1 00:00:05,040 --> 00:00:11,850 Good evening, everyone, and welcome to the annual lecture of the Oxford University Centre for Educational Assessment. 2 00:00:11,850 --> 00:00:16,890 My name is Victoria Murphy and I'm the deputy director of the Department of Education. 3 00:00:16,890 --> 00:00:22,140 I'm very delighted to be able to welcome you all to these salubrious surroundings in Oxford, 4 00:00:22,140 --> 00:00:27,690 to what promises to be a fascinating lecture from a very distinguished colleague. 5 00:00:27,690 --> 00:00:35,400 While I tend to sympathise with the view that nationalism is a kind of glorification of tribalism, 6 00:00:35,400 --> 00:00:40,020 I'm going to indulge in my tribalistic tendencies and admit that I am particularly 7 00:00:40,020 --> 00:00:47,790 delighted to introduce this event with Nancy Parry because she is a fellow Canadian. 8 00:00:47,790 --> 00:00:54,690 This year in the department is particularly exciting for us because we're celebrating our 100 birthday, 9 00:00:54,690 --> 00:01:03,540 and I can't think of a nicer way to celebrate than by sharing the evening with you with an inspiring lecture and a lovely evening to follow. 10 00:01:03,540 --> 00:01:04,890 Over the past 100 years, 11 00:01:04,890 --> 00:01:13,620 our department has made some really important contributions to both research and teaching in England and also internationally. 12 00:01:13,620 --> 00:01:18,360 We are currently ranked number one in England for our research outputs, 13 00:01:18,360 --> 00:01:24,360 and we regularly appear in the top slots of international rankings for departments of education. 14 00:01:24,360 --> 00:01:30,000 And it's at this point where I'm supposed to make a kind of glib comment that we don't care about these things, 15 00:01:30,000 --> 00:01:33,540 which of course you never do if you're at the top of the rankings. 16 00:01:33,540 --> 00:01:42,090 But I think it's actually really important to pause and celebrate the hard work and achievements that we have accomplished. 17 00:01:42,090 --> 00:01:45,540 We don't often in our very busy days, have the opportunity to do that. 18 00:01:45,540 --> 00:01:53,310 So I think it's worth pausing. And I think an event like this one this evening is a wonderful opportunity to do that. 19 00:01:53,310 --> 00:02:01,380 I'm extremely proud to be a member of the Department of Education in the University of Oxford because, well, for many reasons. 20 00:02:01,380 --> 00:02:09,840 But one of them is that I feel that we're one of those rare departments that excels at both producing the highest quality, rigorous, 21 00:02:09,840 --> 00:02:18,360 internationally relevant research, while at the same time maintaining the highest standards in terms of our professional programmes. 22 00:02:18,360 --> 00:02:28,230 So a good example of that is recent outstanding assessment from the four for our PGCE programme on a recent Ofsted. 23 00:02:28,230 --> 00:02:32,040 And I think what that signifies is that in our essence, 24 00:02:32,040 --> 00:02:39,450 we are a department that recognises the importance of producing the most rigorous, robust research evidence. 25 00:02:39,450 --> 00:02:48,120 But at the same time, applying it to Real-World educational settings to real problems and real challenges. 26 00:02:48,120 --> 00:02:53,670 So celebrating our achievements is important. And for the U.S.A. in particular, 27 00:02:53,670 --> 00:02:59,790 who have had a very busy and very successful year this evening is a fantastic opportunity to 28 00:02:59,790 --> 00:03:06,900 celebrate with them and to learn from and be inspired by colleagues like Professor Perry. 29 00:03:06,900 --> 00:03:12,240 So I'm very delighted to have this opportunity to welcome you all to welcome and thank Professor Perry 30 00:03:12,240 --> 00:03:18,030 for coming all the way from beautiful British Columbia to beautiful Oxford to share her work with us. 31 00:03:18,030 --> 00:03:24,330 And I'm going to now hand you over to Theresa Hutton back, who is the director of the Centre for Educational Assessment. 32 00:03:24,330 --> 00:03:34,470 To formally introduce this very thank you. Thank you very much for coming and thank you for coming to science. 33 00:03:34,470 --> 00:03:39,390 It's a very pleasure to invite you and to introduce you to the audience here in England. 34 00:03:39,390 --> 00:03:44,070 It's been quite a long time since I first met you in 2006 and University of Oslo, 35 00:03:44,070 --> 00:03:49,230 and I'm so pleased that you would come here to night and share this event with us. 36 00:03:49,230 --> 00:03:54,570 So, Professor Ramsay, is that already an armchair in special education and professor of education, 37 00:03:54,570 --> 00:03:58,800 counselling, psychology and special education at the University of British Columbia? 38 00:03:58,800 --> 00:04:05,790 And her research has two main goals understanding how classroom policies are integrated in children's development of self-reliant 39 00:04:05,790 --> 00:04:12,960 learning and working with teachers to design activities and structure interactions with students that support self-regulated learning. 40 00:04:12,960 --> 00:04:15,040 And I think this is particularly interesting, 41 00:04:15,040 --> 00:04:22,980 and I'm looking forward to what you would share with us today because there's something about also to apply what we do in research. 42 00:04:22,980 --> 00:04:30,420 In addition, you have been working on Form, a partnership with school districts and the Ministry of Education in British Columbia, 43 00:04:30,420 --> 00:04:35,670 as well as national and international collaborations with colleagues at university in Belgium, 44 00:04:35,670 --> 00:04:39,930 Finland, Norway and currently Cambridge, Oxford and York. 45 00:04:39,930 --> 00:04:45,600 So yes, we do share also with Cambridge, and I even think we have some visitors from Cambridge here tonight. 46 00:04:45,600 --> 00:04:49,830 If I can see David welcome David. 47 00:04:49,830 --> 00:04:54,570 So Professor Perry is a past president of the different education psychology of the American 48 00:04:54,570 --> 00:04:59,070 Psychological Association and the Canadian Association of Educational Psychologists. 49 00:04:59,070 --> 00:05:05,470 And she has served. On the editorial boards of the top journals in education psychology, such as Journal of Education, 50 00:05:05,470 --> 00:05:11,130 Psychology, Educational Psychologists and a journal of learning and instructions, 51 00:05:11,130 --> 00:05:17,790 the last thing you did before you came to Oxford was to receive the wrote the case Memorial Award from the Canadian 52 00:05:17,790 --> 00:05:25,020 Association of Medication of Psychology in recognition of your major contribution to education psychology in Canada. 53 00:05:25,020 --> 00:05:27,450 So there's a reason why we are very, 54 00:05:27,450 --> 00:05:34,860 very pleased that you took the time to also visit Oxford in your very busy schedule and share your research experience with us. 55 00:05:34,860 --> 00:05:38,670 Personally, I have had the pleasure of working and collaborating with you, 56 00:05:38,670 --> 00:05:44,670 and you have supported us on the search to a different project assessment for learning in Africa. 