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CRITERIOS E INSTRUMENTOS DE EVALUACIÓN - Rebeca Anijovich #Pedagogía — Transcript

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0:00Good morning, and welcome to the
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0:22and training courses.
0:24We are going to work on topics that are
0:27very important in evaluation. And there
0:30are several of them together under this
0:32title, right? On the one hand, the
0:35criteria, on the other hand, the
0:37instruments, and on the other hand, the
0:39importance of assessing evidence. So,
0:42as we always do, I am going to share
0:45with you some more conceptual issues
0:48and examples that will help you think
0:51about how this can be put into practice
0:54. Look, I want to first share a
0:59reflection, a wonderful text by Eisner.
1:03Eisner is someone who writes about the
1:06subject of art education and has a text
1:09related to evaluation that I think, in
1:13a way that I would say is quite poetic,
1:16right?,it introduces us to the issues
1:19of evaluation. in particular, some of
1:21the ones that I am concerned about
1:23sharing with you today, which have to
1:26do with the idea of transparency in the
1:28field of evaluation. And Eisner says, "
1:31Evaluation as educational criticism is
1:34valid and reliable," he says, "when it
1:38enables someone to see what would
1:40otherwise remain hidden. In the same
1:45way, he says, a critic helps us see in
1:48a film or a painting, right? In a show,
1:51what would otherwise remain hidden,
1:56right? For example, if one goes to a
1:59museum, many times if one is
2:01accompanied by someone who knows about
2:03art, they will surely show us in those
2:06paintings something that the general
2:08public does not see at first glance.
2:12And so Eisner says that the evaluator,
2:15whoever it may be, has, he says, or has
2:19or should have, right?,solvency and
2:22expertise to see and help see hidden
2:25aspects of the object situation. In
2:29this case, the object situation is
2:32learning, and it seems to me that it is
2:35a view from another place, from someone
2:38who has to do with art and that makes
2:41us think: how is evaluation not simply
2:44about learning, but also about
2:47revealing what is hidden? It helps us
2:50to better understand a film, to better
2:52see a painting in a museum. So this
2:56idea of Eisner's made me articulate all
3:00the time with what we have been working
3:03on in evaluation, which is to make
3:06evaluation criteria transparent, right?
3:10The need to not walk blindly through
3:12classrooms, for students to know what
3:15these evaluation criteria are, but not
3:18only to know them, but also how to work
3:21in the field of formative evaluation
3:24with these evaluation criteria. When we
3:28think about criteria and ask someone,
3:32well, what do they refer to, right?
3:36When we talk about criteria, you will
3:39see that there are many ways to explain
3:42the subject of criteria. Well, the
3:44first is that in something very simple
3:47like a question that asks what to look
3:50for in a student's production or
3:52performance, right? Criteria help us,
3:55they give us clear indications about
3:58what we are going to look at, what is
4:01the meaning of what we are going to
4:04look at in the learning of children and
4:07students. If we use more academic words
4:12like Sadler's, Sadler will say that
4:15they are parameters, right? Criteria
4:18are parameters with which I am going to
4:21judge the attributes of an object, that
4:24is, I am going to judge the
4:28characteristics, the quality of an
4:31object, which in this case would be
4:34referring to student learning. And if I
4:37go back to the idea of criteria and
4:40transparency, I need to not only have
4:43very clear criteria for how I am going
4:46to look at student learning, but those
4:49criteria also have to be transparent
4:52for the students themselves. Why is it
4:56necessary that these criteria be made
4:59transparent for the students? Because
5:02the more students understand that it is
5:05important to look at their learning,
5:08the more we will achieve what formative
5:11assessment aims to do, which is for
5:14students to learn to self-regulate
5:16their own learning. And self-regulating
5:20their own learning has to do with an
5:23autonomous student, with a student who
5:26is capable of realizing not only what
5:29they are learning, but how they are
5:32learning it. That means that we have to
5:36work with the evaluation criteria, we
5:39have to share them with the students,
5:42we have to dedicate time so that
5:45students learn the meaning, the what
5:48for, the why. We need them to know and
5:51take ownership of the evaluation
5:54criteria, because we are going to want
5:56them to use these criteria when they
5:59self-assess and when they provide
6:02feedback to a peer. None of these
6:05practices can be done if the assessment
6:08criteria are not clear and understood
6:11in depth, and you will see that they
6:13can be shared in different ways. In a
6:17moment, I am going to give you some
6:19examples of how these assessment
6:21criteria can be shared. For example, I
6:25am going to first give you an example
6:27of this idea of why it is important for
6:30students to understand them in order to
6:32regulate their own learning process.
6:35For example, if students interpret a
6:39reading task that we propose to them,
6:43and they understand that the best way
6:49they can learn it is by relying upon
6:52their memory, that is a common approach
6:54for them. If they consider and
6:57interpret that this reading task is
6:59actually a memorization task, they will
7:02go look for memorization strategies to
7:04find the best possible way they can
7:07learn that material by heart. But if
7:10students interpret precisely from the
7:13assessment criteria that the task
7:16requires comprehension and application,
7:19not memorization, they will use
7:21strategies such as, for example,
7:24explain in their own words, offer an
7:27example. And note that when faced with
7:30the same task, the interpretations are
7:33different if students are not clear
7:36about what we are going to look at in
7:39that reading task. If they think that
7:42we are going to see if they can repeat
7:44the reading from memory, then they will
7:46use learning strategies such as
7:48memorization. On the other hand, if
7:51they understood from the criteria that
7:53they have to show comprehension of the
7:56reading, not repetition of the reading,
7:58well, they will use other strategies
8:01such as their own words or the
8:03possibility of offering an example.
8:07Within curriculum designs, we are
8:09accustomed to finding what are formally
8:12referred to as learning standards that.
