding what’s happening.  Even if you gave written feedback after each lesson, which is impossible, but if you did give feedback after every lesson it would still not be as good as responsive teaching, which is responding in the class to the issues that are arising in the moment’ (Christodoulou, in Hendrick and Macpherson, 2017, p.40)  

‘the mistake I made was seeing feedback as something  teachers provided to pupils…  it was only when I discovered that feedback was most powerful when it was from the pupil to the teacher that I started to understand it better .  When teachers seek, or at least are open to, feedback from pupils as to what pupils know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – then teaching and learning can by synchronized and powerful’  (Hattie, 2012, p.173)  

 ‘For pupils, it means gaining information about how and what they understand and misunderstand, finding directions and strategies that they must take to improve, and seeking assistance to understand the goals of the learning. For teachers, it means devising activities and questions that provide feedback to them about the effectiveness of their teaching, particularly so they know what to do next (Hattie and Timperley, 2007, p.102)  

‘Information about the gap between actual and reference levels is considered as feedback  only when it is used to alter the gap.  [Not]  if the information is simply recorded, passed to a third party…or is too deeply coded (for example as a summary grade given by a teacher) to lead to appropriate action’ (Sadler, 1989, p.121)  

‘I often ask teachers whether they believe that their pupils spend as much time utilizing the feedback they are given as it has taken the teacher to provide it.  Typically, fewer than 1 percent of teachers believe this is the case and this needs to change.  The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor’ (Wiliam, 2011)  

Putting it all together 

There are two ways you might conceivably set about training an orchestral violinist.  You might present them with a complex piece of music and teach them to follow it, one step at a time.  With repeated practice they may well learn to play the piece, at which point you would present them with another one.  Given enough time, they would develop a repertoire of complex pieces of music. 

More likely, you would start by teaching them notation and scales.  Then you would move onto learning simple pieces, practising playing with accurate rhythm and pitch.  As time went on you would introduce more notation, more complex pieces and they would continue to practise.  Over time the pupil might forget some of the pieces they had played but the key learning, be it the skill of playing, or the knowledge of how pieces are crafted, would remain. 

It may take the second pupil longer to learn their first piece of grade 8 music, and  they may find that repeatedly practising arpeggios might not feel a lot like playing in an orchestra.  In the long run, though, this is the pupil that will develop expertise.  They will have committed the process of playing and knowledge of the rules of music into their long term memory.  Playing is largely automated: not only can they do it correctly, but they can do it without thinking.  This frees their mental energy to concentrate on the rest of the orchestra, improving their performance.  This also provides them with the ability to be creative, manipulating the knowledge and skill they can summon up automatically.   

Football players practise passing drills, chess players practise by studying openings; chefs practise making basic sauces; children learn to read by practising phonics.  In each case, mastery of the basic concepts is the precondition for expertise of complex skills. 

Checking is crucial to this process.  Every practised scale, passing drill or attempt to read is an assessment.  The effort expended on these assessments helps secure deep learning.  The way the teacher responds to the outcomes of these assessments, re-teaching material when it is not fully grasped, or adding a new layer of complexity when something has been grasped, is a large component in the overall effectiveness of their practice, and a key pillar of the Trust’s Quality First Teaching framework. 

References 

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014).  Make it stick . Harvard University Press.  

Christodoulou, D. (2016).  Making Good Progress?: The Future of Assessment for Learning . Oxford University Press.  

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research.  

 Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance.  Psychological review ,  100 (3), 363.  

 Hattie, J. (2012).  Visible learning for teachers: Maximizing impact on learning . Routledge.  

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

Hendrick, C., & Macpherson, R. (2017). What Does This Look Like in the Classroom.  Bridging the Gap Between Research and Practice .  

Hirsch Jr, E. D. (2016).  Why Knowledge Matters: Rescuing Our Children from Failed Educational Theories . Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.  

Muijs, D., & Reynolds, D. (2017).  Effective teaching: Evidence and practice . Sage.  

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

 Wiliam, D. (2011).  Embedded formative assessment . Solution Tree Press.  

 Willingham, D. T. (2009).  Why don’t pupils like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom . John Wiley & Sons.  

Bjork, E. L., & Bjork, R. (2011). Making things hard on yourself, but in a good way.  IN Gernsbacjer MA, Pew RW, Hough LM, Pomerantz JR, Psychology in the Real World, New York: Worth .  

 Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014).  Make it stick . Harvard University Press.  

 Kromann, C. B., Jensen, M. L., & Ringsted, C. (2009). The effect of testing on skills learning.  Medical education ,  43 (1), 21-27.  

 McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom.  European Journal of Cognitive Psychology ,  19 (4-5), 494-513.  

 Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.  Psychological Bulletin ,  140 (6), 1432.  

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formative assessment ncca

What is peer assessment?