57 00:05:44,670 --> 00:05:52,500 And I'm very happy also that some of our colleagues on the Hill come just co-investigator from South Africa and South Africa. 58 00:05:52,500 --> 00:05:57,300 He is also here tonight, and you will also meet Professor Gordon Stolberg, 59 00:05:57,300 --> 00:06:05,850 previous lead editor of the Assessment and Educational Journal, and also and advice on our research. 60 00:06:05,850 --> 00:06:09,300 I'm really happy for all of you being here as part of this. 61 00:06:09,300 --> 00:06:16,990 I'm sharing this evening with you. And with these words, I open the floor to your notes. 62 00:06:16,990 --> 00:06:21,190 Thank you, Theresa, and for that very warm welcome. 63 00:06:21,190 --> 00:06:30,280 It's a pleasure for me to come and speak to you here on this exciting evening your celebration of seventy five years, my gosh. 64 00:06:30,280 --> 00:06:40,120 And I'm heartened to hear about the kind of foci on both research and making sure that that research gets into practise, 65 00:06:40,120 --> 00:06:44,800 because that's a focus that's very near and dear to me. 66 00:06:44,800 --> 00:06:48,130 I think I'm feeling kind of heavy because I'm double might. 67 00:06:48,130 --> 00:06:56,230 And maybe that's because if you don't hear it the first time, you'll have an opportunity to hear it again. 68 00:06:56,230 --> 00:07:01,750 OK, let's see if this works OK? At the University of British Columbia. 69 00:07:01,750 --> 00:07:12,310 It is our practise to acknowledge that we work and learn on the traditional ancestral and unceded territory of the Muskingum Nation, 70 00:07:12,310 --> 00:07:20,050 which is a group of First Peoples in Canada. So I always like to do that. 71 00:07:20,050 --> 00:07:25,090 I also want to recognise that the work that I do, I don't do by myself. 72 00:07:25,090 --> 00:07:30,340 It takes a village. And I think tonight, when I'm referring to my research, I'll be saying we. 73 00:07:30,340 --> 00:07:35,380 And that's because I have a team of researchers who helped me to do my work. 74 00:07:35,380 --> 00:07:45,010 My work is supported, of course, by the University of British Columbia, as well as the Social Sciences and Humanities Research Council of Canada. 75 00:07:45,010 --> 00:07:53,650 I have. Great group of graduate research assistants who helped me to do what I do, 76 00:07:53,650 --> 00:08:00,070 and I also want to acknowledge my collaborators, specifically at the University of British Columbia, 77 00:08:00,070 --> 00:08:09,220 the top three, but also to acknowledge the work I do with scholars at the University of McGill and Western University in Canada, 78 00:08:09,220 --> 00:08:16,000 as well as here in the UK at Cambridge and Oxford. 79 00:08:16,000 --> 00:08:25,420 Finally, I'll just acknowledge my community partners, particularly the teachers and children who participate in my research. 80 00:08:25,420 --> 00:08:29,380 They are the teachers for me. 81 00:08:29,380 --> 00:08:43,450 So my research purpose for the past now more than 25 years has been to engage in scholarship that really advances knowledge and improves practise. 82 00:08:43,450 --> 00:08:55,660 So as Teresa mentioned, I have two main goals one is helping children to develop independent, academically effective approaches to learning, 83 00:08:55,660 --> 00:09:03,010 which I refer to as self-regulated learning and also supporting teachers through guided and 84 00:09:03,010 --> 00:09:09,730 sustained professional learning experiences to develop and hone their cereal promoting practises. 85 00:09:09,730 --> 00:09:19,100 And I'll talk a little bit tonight about what I'm mean when I talk about guided and sustained, because I think that's critical. 86 00:09:19,100 --> 00:09:27,320 For my presentation this evening, I'd like to cover kind of four areas or I've divided it into kind of four chunks. 87 00:09:27,320 --> 00:09:32,480 First of all, I'm going to give a little bit of an overview of self-regulated learning what I am 88 00:09:32,480 --> 00:09:38,600 thinking about when I talk about self-regulated learning kind of a surreal one on one. 89 00:09:38,600 --> 00:09:48,770 And then I want to make some links to assessment and why it is that I think both assessment and Cyril fit together quite nicely. 90 00:09:48,770 --> 00:09:57,530 I'm going to talk about my work with teachers and provide some examples from one project that we have going currently. 91 00:09:57,530 --> 00:10:07,030 And then I will conclude with a little bit of a recap of lessons that we've learnt over time from this work. 92 00:10:07,030 --> 00:10:11,110 So what is self-regulated learning this? 93 00:10:11,110 --> 00:10:14,650 Check my time here. 94 00:10:14,650 --> 00:10:25,090 A group of grade one, two and three students in one of my projects defined it as the ability to do your job without being asked, told or shown. 95 00:10:25,090 --> 00:10:30,280 And I thought that's a pretty good definition of self regulated learning. 96 00:10:30,280 --> 00:10:38,080 Barry Zimmermann, who is one of the originators of itself for the term self-regulated learning, 97 00:10:38,080 --> 00:10:45,250 talks about it as the ability to control thoughts and actions to meet goals and respond to environmental demands. 98 00:10:45,250 --> 00:10:55,060 So I think the grade one twos and threes got it pretty dead on self-regulating learners attend to key features of the environment. 99 00:10:55,060 --> 00:11:04,880 They resist distractions, they persist when they're challenged and they respond adaptively and flexibly. 100 00:11:04,880 --> 00:11:12,530 Self-regulation is something I think that we're doing all the time in all the engagements 101 00:11:12,530 --> 00:11:17,870 that we have with the world and in our learning when whether it's in school, 102 00:11:17,870 --> 00:11:29,720 in formal settings or informal settings and self-regulation includes or has targets that can be cognition or metacognition. 103 00:11:29,720 --> 00:11:38,150 In other words, you can be regulating your cognition and metacognition, regulating your motivation, emotion, learning and behaviour. 104 00:11:38,150 --> 00:11:48,010 And from my point of view, it doesn't matter what the target of the self-regulated learning is, the mechanisms are all the same. 105 00:11:48,010 --> 00:11:58,330 When we self-regulate for learning, I emphasise that we engage in metacognition, motivation and strategic action. 106 00:11:58,330 --> 00:12:09,940 And by metacognition, I'm referring to learners awareness of themselves, their own personal characteristics, their awareness of task demands, 107 00:12:09,940 --> 00:12:17,950 what's being asked of them and their understanding of strategies that they can use for bridging any kinds 108 00:12:17,950 --> 00:12:25,530 of gaps that might be between what they're able to do as learners and what the task is asking them to do. 109 00:12:25,530 --> 00:12:36,840 They are strategic, and I mean that they know they it's more than knowing strategies, they are able to use strategies in flexible ways. 110 00:12:36,840 --> 00:12:43,970 They have conditional knowledge about strategies. They know when, where and why to use them. 111 00:12:43,970 --> 00:12:49,730 And finally, I always like to say that there will be no self-regulation without motivation, 112 00:12:49,730 --> 00:12:55,790 because even if learners are self-aware, aware of task demands, 113 00:12:55,790 --> 00:13:04,340 even if they have strategies that they could use to solve problems if they don't have the will to do that, it's never going to happen. 