8:15Learning standards constitute, in a way
8:18, very precise and common criteria for
8:21all students, not only to know if the
8:25student has reached the standard, but
8:28also to know how much is missing, how
8:31far or close they are to reaching that
8:35standard. With which one would say, uh,
8:38if we were looking for a metaphor,
8:40right?, the standard could be like a
8:44GPS that not only tells us where we
8:47have to go, but also guides us on the
8:50paths that we have to take. that we
8:53have to walk to get to where we need to
8:55go. This work also involves making
9:00criteria transparent, accounting for
9:04standards. We often accomplish this
9:07through the written work that students
9:10produce, we do it by observing a
9:12student while they are learning, but we
9:15also do it by means of the interactions
9:17that we have with them. Now that we
9:21have returned to in-person instruction,
9:24the interactions, the dialogues between
9:26teachers and students, and the
9:29dialogues between students themselves,
9:31all serve to constitute essential
9:35pieces of evidence of learning within
9:38the scope of formative assessment. It
9:41was also like that during the moments
9:43when we were in virtuality, with the
9:46student's interaction, for example,
9:48with a computer; where many times,
9:50through platforms, students were
9:52offered certain activities, the
9:55students performed those tasks, and the
9:57same application would then offer them
10:00some type of response. And this also
10:02happens many times with books, with
10:05manuals, where there are exercises
10:08proposed for students and some answers
10:11appear on the previous pages so that
10:14students can check and validate their
10:17answers and, obviously, their learning.
10:22evaluation criteria, as you may infer
10:25from what I have been sharing, are
10:28those which are used by teachers and
10:30are also utilized by the students
10:33themselves. In other words, we teachers
10:36identify the evaluation criteria, we
10:39build them, we use as a reference what
10:43the curriculum design shows us in terms
10:46of standards. And we do this to
10:49evaluate students 'learning, but also
10:52so that students use the criteria to
10:55develop those metacognitive skills,
10:58those competencies of learning to learn
11:01, right? So, I was giving you some
11:04examples of how to teach students to
11:07use evaluation criteria. For example, a
11:11very nice, very rich, very challenging
11:14activity is: if I share the evaluation
11:16criteria with the students and I tell
11:19them" you have to develop, for example,
11:22your ability to establish relationships
11:25between different concepts ", I'm going
11:28to ask the students, as a first
11:30activity, to explain in their own words
11:33what they understood from the criteria
11:36that I shared with them. That is a
11:38first exercise that aims for the
11:41student, in addition to understanding
11:44the criteria, to take ownership of them
11:48and not feel alienation with those
11:51criteria saying," Well, the criteria
11:54matter to the teacher, but not to me.
11:57No. I have to understand the criteria
12:00so that I can use them later, uh, to
12:02look at my own productions and
12:04performances. "Another exercise that we
12:08do when we teach them to use the
12:11criteria is, we offer them...I always
12:14suggest that they save their students'
12:17productions and, of course, remove them
12:21, remove the names and, for example,
12:24give the students three examples of
12:27three productions by children from the
12:31previous year and ask them to order the
12:34productions from best to worst. For
12:38example, out of three productions, ask
12:40the children to say which one they
12:43think is the best and explain why, and
12:45which one they think is the worst, or
12:48which one is first, second, and third
12:50and explain why. When students do that,
12:53they are working, even if they don't
12:56know it, with evaluation criteria. Then
12:59we share them, discuss them, and once
13:02again, make the student take ownership
13:05of the criteria, right? And a third
13:08example, these are just examples, right
13:10? is to review those three productions
13:13that I gave you, which are from
13:15students from previous years, with a
13:17rubric or a checklist. In other words,
13:20they put themselves in the role of
13:22evaluators and evaluate those
13:24productions with the criteria and
13:27descriptors that are in a rubric. These
13:30are examples of how we help students
13:33take ownership of the evaluation
13:36criteria so that they can then work
13:39with instruments and assess their
13:42learning. Assessing learning in general
13:46is a task that we teachers primarily
13:48perform, but we also know that, within
13:51the field of formative assessment,
13:54activities involving self-assessment
13:57and peer feedback strengthen that
13:59essential competence of learning how to
14:02learn, don't we? Learning, learning,
14:05and developing autonomy. So, when we
14:09are going to assess students 'learning,
14:15we are going to assess products and/or
14:19performances. And just as a simple
14:22example, I can show you why the
14:25evaluations are obviously concerned
14:28with both of these issues. Examples of
14:31products. When a student makes a model,
14:34when a student writes a book review,
14:37when a student films a video, when a
14:42student uses a map, an animation, when
14:46a student analyzes a magazine article
14:49or writes an article, those are all
14:53products, right? Productions that the
14:56student shows us that we can see that
14:59they are tangible, right? And we are
15:02going to offer evaluations on that, but
15:06we also offer evaluations on student
15:09performances. What are performances?
15:12For example, observing a student in a
15:15debate, observing a student in a role
15:18play, in a dramatization, observing a
15:22student using an application in the
15:25computer lab or in the chemistry lab.
15:29Observing students in a play means that
15:35learning assessment will be done both
15:38through productions, tangible products
15:42that I can read, that I can observe,
15:45that I can look at as a finished
15:48product, as well as performances: how a
15:52student debates, how a student
15:54communicates their ideas, how a student
15:58makes a presentation, for example, in
16:01PowerPoint, of the work they did. So,
16:06we are able to conduct those specific
16:09assessments in a narrative manner, are
16:12we not, of course? Writing an
16:15assessment for the student when we
16:18offer feedback within our formative
16:21evaluation process, but we also make
16:25use of various assessment assistants.
