A slideshow in China Finland Principals Forum 2017 in Rovaniemi 25.9.2017

1. Assessment in Basic Education
- The New Basic Education Curriculm in Finland -
Teacher Training School
H E I K K I E R V A S T / CHINA FINLAND PRINCIPALS FORUM 25.9.2017

2. New Basic Education Curriculum

3. “Goal: to secure the necessary knowledge and skills
as well as to encourage learning”
NATIOBAL BOARD OF EDUCATION:
“The curriculum reform aims at ensuring that the
knowledge and skills of Finnish children and youths will
remain strong in the future, both in national contexts as
well as international. In addition, pedagogical guidelines
have been outlined to help schools develop their operating
methods in order to increase the pupils' interest in learning
and motivation to learn.
Some of the key goals of the reform include enhancing
pupil participation, increasing the meaningfulness of
study and making it possible for each and every pupil to
experience success. ”

4. From the point of view of assessment…
HOW DO WE:
• increase interest in learning?
• increase motivation to learn?
• increase the meaningfulness of study?
• make it possible to experience success?

5. Assessment for learning
ASSESSMENT SUPPORTS LEARNING:
• assessment supports learning and is an essential part of
the learning process
• to support teachers in the assessment, the core curriculum
provides the criteria for good performance for assessment
at the end of grade six and the final assessment in grade
nine
• pupils are not compared to each other; instead, pupils are
guided to reflect on their own learning against the
objectives
• the teachers help the pupils understand the objectives and
recognize their own strengths and development needs
• the teachers provide opportunities for the pupils to develop
their skills for self-assessment and peer assessment so
that they can both give and receive constructive feedback
• assessment supports the pupils as life-long learners

6. What do we do in practice?
WHAT AND HOW?
• assessment during the course of studies and final assessment
• during the course of studies, the task of assessment is to guide
and encourage studying
• the continuous feedback from the teacher should support and
guide pupils in a positive manner
• teachers guide pupils in becoming aware of their thinking and
action and help pupils to understand what they are learning
• certificates and reports are one way of giving feedback (at least
at the end of each school year)
• tests, exams, …
• self-assessment, peer assessment,…
• formative and summative assessment,…

7. Structuring assessment…
THREE APPROACH FOR ASSESMENT:
• assessment of learning
• assessment for learning
• assessment as learning

8. Learning-enhancing assessment
IT IS VERY IMPORTANT TO GET:
• experience of the competence (“I can…”)
• experience of the relevancy (“My learning is
important for me…”)
How do we make this come true?

9. Assessment is a dialogue.

10. Assessment for and as learning / dialogical approach
It is a question of
• interaction and relational work
• I – You >< I – It
• facing the Other with respect
• listening; being heard is very important
• external and inner dialogues
• anticipation and focusing to the future

11. Dialogical approach
“In an ordinary conversation, the participants make a point and argue it.
Dialogue, on the other hand, is a conversation where the participants build on
each other’s contribution. In a dialogue, participants are willing to let go of their
pre-set ideas and listen to the contribution of others and, thus, are open to
ideas generated as a result of this joint interaction which would have otherwise
gone unnoticed.
In other words, your opinion is not final, but a step towards the ultimate
outcome. The aim of dialogue is to gain a new insight, a new understanding of
an issue. However, it does not seek consensus, but to appreciate how others
think. Thus, the secret of dialogue is that no one will know where it leads.
Therefore, dialogic methods are ideal for acting appropriately differently.”
(Arnkil & Erikson: Taking up One’s Worries 2009, 36)

12. Dialougue in assessment
A PROPOSAL:
• appreciate the pupil’s questions and comments
• do not ask questions whose answers you already know
• grab pupils' opportunities and openings
• give an answer to the pupil, at least by nodding
• pay attention to pupil’s assumptions, even if they may
be wrong
• create a safe and learning-enhanching atmosphere
• also pay attention to your own bodily sensations

13. Assessment is a dialogue.
Assessment is thinking together.