114 00:13:04,340 --> 00:13:14,620 So I like to say that you need both skill and will in order to be a self, a successful, self-regulating learner. 115 00:13:14,620 --> 00:13:18,670 Models of self regulation tend to be cyclical. 116 00:13:18,670 --> 00:13:30,280 And so they involve learners in first focussing or identifying what it is that they're being asked to do. 117 00:13:30,280 --> 00:13:38,950 And then typically making a plan, figuring out or deciding how it is that they're going to approach the task, 118 00:13:38,950 --> 00:13:46,630 then they enact some strategies to help them through. And they also engage in reflection and this reflection piece. 119 00:13:46,630 --> 00:13:54,220 I want to particularly emphasise because it provides a feedback loop and this is really central, 120 00:13:54,220 --> 00:14:00,370 I think, to this link to assessment that we talk about, particularly self assessment. 121 00:14:00,370 --> 00:14:08,950 So good. Self-regulating learners are engaged in monitoring all of the time what it is that they're doing and whether they're being successful, 122 00:14:08,950 --> 00:14:11,020 whether they're meeting the demands of the task, 123 00:14:11,020 --> 00:14:21,700 meeting the goals that they've set for themselves personally and adjusting when things are not going as planned. 124 00:14:21,700 --> 00:14:25,270 So why should we focus on self-regulated learning? 125 00:14:25,270 --> 00:14:38,770 Well, the research over almost to 50 years now indicates that self-regulation is a significant source of achievement differences amongst students. 126 00:14:38,770 --> 00:14:47,890 We know that when students are not good, self-regulating or not good at self-regulating for learning, they struggle. 127 00:14:47,890 --> 00:14:56,500 And whether it's because they're having difficulties regulating their emotions or some of the behaviours that they have, 128 00:14:56,500 --> 00:15:01,030 or whether it's just about their cognition or metacognition, if they're not, 129 00:15:01,030 --> 00:15:05,530 if they're struggling with those things, they're not going to be successful. 130 00:15:05,530 --> 00:15:13,780 But we also know, and this is the good news as far as I'm concerned, that self-regulation is malleable and it's developmental. 131 00:15:13,780 --> 00:15:20,380 And so it's a process that can be learnt and it can be manipulated. 132 00:15:20,380 --> 00:15:30,370 So even children with exceptional learning needs, which are a focus for me, can improve in their self-regulated learning. 133 00:15:30,370 --> 00:15:38,380 Self-regulation supports both personal and social forms of learning, and so in the literature, 134 00:15:38,380 --> 00:15:45,760 we talk sometimes about code regulation and when I'm working in classrooms, particularly with very young children. 135 00:15:45,760 --> 00:15:52,000 Much of what I see is teachers code regulating children's self-regulation. 136 00:15:52,000 --> 00:16:02,050 And I think that in terms of the developmental progression, individuals tend to move from code regulation to self-regulation. 137 00:16:02,050 --> 00:16:07,480 The goal of cocoa regulation is always to support self-regulation. 138 00:16:07,480 --> 00:16:17,170 My colleague Allison Hadwin and sign a yarmulke and also David White Bread have done work that looks at socially shared regulation. 139 00:16:17,170 --> 00:16:23,200 And this is more when the individuals involved in a learning task are on an even playing field. 140 00:16:23,200 --> 00:16:30,670 But what they're doing is maybe they're constructing what it is that they're being asked to do in terms of the demands of the task. 141 00:16:30,670 --> 00:16:38,470 They're thinking together about what strategies they might be able to use, and they're even sharing the monitoring and making adjustments. 142 00:16:38,470 --> 00:16:43,840 So it's true kind of interdependent or collaborative activity. 143 00:16:43,840 --> 00:16:47,830 And then finally, one of my graduate students, Linda Hutchinson, 144 00:16:47,830 --> 00:16:54,400 who's now at Western University in Canada, coined the phrase socially responsible self-regulation. 145 00:16:54,400 --> 00:17:00,670 And by that, she's referring to the fact that in order to be self-regulating yourself, 146 00:17:00,670 --> 00:17:11,990 be successful at learning for yourself and also supporting others, you have to engage in learning and socially responsible ways. 147 00:17:11,990 --> 00:17:19,100 Self-regulation is an asset. We're finding that cuts across social sociodemographic boundaries. 148 00:17:19,100 --> 00:17:25,010 So in my own work, as well as work that Dennis McInerney and others have done, 149 00:17:25,010 --> 00:17:31,940 we're finding that regardless of the social and cultural group, teachers are saying that when student, 150 00:17:31,940 --> 00:17:41,000 when they support students to be self-regulating and when students are taking up those opportunities, they're being successful in their learning. 151 00:17:41,000 --> 00:17:50,240 And finally, sell Israel pairs well with some of the current educational initiatives and innovations that are going on globally. 152 00:17:50,240 --> 00:17:58,850 So the focus on 21st century learning goals. Focus on assessments for learning or enquiry learning all of those things. 153 00:17:58,850 --> 00:18:05,300 From my point of view, take up ideas that are related to self-regulated learning. 154 00:18:05,300 --> 00:18:12,320 OK, I'm going to move now and talk a little bit about what I see as links to assessment. 155 00:18:12,320 --> 00:18:16,850 First of all, I'd like to point out in preparing for this talk, 156 00:18:16,850 --> 00:18:22,640 it took me right back to my graduate days at the University of Michigan, and that was in the early 90s. 157 00:18:22,640 --> 00:18:28,400 At that time, there was a great emphasis on portfolio assessment, performance assessment. 158 00:18:28,400 --> 00:18:39,230 And that's when I decided with my dissertation work that I would look at portfolio assessment as a context for supporting self-regulated learning. 159 00:18:39,230 --> 00:18:43,940 But in doing all of that reading, I came across a wonderful article. 160 00:18:43,940 --> 00:18:46,040 I commend it to all of you. 161 00:18:46,040 --> 00:18:58,100 Written by Terence Crooks in 1988, in which he pointed out that classroom evaluation guides students judgements about what is important to learn. 162 00:18:58,100 --> 00:19:03,080 He made the point in that article that it doesn't much matter what else we do as 163 00:19:03,080 --> 00:19:08,840 educators in terms of conveying what it is that we are what our goals are for learners. 164 00:19:08,840 --> 00:19:13,580 If we don't reflect those goals in the ways that we're assessing those learning, though, 165 00:19:13,580 --> 00:19:19,820 that learning they're not going to pick up on our goals, they're going to focus on the test. 166 00:19:19,820 --> 00:19:28,820 How many of us have students who raise their hand whenever we ask them to do things or assignments to say, will it be on the test? 167 00:19:28,820 --> 00:19:34,920 So we want to make sure that those two things are in alignment for learners. 