16:29Checklists are examples of what we call
16:32assessment assistants in the field of
16:34formative assessment. So, look, here
16:37you have one that is a checklist in
16:41terms of self-assessment, but it has a
16:44column for the teacher to offer
16:47feedback and obviously that implies
16:50assessing the student's production,
16:53right? So here, as a self-assessment,
16:56the student says," The guidelines for
16:59doing the work were clear to me. I
17:01completed the activity within the
17:03requested time, and I asked my family
17:05for assistance with the task. I would
17:08like to do an activity similar to this
17:10one. "This is in self-assessment mode,
17:13but it could also be a method for me,
17:16the teacher, to use for evaluation. I
17:19would state that the guidelines for
17:22doing the work were clear to the
17:24student, and that the student performed
17:26the activity in the requested time,
17:28right? I am making assessments, in this
17:32case quite simple, because I am marking
17:36with a sign, with a little cross, with
17:39an X, what the student is doing and the
17:42frequency. Furthermore, I will evaluate
17:45when I provide feedback. If the student
17:52completed the activity in the requested
17:53time, I will, for example, value it as
17:54positive that the student can complete
17:55their work in a timely manner, which
17:55would allow the student to avoid
17:56falling behind in their learning. If
17:57the student did the activity in the
17:57requested time, I am going to, for
17:58example, evaluate as positive that the
17:59student can respond to their activities
18:00in a timely manner and that would allow
18:00the student, for example, not to fall
18:01behind in their learning. So, as you
18:11can see, I would be fulfilling several
18:12functions. In this case, this
18:14self-assessment evaluation assistant
18:17for the student, but also so that the
18:20teacher can assess what the student was
18:23doing. Also, the rubrics that we have
18:27been working with are one of the best
18:29examples that we currently have at our
18:31disposal to assess the learning of our
18:34students, wouldn't you agree? Look,
18:36here you have a piece of a rubric based
18:38on a learning goal that the student had
18:40to achieve, which is to build
18:42historical interpretations, right? And
18:44then the criterion that arises from one
18:46of the skills, right? No, from the
18:55competence of building historical
18:58interpretations, says," Develops
19:00explanations about historical processes
19:02and inside there are descriptions that
19:05will become the assessments that I will
19:08offer to the student. For example, I
19:11could say that Alan uses a variety of
19:14pertinent sources of information and
19:18that Alan explains those sources of
19:21information in his own words and
19:24justifies them with bibliographic
19:27sources. That means that I am assessing
19:31three important aspects of Alan's work.
19:35who uses a variety of sources of
19:38information, who explains in their own
19:41words, and who justifies their
19:43explanations with bibliographic sources
19:46. As you can see, I am doing three
19:50assessments. Only instead of writing
19:54these assessments, I have them
19:57predefined in a rubric, which makes it
20:01easier for me, especially when I have a
20:05large number of students. For example,
20:09a high school teacher, well, who often
20:11has a lot of courses and does not have
20:14time to write narratively. So, having
20:17this written in the rubric, having
20:20identified different levels of quality
20:23of this criterion, helps a lot in
20:26giving feedback to students. Here is
20:30another example, where the objective of
20:34this instrument is to assist students
20:37so they are able to visualize their own
20:40learning, right? So, for example, it
20:44offers some statements. Notice that it
20:47asks the student to identify one or two
20:50strategies that they have used while
20:53reading the text, right? For example,
20:56it tells them to identify if, while
20:58reading the text, they made connections
21:00between prior knowledge and the text,
21:03if they were able to formulate
21:05questions during their reading, and if
21:07they could identify the author's
21:09purpose, right? And it also asks, look
21:13at the column next to it, that the
21:16student describe when and how they used
21:19those strategies, right? And it does
21:22this as a self-assessment. Then, I, the
21:25teacher, am going to assess later based
21:28on the answers that the student writes
21:31here. Let's suppose that the student
21:34says, "I asked questions while reading
21:37the text," and next to it, he wrote
21:40that he asked those questions at the
21:43end of the text, right? And he used
21:45them to see if he had understood the
21:48text or not. Regarding that, I can
21:50assess both something that he did well,
21:53right? Tell him, "Well, uh, I
21:55appreciate that you included several
21:58questions while reading the text, but I
22:01could also make a suggestion to improve
22:04those questions." So, I would be
22:07assessing an aspect of the student's
22:10strength, but I could also be adding a
22:13suggestion. Also, take note that we can
22:17request the student to complete this
22:20questionnaire or protocol, as a way of
22:24performing a self-assessment exercise,
22:27for example. We ask the student to
22:30write down what they know today and
22:32didn't know yesterday. What they know
22:35today and can do, what they do today
22:38but haven't done yet, or what they
22:41don't do. And regarding this, I could
22:44once again assess what the student has
22:48learned and can do, and could provide
22:51feedback on what they know but can't do
22:55. And so, throughout the entire time,
22:58my assessments will be supporting the
23:01students' strengths and their
23:03improvements through suggestions,
23:06through guidance, and through the use
23:09of specific examples. I've already
23:13shared this many times, and I'll
23:15mention it again because teachers are
23:17using the protocols, right? And so I
23:20assess it in a different way here. I
23:23assess a student's production when I
23:25tell them to keep doing something
23:27they're doing well. I assess it when I
23:29tell them to start doing something
23:31they're not doing yet. It means that I
23:34am indicating that something is missing
23:37, but at the same time I am suggesting
23:40and guiding what needs to be done. I
23:43also propose that you review something
23:45that is not right. It means that my
23:48assessment is not always about what is
23:50right or what is positive or about the
23:53strengths. The assessment is also about
23:56what is right, what needs to be started
23:59on because it is not being done, and
24:01what needs to be reviewed. What do I
24:04tell this based on? Based on how far or
24:08close the student is to achieving the
24:11skills and competencies that they need
24:15to achieve, right? Note that here I
24:19have another example, another feedback
24:22model that has four parts where I am
24:25going to summarize in one or two
24:27sentences what the student achieved in
24:30a piece of work during the student
24:33assessment. Then, as a second step, I
24:37am going to detail which of the
24:39evaluation criteria the student
24:42achieved and which ones they still need
24:44to achieve in order to achieve the
24:47capacity and then the competence. The
24:50third step will be to redirect students
24:54who did not achieve their goals, with
24:57the intention of having them review
25:00their learning or seek help from a peer
25:03or the teacher. The fourth step is to
25:07ask them to resubmit their work or redo
25:11an activity in which they can
25:14demonstrate what they learned. This is
25:17another way, another strategy that I
25:20will use to assess. I would like to
25:25show you a checklist that is intended
25:29for us teachers, wouldn't you agree? To
25:32check in some way and to validate for
25:34ourselves if we are on the right track
25:37with how we are assessing students '
25:39work, and that is done by way of a
25:42self-assessment. Look, I identify and
25:45communicate strengths and achievements.