Peer assessment is the assessment of the work of others of equal status. In the context of student learning, peer assessment is used by students to estimate the worth of other students' work with reference to specific and agreed criteria.

(NCCA, 2019)

Peer Conversation stems

The p eer conversation stems below can encourage further thinking and discussion within peer assessment.

(The Core Collaborative as cited in Hattie & Clarke, 2019)

formative assessment ncca

The peer conversation stems are also available as an infographic by The Core Collaborative, which can be downloaded here . Further information from The Core Collaborative can be found here .

What is self assessment?

Self-assessment is the involvement of students in making judgements about their own work, based on features of quality. It is a measure of the extent to which their own work has met these features of quality.

Activating students as owners of their own learning

A useful way of getting students to reflect on their learning throughout their digital portfolio is to ask students to complete a learning log at the end of a lesson/activity/experience.

A learning log is a planned, purposeful, follow-up written response to their learning experience (NCCA, 2015).

“...seeing what has improved and thus identifying a trajectory of development means the student is likely to be able to see how further improvement might be possible (Wiliam, 2018, p. 184).

“The better students are able to manage their learning, the better they learn” (Wiliam, 2011, p.158).

Learning Log Method Example 1:

Students can review their learning journey/progress by reflecting on where they began, how far they have come and how they got there by using the following learning log:

formative assessment ncca

Learning Log Method Example 2:

Students could also be encouraged to use the What? So what? Now what? method as a form of reflection on their learning:

formative assessment ncca

Learning Log Method Example 3:

Students are invited to respond to two of the following prompts:

formative assessment ncca

Getting students to choose which two of these prompts they respond to encourages a more thoughtful approach to the process of reflecting on their learn.

Formative Assessment

Effective use of questioning

Learning outcomes

Effective formative feedback

Learning intentions & Success criteria

Peer & self assessment

Further information

Subject examples

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  • room Assessment

A dual approach to assessment, involving classroom-based assessment across the three years and a final externally-assessed, state-certified examination can enable the appropriate balance between preparing students for examinations and also facilitating creative thinking, engaged learning and better outcomes for students. This approach will recognise and value the different types of learning that take place in schools and will allow for a more rounded assessment of the educational achievements of each young person. You will find the Assessment Guidelines for the Classroom-Based Assessments in music in the Key Documents section.

Glossary

Ongoing Assessment arrow_drop_down

Ongoing classroom assessment practices are of crucial importance in supporting student learning and promoting student achievement. ongoing assessment involves practice that is both formative and summative. formative assessment, complemented by summative assessment, is a key feature of the new junior cycle..

The Learning Journey

Classroom-Based Assessment 1 - Composition Portfolio arrow_drop_down

CBA1: Composition Portfolio for 2nd years 2022 - 2023

Classroom-Based Assessment 2 - Programme Note arrow_drop_down

CBA2: Programme Note for 3rd years 2021 - 2022

Features of Quality: Classroom-Based Assessments arrow_drop_down

Features of Quality: Classroom-Based Assessments

Final Examination - Practical and Written arrow_drop_down

The final examination will consist of a practical examination (30%) and a written examination (70%) and will be marked by the state examinations commission (sec). .

Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2023

Practical Examination

Music Practical Examinations 2023: Memorandum

Written Examination

Junior Cycle Music Final Examination 2022

Subject Learning and Assessment Review (SLAR) arrow_drop_down

Shared understanding of standards within junior cycle will arise through professional discussion in subject learning and assessment review meetings, where staff bring their own examples of student work and compare their judgements with other colleagues and with annotated examples of student work provided by the ncca. over time, this process will help develop a greater understanding of standards and ensure consistency of judgement about student performance..

Assessment Guidelines for CBAs in Music

Supports for the Subject Learning Assessment Review (SLAR) Meeting

SLAR Meeting - An Overview

SLAR Facilitation

SLAR Facilitation Presentation

IMAGES

  1. Four Types of Formative Assessment To Enhance Engagement & Learning (2022)

    formative assessment ncca

  2. 20 Formative Assessment Tools for Your Classroom

    formative assessment ncca

  3. Formative Assessment: An Introduction

    formative assessment ncca

  4. Unit 1: What is Formative Assessment?

    formative assessment ncca

  5. What is Formative Assessment?

    formative assessment ncca

  6. Difference Between Formative And Summative Assessment(With Table

    formative assessment ncca

VIDEO

  1. Assessment For Learning CCE-Continuous Comprehensive Evaluation B.ED. 2ndYr 2023 #learntogethersemi

  2. Formative Assessment 2 of 6

  3. Bilingualism and the CSA

  4. examples of formative evaluation

  5. formative assessment 1 ।। class 8th english workbook solution

  6. Formative Assessment -1 x class 10

COMMENTS

  1. PDF workshop Focus on Learning Formative Feedback

    What is the aim of this booklet? This is part of a set of four booklets aimed at developing assessment practice for teachers in Ireland. Although it is primarily for teachers involved in junior cycle developments, the material and approaches can be used across all sectors.