168 00:19:34,920 --> 00:19:39,060 And for teachers, at least the teachers that we've been working with, 169 00:19:39,060 --> 00:19:46,290 the unfortunate thing is that there isn't a lot of time spent in teacher preparation programmes and then when they get out in the field, 170 00:19:46,290 --> 00:19:53,310 probably less time spent in terms of helping them to develop practises for assessment. 171 00:19:53,310 --> 00:20:01,410 And so teachers sometimes feel a little bit unprepared in terms of assessing learning in their students. 172 00:20:01,410 --> 00:20:10,350 And when we have been working with students or teachers to help them to develop practises, excuse me, that support self-regulated learning, 173 00:20:10,350 --> 00:20:21,120 we have found that they're very good at the practises of that are more instructional and providing opportunities for students to be self-regulating. 174 00:20:21,120 --> 00:20:25,680 But what they struggle to do is to say well is what we're doing. 175 00:20:25,680 --> 00:20:32,280 Making a difference is what we're doing to support self-regulated learning, 176 00:20:32,280 --> 00:20:39,310 making a difference to what we see in students activity and how do we know. 177 00:20:39,310 --> 00:20:46,100 Those are the essential questions that bring us to the assessment of self-regulated learning. 178 00:20:46,100 --> 00:20:52,820 And finally, what qualities do assessments need to have to support self-regulated learning? 179 00:20:52,820 --> 00:20:58,130 These are the questions that we've been taking up with teachers in my most recent project I've had. 180 00:20:58,130 --> 00:21:05,000 I'm going to describe for you a little bit about a longitudinal study where we've followed a cohort of children from kindergarten. 181 00:21:05,000 --> 00:21:10,820 They've just finished grade five and will be continuing next year as they finish grade six. 182 00:21:10,820 --> 00:21:19,100 So age 11 12. And our focus, starting with the kindergarten to grade two teachers, 183 00:21:19,100 --> 00:21:29,270 was more on helping them to know and use practises that would be supportive of self-regulated learning, so giving children's opportunities. 184 00:21:29,270 --> 00:21:36,050 But then we found that in fact, what they needed some support on was the assessment piece. 185 00:21:36,050 --> 00:21:42,800 And so when we started working with the grade three teachers as these children moved up through the grades and three four and grades three, 186 00:21:42,800 --> 00:21:54,000 four and five, we have been working on the assessment piece. So my assessment for learning and self-regulated learning, ideally, 187 00:21:54,000 --> 00:21:59,520 we want these things to be activities that are undertaken by teachers and students 188 00:21:59,520 --> 00:22:07,940 that provide information used as feedback to inform teaching and learning activities. 189 00:22:07,940 --> 00:22:16,580 Ideally, these assessments would help teachers to know what is it, what's going on for my learners, 190 00:22:16,580 --> 00:22:24,110 what's going on for students in my classroom and what can I do to support their learning and for learners? 191 00:22:24,110 --> 00:22:35,850 We hope that it gives them feedback that will help them in their efforts to take control of their learning to be self-regulating learners. 192 00:22:35,850 --> 00:22:46,470 In terms of qualities of assessments that support self-regulated learning, here are the kinds of things that I found in my dissertation work way back. 193 00:22:46,470 --> 00:22:56,160 But I think that they're supported in much of the literature on self-regulated learning and also the assessment for learning literature. 194 00:22:56,160 --> 00:23:05,320 First of all, that they are embedded in the regularly occurring activities of classrooms and their ongoing. 195 00:23:05,320 --> 00:23:09,520 They emphasise learning processes as well as products. 196 00:23:09,520 --> 00:23:15,880 So the how of the learning, as well as the what is produced from learning. 197 00:23:15,880 --> 00:23:27,850 They focus on personal progress and they encourage learners to focus on their growth and progress as opposed to making social comparisons. 198 00:23:27,850 --> 00:23:32,650 So excellence can be defined on an individual basis. 199 00:23:32,650 --> 00:23:43,360 Inclusion is another one of those educational innovations that is supported globally and to be able to work with students on an individual 200 00:23:43,360 --> 00:23:52,090 basis and assess them and have them see their progress within classrooms is an important component of assessments for learning, 201 00:23:52,090 --> 00:23:59,180 I believe. They encourage students to view errors as opportunities for learning. 202 00:23:59,180 --> 00:24:02,960 OK, so the feedback you get can only help you with your learning. 203 00:24:02,960 --> 00:24:10,780 We're not doing this in a summative way where you get a score and then you never have a chance to improve again. 204 00:24:10,780 --> 00:24:17,000 And they involve students in setting criteria for assessment and self assessment. 205 00:24:17,000 --> 00:24:23,800 They make expectations explicit. OK, 206 00:24:23,800 --> 00:24:29,200 I'll tell you a little bit about how it is that I work with teachers before getting 207 00:24:29,200 --> 00:24:36,130 into a couple of examples from the work that we've done over the last few years. 208 00:24:36,130 --> 00:24:42,910 So my work with teachers has been informed always by participatory approaches to research, 209 00:24:42,910 --> 00:24:54,020 and that gets operationalised in things like communities of practise, collaborative enquiry or research, practise partnerships. 210 00:24:54,020 --> 00:25:03,320 The key characteristics of the work are that it involves long term collaborative relationships with community partners. 211 00:25:03,320 --> 00:25:11,060 So it's not kind of a one stop. It's not the researcher going in and doing the work and then leaving again. 212 00:25:11,060 --> 00:25:17,870 It's about addressing mutual interests and goals and focussing on problems of practise, 213 00:25:17,870 --> 00:25:25,690 engaging and iterative cycles of planning, enacting and reflecting. 214 00:25:25,690 --> 00:25:32,170 We use a process that's very much like a cycle of strategic activity. 215 00:25:32,170 --> 00:25:33,970 And that's by no accident. 216 00:25:33,970 --> 00:25:47,180 We want teachers as learners to be able to experience self-regulated learning so that they can support self-regulated learning in their students. 217 00:25:47,180 --> 00:25:55,520 So this longitudinal study, which has been going on since the spring of Twenty Twenty fourteen, 218 00:25:55,520 --> 00:26:03,380 has involved about 200 children and over 100 teachers during that time. 219 00:26:03,380 --> 00:26:09,020 And so we and we've been involved in different schools in one particular school 220 00:26:09,020 --> 00:26:15,350 district in the area close to the area where I work in the longitudinal study, 221 00:26:15,350 --> 00:26:22,970 we focus on mainly three kinds of activities. First, we engage teachers in what we talk well. 222 00:26:22,970 --> 00:26:31,460 We call learning teams OK. Teacher learning teams, which are very much communities of enquiry. 223 00:26:31,460 --> 00:26:38,720 We meet the the learning teams, meet with researchers to reflect on practise. 