25:49I could answer yes or no. I identify
25:51and communicate aspects that need
25:53improvement, I could always say yes or
25:56no. I promote instances of dialogue
25:58with students, that is, between
26:00students and teachers and between
26:02students among themselves. I promote
26:05self-assessment practices. I promote
26:08peer-assessment practices. I offer
26:12questions so that students can seek
26:15answers or think about how they are
26:19learning. I offer specific, concrete
26:22suggestions. I offer suggestions by
26:26showing examples. I use a warm and
26:30respectful tone to communicate the
26:32assessment and I listen carefully to
26:35what students have to say. And that is
26:40a kind of checklist, right?,for me as a
26:43teacher, to know if I am on the right
26:46track in the ways in which I am
26:48offering assessment. And perhaps I
26:51realize that I am only using practices,
26:54for example, of self-assessment, but I
26:56am not communicating strengths and
26:58achievements, or I am not offering
27:01examples for improvement, right? It is
27:03a nice exercise for us teachers, to
27:06think of ourselves as teachers who are
27:09assessing students' learning. We also
27:13have learning portfolios, which are
27:16very valuable tools for collecting
27:19evidence of learning and assessing the
27:23evidence that a student puts into a
27:26portfolio. And there we have, look,
27:29process portfolios, progress portfolios
27:32, and now I'm going to give you an
27:35example, or they can be product
27:37portfolios. A process and progress
27:41portfolio can be a portfolio where I
27:44ask the children once a month to
27:47include a written production in the
27:50portfolio, right? For children who are
27:54in their literacy process. And I ask
27:57them, at the end of the month, to
28:00choose the best written production they
28:03did that month and include it in their
28:06portfolio and explain why. Do you think
28:08it's the best? The following month, at
28:12the end of the following month, I ask
28:15them to choose a second written
28:17production, but I tell them to look for
28:20one that is better than the one they
28:23put in the previous month, and so on
28:25every month. And then, at the end of
28:28the year, I'm going to have a portfolio
28:31, let's say nine productions, 10
28:33productions, and the children will be
28:35able to see how they improved from one
28:38month to the next, and I'm going to
28:40evaluate the productions that the
28:42children put together and justify them:
28:45Why do they think that's a good
28:47production? In the case of a product
28:50portfolio, I can use it as a portfolio
28:54of final productions; and then I can
28:57ask the student, for example, halfway
29:01through the year to look for all the
29:04activities we've done, that is, all the
29:07evidence of learning that they've shown
29:11, to find the five best ones, put the
29:15five best ones in the portfolio and
29:17explain why those five are the best.
29:20Justify them and then I can evaluate
29:22the final productions. There I will not
29:25assess the process progress, but rather
29:28I will assess final productions. I also
29:32want to share with you in this meeting
29:36another resource which is very dear to
29:39me, because it helps us think deeply
29:42about how we can offer meaningful
29:45assessments for the students 'work.
29:48These are five questions that I ask
29:51myself when I'm going to read students'
29:53work. The first question I'm going to
29:57ask myself is, what evidence do I find
30:00in this student work, in this evidence
30:03of learning that shows what the student
30:06understood? So, I look at the work of
30:10one or all of my students. Let's say I
30:15look at the work of the first exercise
30:17that I proposed and look for evidence
30:20that tells me, "Did my students
30:23understand this idea?" The second
30:25question is the same, but I look for
30:28evidence of what they didn't understand
30:30. I realize when reading my students '
30:33responses to this work that I asked
30:35them to do that there is something they
30:38didn't understand, and that is very
30:41important information so that I can,
30:43for example, plan my next class by
30:46going back to what the students didn't
30:48understand. The third question I ask
30:51myself: is there a student who solved
30:54something in an unusual or very
30:56different way, something that I didn't
30:58expect? Either because it was very good
31:02and I didn't expect such good work, or
31:04because it was so different from what I
31:07expected that it's worth looking at
31:10what happened there. The fourth
31:13question is whether any instructions,
31:15more instructions or something
31:17different would have been needed for
31:20the students' production to be better.
31:23And the fifth is always whether I
31:25should have taught it again or
31:28differently based on what I find in the
31:30work. This is an exercise that it is
31:34not necessary for us to perform for
31:36every single production of the student.