  2. Assessing early learning through formative assessment: key issues and

    formative assessment early childhood and development professional knowledge ethics Acknowledgements This paper is based on Supporting early learning and development through formative assessment, a background paper commissioned by the NCCA.

  3. PDF Supporting early learning and development through formative assessment

    The purpose of this paper is to review issues related to formative assessment of early learning. The findings of the paper will be used to support the development of the assessment guidelines in the . Framework for Early Learning. 2. The paper responds to questions related to the . what, why . and. how . of formative assessment in early childhood.

  4. PDF Teaching, Learning and Assessment 2021-2022 Pedagogy

    • Assessment data, including the results of standardised tests and other forms of formative and summative assessment, should be used to inform ongoing teaching and learning in 2021-2022. The NCCA Assessment Guidelines for Schoolsare useful in this regard. • The Progress in International Reading Literacy Study

  5. gov

    Assessing Early Learning through Formative Assessment, Elizabeth Dunphy, 2008, NCCA Aistear Síolta Practice Guidelines for Good Practice; Supporting Learning and Development through Assessment Assessment: A focus on Early Years Practitioners Please change your cookie preferences to see this content. Guide to Early Years Education Inspections

  6. Commissioned by the National Council for Curriculum and Assessment, NCCA

    There is also evidence that they are unsure about aspects of assessment practice, for example how to focus their observations and how to use the information gleaned to plan future learning (NCCA, 2005). Indeed, assessment policy and practice 4 Aistear: the Early Childhood Curriculum Framework Executive Summary are areas identified by the ...

  7. Collecting Formative and Summative Assessment Data

    This link is to a research paper on formative assessment of early learners prepared for Ireland's National Council for Curriculum and Assessment (NCCA). As noted in the paper's General Background section, "the paper responds to questions related to the what, why, and how of formative assessment in early childhood." ...

  8. PDF Assessing early learning through formative assessment: key issues and

    This paper reviews the research on formative assessment of early learning and development. In doing so, it explores important theoretical constructs related to early learning and synthesises research related to key aspects of young children's learning.

  9. The National Center for Credibility Assessment (NCCA)

    For more than 60 years NCCA and its predecessor organizations have served as the government's premiere educational center for polygraph and other credibility assessment technologies and techniques. Its central mission is to assist federal agencies in the protection of U.S. citizens, interests, infrastructure, and security by providing ...

  10. Formative Assessment using Digital Portfolios

    (NCCA, 2019) Creating success criteria. Success criteria are specific, concrete, measurable statements that describe what success looks like when the learning intention is reached. It is important that both the learning intention and the success criteria are communicated with the students. ... Formative Assessment. Effective use of questioning ...

  11. Teachers' Essential Guide to Formative Assessment

    A formative assessment is a teaching practice—a question, an activity, or an assignment—meant to gain information about student learning. It's formative in that it is intentionally done for the purpose of planning or adjusting future instruction and activities.

  12. Formative assessment: A systematic review of critical teacher

    1. Introduction. Using assessment for a formative purpose is intended to guide students' learning processes and improve students' learning outcomes (Van der Kleij, Vermeulen, Schildkamp, & Eggen, 2015; Bennett, 2011; Black & Wiliam, 1998).Based on its promising potential for enhancing student learning (Black & Wiliam, 1998), formative assessment has become a "policy pillar of educational ...

  13. Modern Foreign Languages

    The formative assessment information leaflet introduces MFL teachers to formative assessment, how it supports teaching and learning, along with strategies that apply to the MFL classroom. ... The NCCA Focus on Learning toolkit booklets are a self-guided resource to support MFL departments and teachers to explore formative assessment when ...

  14. Principles of formative assessment

    When used effectively, formative assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. Teachers can use checking to help them plan lessons, adapt lessons to measured gaps in knowledge and skills, and if necessary re-teach where problems persist.

  15. Formative Assessment using Digital Portfolios

    Peer assessment is the assessment of the work of others of equal status. In the context of student learning, peer assessment is used by students to estimate the worth of other students' work with reference to specific and agreed criteria. (NCCA, 2019)

  16. Music

    Ongoing assessment involves practice that is both formative and summative. Formative assessment, complemented by summative assessment, is a key feature of the new Junior Cycle. The Learning Journey ... work and compare their judgements with other colleagues and with annotated examples of student work provided by the NCCA. Over time, this ...

  17. Minister Foley announces appointment of new National Council for

    Last updated on 6 April 2022. The Minister for Education Norma Foley TD today announced the appointment of the new National Council for Curriculum and Assessment (NCCA) for a four-year term until 28 February 2026. The NCCA advises the Minister for Education on curriculum and assessment from early childhood to the end of second level education.