224 00:26:38,720 --> 00:26:42,710 We consider together what it is that we would like to accomplish. 225 00:26:42,710 --> 00:26:49,340 What are our goals and planning alternatives to things that are in place already? 226 00:26:49,340 --> 00:26:55,610 And we experiment in classrooms between our meetings. So over the course of a school year, 227 00:26:55,610 --> 00:27:04,100 the learning team meeting tip the learning teams typically meet three to four times and we have the same number of classroom visits. 228 00:27:04,100 --> 00:27:12,410 So and those visits are interleaved. So we have a learning team meeting a classroom visit and then a learning team meeting and a classroom visit. 229 00:27:12,410 --> 00:27:21,320 The classroom visits involve researchers watching what's going on and then at the end of that debriefing with individual 230 00:27:21,320 --> 00:27:28,220 teachers about what their intentions were for supporting self-regulated learning and how they think it went. 231 00:27:28,220 --> 00:27:33,350 It also involves collecting samples of students work. 232 00:27:33,350 --> 00:27:44,880 So the the samples include assessments that teachers develop together in the learning team, and they also develop class specific assessments. 233 00:27:44,880 --> 00:27:56,610 So in addition to having kind of shared projects as the learning team, individual teachers also have projects. 234 00:27:56,610 --> 00:28:04,620 So over these last few years, what it is that we've tried to accomplish with the teachers is to develop and implement 235 00:28:04,620 --> 00:28:12,110 curriculum linked and formative assessments of children's self-regulated learning. 236 00:28:12,110 --> 00:28:19,540 We have embedded assessments in complex, meaningful tasks and activities. 237 00:28:19,540 --> 00:28:26,590 Given students opportunities to demonstrate metacognition, motivation and strategic action, 238 00:28:26,590 --> 00:28:30,700 I should say these are our goals rather than to claim we've accomplished it. 239 00:28:30,700 --> 00:28:36,070 I'll show you some data and you'll see how it's a work in progress. 240 00:28:36,070 --> 00:28:43,330 We want to show how our efforts support Assad or how our efforts to support Syria are working. 241 00:28:43,330 --> 00:28:54,520 And in the assessments, we've worked to have both kind of a set of common elements that go across classrooms, and that's helpful to us as researchers. 242 00:28:54,520 --> 00:29:00,190 But also, we want the assessments to be flexible enough that teachers feel free, 243 00:29:00,190 --> 00:29:07,610 that they can make adjustments to suit their learning, their particular learning contexts. 244 00:29:07,610 --> 00:29:16,460 So I'm going to share an example from the grade three year and in grade three, 245 00:29:16,460 --> 00:29:22,400 all of the teachers on the learning team decided that they wanted to focus on writing. 246 00:29:22,400 --> 00:29:26,240 So there were some common elements that they all decided. 247 00:29:26,240 --> 00:29:35,700 They decided that across classrooms they would focus on. And those included linking the writing process to self regulated learning. 248 00:29:35,700 --> 00:29:38,690 So for those of you that are familiar with the writing process, 249 00:29:38,690 --> 00:29:47,120 you usually engage in some form of pre writing activities which correspond to the planning process in self-regulated learning. 250 00:29:47,120 --> 00:29:53,780 Then students engage in writing and use strategies for writing and revising. 251 00:29:53,780 --> 00:29:58,370 So again, you've got the enactment of strategies and the reflection piece. 252 00:29:58,370 --> 00:30:07,140 And then at the end of the writing, also some kind of reflection activity that is more kind of summative. 253 00:30:07,140 --> 00:30:11,730 They also decided that they would focus on expository text. 254 00:30:11,730 --> 00:30:19,950 So what it is that children would be writing would include either informational text or personal descriptive text. 255 00:30:19,950 --> 00:30:24,930 And then there were some flexible elements of the topics. 256 00:30:24,930 --> 00:30:33,930 So as long as the focus was on writing, they were using the writing process and it was informational text. 257 00:30:33,930 --> 00:30:42,360 Topics could be anything, and they could be in the context of projects that people were already doing in their classrooms. 258 00:30:42,360 --> 00:30:48,660 The scope of the projects. So some teachers were engaged in very elaborate units of study, 259 00:30:48,660 --> 00:30:55,560 and other teachers really were going to just design something that was the writing for this particular assessment. 260 00:30:55,560 --> 00:31:01,450 And it really depended on the confidence of the teachers and their sense of competence. 261 00:31:01,450 --> 00:31:05,880 Some for some of them, it was quite a new approach it. 262 00:31:05,880 --> 00:31:12,680 We also had flexibility around their approach to implementation. 263 00:31:12,680 --> 00:31:20,630 This is an example from one of the grade three teachers who decided that she was going to focus on creation stories. 264 00:31:20,630 --> 00:31:27,170 So already you see stories she may not be informational text because it has a narrative structure. 265 00:31:27,170 --> 00:31:34,550 But I think it fit because the students had to use factual information in their study 266 00:31:34,550 --> 00:31:41,750 of indigenous peoples in order to come up with their creation stories before writing. 267 00:31:41,750 --> 00:31:51,710 She had the students research animals that were particular to indigenous groups in their community or in the area, 268 00:31:51,710 --> 00:31:58,550 and they created concept maps to organise their information for writing during writing. 269 00:31:58,550 --> 00:32:02,570 They used their maps to guide the writing process. 270 00:32:02,570 --> 00:32:12,340 And finally, after writing, students read one another's stories and provided feedback before completing their final draughts. 271 00:32:12,340 --> 00:32:17,800 Oops! Sorry, I'm going to go back a little bit. 272 00:32:17,800 --> 00:32:26,350 This teacher, as one of her personal goals, wanted to engage students in self assessment, so that was kind of a focus of hers. 273 00:32:26,350 --> 00:32:34,420 And the strategy that she used for that in this particular activity was something that the class referred to as critical friends. 274 00:32:34,420 --> 00:32:43,090 So in their classroom, it was very common for them throughout the year to engage in editing one another's work or providing feedback to one another. 275 00:32:43,090 --> 00:32:49,120 And they talked about the fact that they had critical friends or they could be a critical friend. 276 00:32:49,120 --> 00:33:00,780 And you can see here that part of that process was to construct together criteria for giving effective feedback. 277 00:33:00,780 --> 00:33:06,760 They discussed what it meant to be a constructively critical friend. 278 00:33:06,760 --> 00:33:17,670 And when they came to the end of their story, the teacher reminded them it's not really the end, right, because we're going to edit it now. 279 00:33:17,670 --> 00:33:18,780 And for editing, 280 00:33:18,780 --> 00:33:27,870 she provided students with a template that they could use to provide feedback that incorporated both what they saw as the strengths of the work, 281 00:33:27,870 --> 00:33:32,950 as well as things that might be changed to make it better. 