31:39Of course. I always say that these
31:42questions help us to understand better
31:45and offer better assessments. And we're
31:48going to ask it about some evidence of
31:51learning that is important, that is
31:54complex, where the students have to
31:56demonstrate several skills. We're not
31:59going to ask it when we ask the student
32:02, for example, to draw a cat, right? If
32:06we aren't going to do it for more
32:08complex productions, where the student
32:10is required to put various different
32:13skills into practice. To conclude, when
32:17I make assessments, please remember
32:19that these are based on providing
32:22feedback, even if later on in the
32:25process I am required to evaluate them
32:28or assign a specific numerical grade,
32:31is that understood? But assessments go
32:34hand in hand with these tools that I
32:37showed you as assessment aids, but also
32:39, as I said, hand in hand with
32:42narratives. When I am going to write a
32:45text to assess a student's work, then
32:50in that writing I can describe what the
32:54student did, I can assess strengths, I
32:57can ask questions so that they think
33:00not only about what they are showing
33:03they learned, but also how they are
33:06showing their learning. In that
33:09narrative I can offer examples, in that
33:12narrative I can offer suggestions,
33:15right? In that narrative I can scaffold
33:18students by showing them, for example,
33:21how I do the same thing that I am
33:24asking them to do. I will stop sharing
33:27my screen here, because the commitment
33:30is always that we have enough time to
33:33talk, for you to share concerns and
33:36doubts, for you to be able to ask
33:39questions again, to rethink the
33:41practices you are performing daily and
33:44to be able to consider: "Well, what is
33:47the next step that I can take?" What
33:50could I add to what I do daily to
33:53achieve, on the one hand, better
33:56learning and, on the other hand, better
33:59evaluations? And one more thing I want
34:03to say, and yes, I'm going to close now
34:06, is that it is very important for us
34:09to offer evaluations also when we ask
34:12questions and students answer questions
34:15, right? Whether orally or in writing.
34:19And here I would like to be
34:22particularly careful that many times
34:26students answer questions that are
34:30basically what we want to hear. Haven't
34:34you seen those questions that one asks
34:37and the student answers, not what they
34:40really think or know, but answers to
34:43please us? They answer us with what
34:46they know will make us happy in some
34:50way or that will help them, of course,
34:53to get a good grade or to have a good
34:56evaluation. And so, we say that we have
35:00to be careful that the student is not
35:02working with a concept that many
35:05authors have worked on, which is called
35:08ritual knowledge, right? Where the
35:11student does a task or answers without
35:14understanding what they are answering.
35:18And that often happens, for example,
35:21when they study something by heart and
35:24repeat it because with that repetition,
35:27I will say, they pass, but in reality
35:30they are not understanding anything at
35:33all and it contributes to what the
35:36different authors Edward and Merer,
35:39Perkins, have called "ritual knowledge"
35:42, right? Which is not transferable,
35:45which is superficial and I will say, as
35:49at least many Argentine students here
35:52say, I don't know if Peruvian students
35:56say the same: "With this answer, I
35:59don't pass, and it doesn't matter if I
36:03understand it or not, but I get a good
36:06grade." That's what ritual knowledge
36:08does. That's why we don't want to work
36:11with ritual knowledge. We don't want to
36:14assess students 'ritual knowledge, but
36:17rather we want students to understand
36:19why, what they are learning what they
36:22are learning for, why they need to
36:24develop certain skills, and how they
36:27are going to articulate the skills with
36:30the disciplinary knowledge and the
36:32content. Well, that's where we're
36:35headed with our work.
36:37We have here three questions that we
36:40have been uploading to the Drive, and
36:43they are phrased as follows: How should
36:46the assessment of evidence of learning
36:49be carried out? And what elements
36:53should this assessment contain? Doctor
36:56Rebeca, if you could perhaps enlighten
36:59us here in Peru, as you probably
37:01already know from the time you've been
37:05with us in the country, we have a focus
37:08on skills, and sometimes when working
37:11with a pressure-based approach or an
37:13approach, these assessments change.
37:16Perhaps you could clarify. Thank you
37:19very much.
37:20Yes, of course. Look, of course, as you
37:24just mentioned, the methods used for
37:27assessment must take the context into
37:31account. Who am I assessing, is it a
37:33young child, or is it an adolescent
37:35that I am evaluating? And what is the
37:38social and economic context in which
37:41that child, that teenager, let's say,
37:44moves? But I believe that there are
37:47some elements that are common and that
37:49should not be missing in an assessment.
37:54And I'm going to say them, no, no,
37:57there's no particular order, but first,
38:01one has to be able to identify with
38:05enough specificity the strengths,
38:08progress, and achievements of that
38:11student's production or performance.
38:15And not in terms of commitment, right?
38:19I mean, I'm not going to tell him, "
38:20Well, because I want to assess, I'm
38:22going to say, well, very good, you work
38:24very well, right? And really you don't
38:27work well, but I'm going to tell him
38:29that to encourage him, right? I have to
38:31be able to, and that is, I would say,
38:34for me it's one of the biggest
38:36challenges that we teachers have, which
38:39is to be able to identify progress,
38:42achievements, strengths in the
38:44student's production, right? And so an
38:48assessment can begin with the word I
38:52observe, that you've been working,
38:55let's say, using different sources of
38:59information, right? And how valuable it
39:03is to have the opportunity to look at
39:06different sources of information to be
39:09able to compare or to be able to
39:11broaden the vision on a topic. Uh, so I
39:15make the effort to find something that
39:18he did well, something in which he made
39:21progress or something in which he
39:24achieved. That is an element that any
39:27assessment must have. A second element,
39:32uh, of assessments, of course, has to
39:36do with, uh, offering suggestions,
39:40guidance, examples. Yes. And when we
39:44offer suggestions, the suggestion has
39:47that is first possible to carry out. I
39:50mean, sometimes we offer suggestions
39:53that are so utopian that the student
39:57can't do it, I mean, it's so far beyond
40:00their possibilities, right? So, we
40:04often offer them very general guidance
40:07or suggestions, right? And we tell them
40:10," Well, you have to look for more
40:12sources of information and that's it. "
40:14And that is a suggestion that may be
40:17pertinent, but that in no way gives the
40:20student clues about how to search,
40:22where to search, or how to look for
40:25more sources of information. So, we
40:28offer suggestions there. We also think
40:32it is very important to offer questions
40:36, but questions that fundamentally aim
40:40to help the student realize how they
40:46are learning. For example," Can you
40:49explain to me how you realized that you
40:53had to find a different ending for this
40:57text? "So I am not asking about the
41:00ending of the text, I am asking how you
41:03realized that the ending of the text
41:05was not right and you had to change it.
41:08Because those types of questions are
41:11reflective questions that have an
41:13important objective, which is to
41:16develop the skills of learning how to
41:18learn. So, offering questions not so
41:22that they answer questions about the
41:25content of the text, but questions
41:28about how they are doing it. And the
41:31evaluations also have, I would say,
41:34more emotional aspects, right? Where
41:37one connects with the student and can
41:40ask them if it was difficult or easy to
41:43do that task, if, for example, felt
41:48that he was rushing through it, that he
41:50didn't have enough time, if he felt
41:53pressured to do the task, which are
41:56questions that have more to do with, uh
41:59, how the student felt, how he
42:01perceived the task, right? And those
42:04are also issues that shouldn't always
42:06be asked; sometimes I don't need to
42:09because I'm sitting, for example,
42:11talking to the student and I know
42:14perfectly well how they feel and I see
42:17them every day in class. But, on other
42:20occasions, when I don't have that
42:22possibility because I have a lot of
42:24students, well, the evaluations can
42:27also include these questions that have
42:29more to do with connecting with the
42:32student: how they feel, uh, what level
42:34of confidence they have in how they're
42:37learning. Sometimes the student says,"
42:39Well, I can't do it, I can't do it, I
42:41don't know how to do it, right? "" And
42:43then we can help him with some
42:46assessment. There we would be, let's
42:49say, choosing as elements that for me
42:52should definitely be in the assessment.
42:55Doctor Rebeca, thank you very much for
42:57addressing this point. In Peru, in our
43:00curriculum there is an important aspect
43:04of what you have been saying regarding
43:08achievements known as successes and
43:11errors. And there is an important
43:14aspect that also indicates that the
43:17teacher must find the probable reasons
43:20for the difficulties that the student
43:23has. Sometimes when someone enters the
43:27classroom, many times the entire
43:29process of interpreting the evidence is
43:32not so developed. Ask you again, doctor
43:36, how do you think a teacher should
43:38approach this process of finding out
43:40what the reasons are for the student's
43:42failure to achieve a certain
43:44performance? Perhaps in Argentina there
43:47are strategies that have been developed
43:49so that we can also incorporate the
43:51performance of our teachers in our
43:53country.
43:55Look, we always have students who are
43:59not achieving the learning that they
44:02should achieve and there I would first
44:06make a distinction. In itself, it is
44:10about priority learning, because we
44:13come from 2 years of a pandemic, where
44:16in fact one could say that there was
44:20less learning, generically speaking,
44:23right?,due to the same circumstances,
44:26right?,of isolation, of what it meant
44:29to work in conditions so different from
44:33those to which we were accustomed. So,
44:36first I would distinguish between these
44:39, let's say, if what the student does
44:41not achieve is priority learning, or if
44:44the student does not achieve learning
44:46that we could consider more secondary,
44:49if you like. Why do I say that? Because
44:51the concern is not the same if the
44:54child is not learning to read or not as
44:57if the child had to read three texts
44:59and only read one, right? In other
45:02words, for me there is a first
45:03distinction that must be made. The
45:06second is that in order to help someone
45:10who has not yet achieved learning, I
45:12need that child or young person to be
45:15clearly aware that they are not
45:18achieving it, because the work does not
45:21have to be mine alone, the work has to
45:24be done together by me and the student.
45:27If the student does not realize that
45:30doesn't know, doesn't understand, can't
45:32move forward, it becomes more difficult
45:35for us teachers to work with them, to
45:38support them. So, for me it's very
45:40important to be able to show the
45:43student, for example, where they are;
45:46that is, what they have achieved, and
45:48show them the path they still need to
45:51follow and think with them, or suggest
45:54or guide very specific strategies to
45:57see how to move forward; specific and
45:59gradual, right? Let's see if this week,
46:03right? You can move forward with this
46:06and next week we'll move forward with
46:07another and the week after that with
46:09another. And that implies support along
46:13the way, so that the information in the
46:17curriculum design about the different
46:21levels of performance helps me, right?
46:25Because if I know that the student, for
46:28example, can only describe a historical
46:31event and has to be able to analyze
46:34causes and consequences, then that
46:36example, that material in the
46:38curriculum design helps me to say: "
46:41Look, here are four...I'm going to take
46:44an example, here are four steps."
46:46You're on the First, and that's great,
46:49and to value what he achieved on the
46:51first step. "But look, we need to move
46:54on to the second, to the third, and
46:56I'll share with you where he needs to
46:58go. So, there's a task there that's
47:01partly facilitated by all the
47:03information in the curriculum design
47:05and partly, of course, is our
47:08construction, knowing the student and
47:10their circumstances. On the other hand,
47:13it seems to me that there are
47:14strategies for working between peers.
47:18On some occasions, I've shared with you
47:21what are called tutoring networks,
47:24right? Where in collaborative work,
47:27because we also know that learning is
47:29not just individual, learning is also
47:32social. We, uh, generate spaces and
47:36resources so that there are networks of
47:40tutors among peers, right? So that
47:43someone can help their classmate, but
47:46in a task, let's say, that we organize
47:49in the classroom so that it's
47:52systematic. It's not about" well, you
47:55can sit down with your classmate for a
47:57while and explain it to them ", but
48:00about setting up a tutoring network
48:02experience: who volunteers to tutor,
48:04how are we going to organize the times
48:07and spaces for the tutoring sessions,
48:09how are we going to teach those who
48:11want to be tutors what the tutoring
48:14role means, right? The programs that
48:16exist in Latin America on tutoring
48:18networks work very well because many
48:20times a student learns better from a
48:22peer than from us adults, right? So,
48:25the tutoring network strategies must
48:27also help us move forward in that
48:30specific regard. Once we have
48:33identified the student's strengths and
48:36what they still lack, right? There you
48:39have examples of something that is
48:41being done in many Latin American
48:43countries.