282 00:33:32,950 --> 00:33:42,690 And so you see some examples of the children's work. 283 00:33:42,690 --> 00:33:49,710 What we discovered in working with the grade three teachers was that they had known and actually they discovered about 284 00:33:49,710 --> 00:33:58,300 themselves was that they were great at coming up with ideas about assessing students work that was very focussed on the task. 285 00:33:58,300 --> 00:34:03,870 So getting traces of students writing process. They were pretty good at that. 286 00:34:03,870 --> 00:34:12,660 Their metacognition and so on. But they said what we're challenged with is figuring out how is it that we know students are motivated 287 00:34:12,660 --> 00:34:18,420 or how do we know what they're feeling or what they're sensing about their writing process? 288 00:34:18,420 --> 00:34:26,250 And so I had to capitulate and allow for the development of these learning logs. 289 00:34:26,250 --> 00:34:34,770 And I say capitulate because some of my colleagues in the room will know that I've written things about the difficulty with self-report. 290 00:34:34,770 --> 00:34:41,610 But I will admit that there are some things that you just can't get access to unless you ask participants about them. 291 00:34:41,610 --> 00:34:44,370 And so that's what we did with the learning log. 292 00:34:44,370 --> 00:34:51,420 Here is what we came to for the grade three students, and this was something that we designed collaboratively with the teachers. 293 00:34:51,420 --> 00:34:58,680 They wanted to know about the different emotions that students were feeling while they were writing, 294 00:34:58,680 --> 00:35:02,760 and we asked then for children to describe why they felt that way. 295 00:35:02,760 --> 00:35:12,930 What strategies they tried to use in coping with motivational and affective experiences and what they might try the next time. 296 00:35:12,930 --> 00:35:21,320 We also asked them to rate on a 10 point scale there how interesting or how important they thought the work was. 297 00:35:21,320 --> 00:35:31,430 So the teachers then across the across the classrooms, implemented the learning log a couple of times over the course of the writing activity. 298 00:35:31,430 --> 00:35:40,940 They did it kind of in the middle during the writing and then at the end after the writing projects were complete. 299 00:35:40,940 --> 00:35:46,610 And so here's a couple of examples from of what children said about the experience. 300 00:35:46,610 --> 00:35:50,570 So here is while they were in process. And this, I believe, 301 00:35:50,570 --> 00:36:01,010 was on a day when the students had been focussing on gathering information for their writing project and organising it for their writing. 302 00:36:01,010 --> 00:36:11,240 And this student says that he was focussed because I had lots to write and he tried to write down as much as my brain could think. 303 00:36:11,240 --> 00:36:17,230 And he said, next time, I'll try to add more details in my writing. 304 00:36:17,230 --> 00:36:24,190 Here's another one who says it was an amazing story with lots of creativity in it, and I felt good. 305 00:36:24,190 --> 00:36:28,060 So he was feeling happy while he worked. 306 00:36:28,060 --> 00:36:37,240 He tried to stay on task, not getting, not getting distracted by, I guess, his friends that were talking to him. 307 00:36:37,240 --> 00:36:44,410 And he said next time [INAUDIBLE] get his work done faster. But read it over the next time. 308 00:36:44,410 --> 00:36:53,260 So recognising maybe got some feedback from somebody who said, you might think of reading it over as a revision strategy. 309 00:36:53,260 --> 00:36:57,220 Then after writing, here's what they said. 310 00:36:57,220 --> 00:37:05,320 And this was after they were able to engage with the critical friends or get fit, get feedback and give feedback to one another. 311 00:37:05,320 --> 00:37:19,750 So this person really liked the idea of being able to read other people's story and tell them, let them know what they have, what they've done wrong. 312 00:37:19,750 --> 00:37:25,720 But they did say that they wanted next or what they tried to do was be very specific 313 00:37:25,720 --> 00:37:30,490 so that the person would know what it is that they needed to do to fix it. 314 00:37:30,490 --> 00:37:43,950 And so the next time, they would certainly try to read the story well and to show them their corrections. 315 00:37:43,950 --> 00:37:51,810 OK, I'm going to move from grade three now to a grade five example and the grade five teachers, 316 00:37:51,810 --> 00:37:58,170 we've just finished with this group in June this year, the beginning of June. 317 00:37:58,170 --> 00:38:03,450 And they decided that they wanted to focus on research with students. 318 00:38:03,450 --> 00:38:11,100 And so with the research again, there was some set of common elements linking Israel to the research process. 319 00:38:11,100 --> 00:38:18,870 So usually when we engage in recess, there's some kind of planning and acting review, revising, etc. 320 00:38:18,870 --> 00:38:27,420 They wanted to use technology or have the students use technology in various ways during research, gathering information, 321 00:38:27,420 --> 00:38:39,270 using computers as tools for writing, etc. And they also wanted students at the end of the day to present their work in some way. 322 00:38:39,270 --> 00:38:49,890 The flexible elements included topics, so again, across classrooms, teachers could decide on the topics that their students would focus on. 323 00:38:49,890 --> 00:38:53,010 They could decide what the technological tools would be, 324 00:38:53,010 --> 00:39:00,270 and these varied across schools and classrooms, and they could also decide on the presentation format. 325 00:39:00,270 --> 00:39:08,100 So in some classrooms, there were slideshows. Others did poster presentations. 326 00:39:08,100 --> 00:39:17,310 There was a wide range of things, and they could also decide on the approach to implementation. 327 00:39:17,310 --> 00:39:25,470 I also want to point out that the learning log is something that carried forward from grade three and each year, Teacher said, Well, 328 00:39:25,470 --> 00:39:33,780 we like that learning log, but they would adapt it so that it became developmentally appropriate for the students in their classroom. 329 00:39:33,780 --> 00:39:41,040 And so you can see that the Grade five learning log is actually quite a bit more sophisticated than the Grade three learning log. 330 00:39:41,040 --> 00:39:45,930 Now they're asking students to beat to articulate what they perceive their 331 00:39:45,930 --> 00:39:54,120 task to be and to identify whether they have a plan for working on that task. 332 00:39:54,120 --> 00:40:00,240 They talk about getting they got them to rate. How difficult is it and what did you find difficult about it? 333 00:40:00,240 --> 00:40:05,970 How interesting, how important and whether they followed their plan. 334 00:40:05,970 --> 00:40:09,600 And then, of course, they get the affective information as well. 335 00:40:09,600 --> 00:40:17,700 How did they feel? Why did they feel that way? What kinds of strategies now they're using the words strategies? 