48:43What aspects should I consider to
48:46develop my evaluation criteria in the
48:49formative evaluation process with my
48:51students today in person? Yes, I gave
48:55you some examples in the presentation
48:59that we are using, I would say, with
49:02great success. Success in the sense
49:06that it helps students understand more
49:09and better what they have to learn,
49:11right? When I plan teaching, I should
49:18plan the moments when we are going to
49:23stop. I always like to use the metaphor
49:26of a journey, right? If I am going to
49:29embark on a journey, in this case it
49:32would be a learning journey, one should
49:35plan when one is going to stop, right?
49:39To get coffee, to fill up with gas, to
49:42rest, right? One plans the route along
49:45which one is going to take that journey
49:47. And the same thing happens here with
49:51the evaluation criteria and not only
49:54with the criteria, but with the
49:56strategies, the evaluation instruments.
50:00When I share the evaluation criteria
50:02with the students, I would tell them
50:05that it is a very nice exercise to ask
50:07the students, either individually or in
50:10small groups, to discuss among
50:12themselves what they understood they
50:14have to learn and what they understood
50:17are the criteria with which we are
50:19going to look at their learning, right?
50:22Let them say it in their own words and
50:25then we can discuss what each person
50:27understood, right? For example, I
50:31really like another question that I use
50:34with my students, which is, how will
50:36you know that you are learning? As a
50:39teacher, I am accustomed to the process
50:43of identifying your learning. How do
50:46you? Let's have a debate, right? And
50:49let's think of ideas. How do you know
50:52that you are learning? And the kids, in
50:55general, suggest a lot of ideas that,
50:57of course, we then organize; we see
50:59which ones can be implemented and which
51:01ones can't. But the kids suggest a lot
51:04of ideas, and I also provoke them and
51:07tell them that I know that they can't
51:10do a written test, but that they have
51:13to find other strategies. So, look, a
51:17little while ago I was in a classroom
51:20with 10-year-old children. I was with a
51:24group of teachers who were working
51:26there, and the teacher asked this
51:31question and one of the answers I
51:33thought was fantastic: the kids said,"
51:37What if we created some games? "Games,
51:41did you see the question and answer
51:42games? If we created maze games to
51:45advance, right? If I get a two on the
51:48dice, I advance three squares and there
51:51appears a task to do, right? And their
51:54enthusiasm for creating those games,
51:57where the teacher's guidance was always
52:00that the game they were designing had
52:02to help them realize for themselves
52:05whether or not they were actually
52:07learning in the process. So, it's not
52:11just about sharing the criteria and
52:13having them take ownership of the
52:15criteria, but for me the question is,
52:17how are you going to realize that you
52:19are learning? It's a question to debate
52:22, to seek agreements, to find
52:25strategies and to apply those
52:27strategies in the formative assessment
52:30process, right? As an example. Uh, then
52:33I'll tell you other examples of using
52:36work from children or students from
52:38previous years, removing the name and
52:41using them as exercises to review, to
52:44say, well, this work is fine. Would you
52:46say this work is fine? Well, and why
52:49would you say it's fine? Well, and
52:50there they are discussing criteria.
52:52Well, it's fine because it has many
52:54sources of information. So one says,
52:56well, the number of sources of
52:58information is a criterion, right or
53:00not? Well, for me, this implies
53:03dedicating time, right?,which will be
53:05less and less, because if I start
53:08teaching them to work with the criteria
53:11from the time they are, I don't know, 5
53:13or 6 years old, the children will get
53:16used to it and I will have to spend
53:18less and less time teaching them to
53:21work with the criteria, because they
53:24will already have incorporated their
53:26ways of working with the criteria,
53:28right? Question three. What is the
53:31difference between providing feedback
53:33and fitting forward?
53:36Well, the truth is that in the Spanish
53:39language we don't have as much
53:42diversity, let's say, of terms that are
53:45used in English. But in reality, the
53:49concept of feedback was always
53:52specifically intended to look back at
53:55the past, wasn't it? I mean, I look at
53:58what a student did and based on that I
54:01provide feedback, but in a way I'm
54:03providing feedback on the past. The
54:08distinctions made in English say that
54:10you have to look to the past to provide
54:13feedback, but with an orientation
54:15towards the future. So, it's not just
54:19looking back, but I look back, I mean,
54:21on what they did before, but I also
54:24have to tell them how they have to keep
54:27moving forward. And that's where fit
54:30forward and other things come into play
54:32, with feedback. They play with
54:34different terms in English that they do
54:36have as well separated. We actually
54:39talk about feedback oriented towards
54:43the past oriented towards the future.
54:46That would be the phrase that would
54:48take on both functions, right? The past
54:50and the future.
54:52Okay. In this case, let's read the
54:55questions from the chat. I'll start
54:58with the last one. It indicates to us
55:01in the following way: what difference
55:04exists between a criterion and a
55:06performance? It also indicates how to
55:10set criteria that students can
55:12understand. Now, we're listening.
55:15Yes. Between criteria and performance.
55:20Performance is what a student does by
55:23showing their learning. Okay? When a
55:27student, for example, is going to
55:30communicate a piece of work they did or
55:34is going to read aloud a text they
55:37wrote, they are showing performance.
55:42Right? The criterion is, how will we
55:44look at it? What will we look for in
55:47that performance? For example, are we
55:50going to look at the student's ability
55:53to explain in clear words what they
55:56wanted to explain. We are going to look
55:59at the student's ability to use
56:01disciplinary language and not everyday
56:04language to explain the concepts they
56:07want to explain. Those would be the
56:09criteria. I mean, what will I look for
56:11in the student's performance? That was
56:14the first part of the question. I
56:15forgot the second part. So if you tell
56:17me the second part, it
56:18shows us how to propose understandable
56:21criteria so that students can surely do
56:24their work based on them, right?
56:27Yes, yes, yes, yes. Now yes. This
56:30question is very important because if
56:33we want students to work with the
56:35criteria, it means that we have to
56:37write them in language that is
56:39accessible to children, for example. I
56:42can't use, for example, a criterion and
56:45tell them, you have to develop your
56:47metacognitive skills to develop
56:49processes of autonomy, so as not to, I
56:52mean, that would be a criterion for me,
56:55that is what I want to look at, for
56:57example, the ability to manage oneself
57:00autonomously. So, I translate it into
57:03childish language and say, for example,
57:06that a criterion is, let's see if they
57:09can solve, for example, the addition
57:12accounts by themselves, without the
57:14help of the teacher. That is
57:17translating the criterion of autonomy
57:20into a criterion that the child can
57:23understand. And so we do that because
57:25otherwise the children would not be
57:27able to work with the criteria, no
57:29student would be able to because they
57:30are always in adult language, let's say
57:32, in academic language. So, what we do
57:35is we write them in a language that
57:37children understand, right?
57:39A clarification, a difference between
57:41an analytical rubric and a holistic
57:43rubric, perhaps that could help us in
57:45depth. In order to observe higher
57:48quality performance in our students.
57:51Yes, let's say some are more general
57:54and others are more specific. I mean,
57:58so as not to, uh, sometimes we look for
58:00so many classifications that later it
58:03is difficult for us to put all that
58:05into practice. So, uh, the holistic
58:11ones, and this one and some call them
58:14holistic and specific: the holistic
58:16ones look at the competencies in a more
58:19general way and the others, the
58:21specific ones, look at them in much
58:24more detail, I would say, and with that
58:26gradualness that allows us to see, for
58:29example, that it says:" the child
58:31explains in their own words "," the
58:34child offers examples ", right? There
58:37we would be with very specific ones. In
58:40others we would be looking, for example
58:43, at the ability to solve problems in
58:45generic terms, right? I would say that
58:48distinction so that the distinction is
58:50not too technical, but I say so that it
58:52can be easily understood and used. We
58:54are always interested in using more
58:58specific rubrics because they are the
59:00ones that teachers use in the classroom
59:02, right? And teachers in the classroom
59:04have to look at their students learning
59:06. If I am going to make a rubric, for
59:09example, that is more institutional,
59:10perhaps I am not going to look for
59:12skills in such a specific way, right?
59:14That would be the simple answer to
59:16understand what we do in the classroom,
59:19what we need to do.
59:21Okay, finally, Dr. Rebeca, one last
59:24question. How should teachers implement
59:27formative assessment in this
59:30post-pandemic era? Given that in our
59:33country we have already started with
59:36the 2017 curriculum, what
59:38recommendations can you give us so that
59:41principals and teachers can delve
59:44deeper into these practices and advance
59:47in the learning that has been
59:49stagnating during the normal process
59:52that they should have been developing?
59:55Hm. Well, I would say two things, there
59:59would be many more, but two that seem
1:00:01very important to me. The first is that
1:00:04since formative assessment is quite new
1:00:06, let's say, in terms of bringing it
1:00:08into the classroom, right? In terms of
1:00:10the scientific production of the
1:00:13concept, but also in terms of classroom
1:00:15practices, the first thing I would say
1:00:18is to go slowly, right? I would try to
1:00:21start with everything together and
1:00:23self-assessments and peer feedback and
1:00:26work with the criteria and formulate
1:00:29and use portfolios and protocols and I
1:00:31would not choose something to start
1:00:34with and sustain in institutional
1:00:37agreement. I mean, no, not as a teacher
1:00:39in isolation, but rather we should
1:00:41agree in the institution. That if I am
1:00:43a teacher, uh, who works with 6-
1:00:45year-old children, maybe this year I am
1:00:47going to work with this practice of
1:00:49formative assessment, uh, and the 7-
1:00:51year-old teacher is going to work with
1:00:53this other one. In other words, start
1:00:56slowly, with very few and in-depth
1:00:59practices. But the second thing, or
1:01:03maybe the first one, no, no, I'm not
1:01:05saying it in order, is that it seems to
1:01:08me that an important aid for formative
1:01:10assessment is trying to recover
1:01:12learning that children did outside of
1:01:15school during these two years. What we
1:01:18call informal learning, which might be
1:01:21a child learning how to cook, or
1:01:23perhaps a child learning how to make
1:01:25their own bed, or maybe even an
1:01:27adolescent learning how to record their
1:01:30own video tutorials. Because if we
1:01:34manage to bring into the classroom
1:01:36learning that students have done
1:01:39outside of the classroom, first of all,
1:01:42we are building on their strengths, we
1:01:45are stimulating their self-esteem, we
1:01:48are telling them:" They weren't just
1:01:50two wasted years, but in these two
1:01:53years you have learned about this and
1:01:56we can also articulate it with
1:01:58curriculum design skills. "For example,
1:02:02if a child learned to cook a dish at
1:02:05home, we could ask them to record a
1:02:08tutorial for us, right? Or write it
1:02:11down, depending on their age, telling
1:02:13us what the recipe is like. And when we
1:02:16do that, we are stimulating the ability
1:02:19to communicate ideas, which is a
1:02:21capacity to develop that is in the
1:02:24curriculum design, and we are not doing
1:02:26it with a new topic that we are
1:02:29teaching now, but rather recovering
1:02:31something that the children have
1:02:33experienced, experienced, and learned
1:02:36in these two years. If you found this
1:02:39video helpful, remember to like,
1:02:41subscribe, and share our content so
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1:02:56email aprendemos de todo. [email protected]
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1:03:15. Bye.

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