336 00:40:17,700 --> 00:40:21,720 And did it work? Those strategies? 337 00:40:21,720 --> 00:40:24,420 What are you going to try next time? 338 00:40:24,420 --> 00:40:33,660 And then the second page is something that teachers added that reflects a process that is in place in the district where they're working, 339 00:40:33,660 --> 00:40:38,010 where there are three questions that teachers often ask about the learning. 340 00:40:38,010 --> 00:40:42,450 And that is, what are you learning? How's it going and where to next? 341 00:40:42,450 --> 00:40:50,430 Very simple questions. But by asking those things, you're getting students to engage in metacognition, right? 342 00:40:50,430 --> 00:40:55,100 They wanted to add the question How am I stretching myself? 343 00:40:55,100 --> 00:41:01,430 So is this a challenge for me? And in what way? 344 00:41:01,430 --> 00:41:08,990 So I'm going to talk about a teacher who referred to her research project as the Wonder Time project. 345 00:41:08,990 --> 00:41:19,760 So what she wanted was for students to conduct a research about something that they were curious about, something that they wanted to know. 346 00:41:19,760 --> 00:41:29,000 And before conducting their research, they constructed, as you can see on the right there, the purpose and format of the project. 347 00:41:29,000 --> 00:41:36,390 And they were they reviewed their self-regulation strategies. During their projects, 348 00:41:36,390 --> 00:41:47,670 the students conducted the research and they wrote a report and the teacher embedded the learning log assessments over the course of the project, 349 00:41:47,670 --> 00:41:54,960 and she was very explicit with the students that she was going to pause to do the learning logs. 350 00:41:54,960 --> 00:42:03,450 I like to do it halfway through an activity so that you can realise what you should be working on in the second half. 351 00:42:03,450 --> 00:42:16,980 So clearly a prompt for learners. Well, this you may not be able to see very clearly from your end, but it's of a student who had a focus on soccer. 352 00:42:16,980 --> 00:42:24,240 I picked that one for this group. I thought, maybe soccer is something we can relate to. 353 00:42:24,240 --> 00:42:31,080 And so basically he has gone through here and I think what he said, that was difficult. 354 00:42:31,080 --> 00:42:36,000 I have a hard time here as well, but might have been gathering the information. 355 00:42:36,000 --> 00:42:41,520 But what was interesting about it was that he was very interested in soccer and he did it from a historical perspective, 356 00:42:41,520 --> 00:42:47,640 and he picked a particular soccer player in history that was supposed to be the best soccer player of all time. 357 00:42:47,640 --> 00:43:02,340 Can anybody guess who it might be? Started with an am. I just recall after the projects were complete, after the projects were complete, 358 00:43:02,340 --> 00:43:11,250 the students shared their learning in diverse ways, including slideshows and dioramas and poster boards. 359 00:43:11,250 --> 00:43:17,340 And so this is the poster board of the young fellow with the soccer player. 360 00:43:17,340 --> 00:43:24,390 Yes, with the name of the soccer player very clear for you to see. 361 00:43:24,390 --> 00:43:31,890 And after they finished the presentation and the whole project, they were able to engage in self-reflection again, 362 00:43:31,890 --> 00:43:41,640 and the teacher was very clear that she really wanted them to focus on the Israel piece to be very reflective and deep about your learning. 363 00:43:41,640 --> 00:43:48,690 And so again, this is this the student who has the interest in in soccer. 364 00:43:48,690 --> 00:43:51,960 And I think that at the end of the day, 365 00:43:51,960 --> 00:44:01,320 he talks about enjoying the project because he are and also presenting the project because he loved presenting. 366 00:44:01,320 --> 00:44:02,520 And what did he learn from? 367 00:44:02,520 --> 00:44:11,910 The experience of presenting was to look at keep focussed on my paper, my presentation and also my making eye contact with the audience. 368 00:44:11,910 --> 00:44:19,170 And next time he would try to make better eye contact with with the audience. 369 00:44:19,170 --> 00:44:28,890 I think this fellow also talked about the fact that he really enjoyed the project because it was on a topic that was of great interest to him. 370 00:44:28,890 --> 00:44:38,520 And when he was asked where to next, it was that he wants to learn more about soccer and I believe another soccer player. 371 00:44:38,520 --> 00:44:44,010 And so he has a future direction. 372 00:44:44,010 --> 00:44:56,400 I guess I want to maybe pull all of this together to think about the purpose for assessing self-regulation in these ways and what 373 00:44:56,400 --> 00:45:05,820 it is that we might accomplish when we focus on assessment that is embedded in what it is that we're doing in classroom tasks, 374 00:45:05,820 --> 00:45:17,850 in regularly occurring tasks. Hopefully, our assessments are assessing thinking and I would add learning rather than the possession of information. 375 00:45:17,850 --> 00:45:21,150 So we're not we're talking about processes as well. 376 00:45:21,150 --> 00:45:31,950 And hopefully our assessments enable teachers to develop sophisticated judgements about students understanding of significant ideas and processes. 377 00:45:31,950 --> 00:45:37,560 Ideally, students and teachers learn from these assessment experiences. 378 00:45:37,560 --> 00:45:46,140 What are the standards of good work? And they could construct those, and they come to shared understandings about what those might be, 379 00:45:46,140 --> 00:45:56,640 and assessment becomes an occasion of learning rather than just a performance at the end of the day. 380 00:45:56,640 --> 00:46:08,070 So here are some comments from the teacher, the grade five teacher who whose class we just looked at in terms of their wonder project, 381 00:46:08,070 --> 00:46:14,850 she said in reference to the learning logs that completing those was an important opportunity for 382 00:46:14,850 --> 00:46:21,690 students to reflect on progress at different stages as they went through the research process. 383 00:46:21,690 --> 00:46:29,430 She said it read it reiterated for me the importance of Israel being embedded in all the learning strands, 384 00:46:29,430 --> 00:46:39,510 and I might argue that it should also emphasise how important embedding the assessment is in all of the the learning strands. 385 00:46:39,510 --> 00:46:51,370 And what she noted was that students awareness of what works and doesn't work for them increased steadily throughout the project. 386 00:46:51,370 --> 00:46:59,890 So now I'm going to summarise some of the key findings I've talked about kind of two specific classrooms and the work that they've been doing. 387 00:46:59,890 --> 00:47:09,520 We also have analysed data across classrooms and so for about 10 of 10 classrooms of grade three learners, 388 00:47:09,520 --> 00:47:16,510 I'm just going to summarise what it is that we're finding generally that the work that we're doing, 389 00:47:16,510 --> 00:47:21,770 what what is the difference that we're making to students, maybe on a larger scale? 390 00:47:21,770 --> 00:47:29,840 So we're finding that children's in children, in classrooms that we characterise as emphasising self-regulated learning, 391 00:47:29,840 --> 00:47:34,700 we've looked at classrooms and we have a way of kind of characterising those that have what we would 392 00:47:34,700 --> 00:47:41,690 refer to as kind of a high emphasis on Israel and those that where Israel is not so much the focus. 393 00:47:41,690 --> 00:47:46,910 And so here are some of the things that we're observing in the high emphasis classrooms 394 00:47:46,910 --> 00:47:55,050 that children demonstrate higher task understanding even when tasks are complex. 395 00:47:55,050 --> 00:48:00,690 There's evidence of more productive engagement in the Sahel process processes, 396 00:48:00,690 --> 00:48:06,540 so they have more opportunities, they understand them better and they're engaging in them. 397 00:48:06,540 --> 00:48:12,750 They obtain higher ratings of achievement on tasks involving self-regulated learning. 398 00:48:12,750 --> 00:48:19,030 They give higher ratings of interest and importance to their classroom tasks. 399 00:48:19,030 --> 00:48:25,690 They report using more task relevant strategies to accomplish tasks. 400 00:48:25,690 --> 00:48:36,850 And they report more nuanced emotional responses to tasks and give more elaborate and task relevant explanations for those responses. 401 00:48:36,850 --> 00:48:46,330 So I think those are the kinds of outcomes that we're looking for in terms of learning for students, their engagement in complex, 402 00:48:46,330 --> 00:48:56,440 meaningful activity, their ability to articulate what it is that they are feeling and thinking and learning and so on. 403 00:48:56,440 --> 00:49:02,860 We're quite pleased with those outcomes. But there are always some lessons learnt. 404 00:49:02,860 --> 00:49:09,160 So I'll just quickly go through those and then turn it over to Theresa. 405 00:49:09,160 --> 00:49:16,030 I think what I have learnt in all the work that I have done is that if we want to make a difference for learners, 406 00:49:16,030 --> 00:49:25,750 which is my primary objective, we need to work with teachers and I'm talking about researchers and I'm talking about working with teachers. 407 00:49:25,750 --> 00:49:37,270 We need to create for them learning contexts that are much like the ones we want them to create for their learners so that they can experience that. 408 00:49:37,270 --> 00:49:46,930 Collaborations between researchers and teachers in my experience result in the following what I perceive to be positive outcomes. 409 00:49:46,930 --> 00:49:51,820 First of all, more usable sustainable interventions. 410 00:49:51,820 --> 00:49:55,990 If teachers are involved in the construction of the intervention, 411 00:49:55,990 --> 00:50:03,310 if the intervention fits with what they are doing in their classroom and what they perceive is meaningful for them, 412 00:50:03,310 --> 00:50:11,840 then they're much more likely to take them up even after the researcher leaves the scene. 413 00:50:11,840 --> 00:50:21,140 We're building capacity in school systems for engaging in research, informed improvement efforts. 414 00:50:21,140 --> 00:50:26,990 And we get deeper levels of commitment and engagement amongst teacher participants. 415 00:50:26,990 --> 00:50:34,880 Right. It's interesting. When I started the longitudinal study, my plan, after many years of participatory research, 416 00:50:34,880 --> 00:50:44,120 was to do a very standard longitudinal design right out of the developmental literature, and I couldn't get anybody to participate. 417 00:50:44,120 --> 00:50:49,400 And that was because teachers didn't want to wait for six years to find out the results, 418 00:50:49,400 --> 00:50:57,620 and they didn't want researchers coming in and collecting data and doing what they wanted a professional learning experience. 419 00:50:57,620 --> 00:51:03,800 And so hence we changed the design of the study and introduced the idea of learning teams. 420 00:51:03,800 --> 00:51:14,900 And we have had the participation since then and opportunities for researchers to develop and test theory in naturalistic contexts, 421 00:51:14,900 --> 00:51:19,970 which I think is something that's sorely needed, at least in the self-regulated learning literature. 422 00:51:19,970 --> 00:51:26,030 I'm not sure if that's as much an issue in the assessment for learning literature. 423 00:51:26,030 --> 00:51:33,860 Ultimately, I think all of these things and the ways in which we're conducting the research will lead to more robust, 424 00:51:33,860 --> 00:51:40,820 ecologically valid and practical models of learning and self-regulated learning. 425 00:51:40,820 --> 00:51:44,720 So with that, I will thank you for your attention. 426 00:51:44,720 --> 00:51:52,000 I'll turn it over to. OK. 427 00:51:52,000 --> 00:51:57,340 Well, sincere thank you to Professor Nancy Carey. For those of you who don't know me, I'm just McGrane. 428 00:51:57,340 --> 00:52:08,320 I'm the director here at the deputy director. Director, can you see what happened? 429 00:52:08,320 --> 00:52:14,950 And first of all, I just wanted to sincerely thank Nancy for giving us just a snapshot of what it's been years there, 430 00:52:14,950 --> 00:52:18,910 I say decades of work working in this coal face. 431 00:52:18,910 --> 00:52:28,180 It's very complex and somewhat chaotic space of trying to connect the academic educational theory to real life classroom practise. 432 00:52:28,180 --> 00:52:32,800 And and the work you've shown us today is laudable in that respect. 433 00:52:32,800 --> 00:52:38,740 I know that this really is just a snapshot that everything you've accomplished and in terms of the same lessons learnt, 434 00:52:38,740 --> 00:52:43,210 I think the one thing I really. Or two things that I really learnt from you, Nancy, 435 00:52:43,210 --> 00:52:52,630 is firstly the humility that you bring to your work despite the fact that you have such an illustrious and laudable career yourself. 436 00:52:52,630 --> 00:52:56,830 And secondly, your celebration of the community of researchers that you work with, 437 00:52:56,830 --> 00:53:03,010 whether that be your direct collaborators, but also the teachers themselves and two of those things, 438 00:53:03,010 --> 00:53:12,070 the reason why you've been so successful in this, as I say, complex space of connecting theory to actual classroom practise. 439 00:53:12,070 --> 00:53:20,140 So on that note, I'm sure all of you in the room probably have lots of questions and reflections and comments for Nancy. 440 00:53:20,140 --> 00:53:25,870 But first cab off the rank in this respect will be to raise up from back, who is the director of the area. 441 00:53:25,870 --> 00:53:30,220 Say the real director there. 442 00:53:30,220 --> 00:53:37,420 Yes. Now this is someone who in this room doesn't need any introduction, but I'm going to give her an introduction anyway, 443 00:53:37,420 --> 00:53:43,060 because as the boss, you often spend a lot of time celebrating others and not having anyone celebrating you. 444 00:53:43,060 --> 00:53:49,690 So many of you in this room probably don't know that in a past life, probably more moons ago, 445 00:53:49,690 --> 00:53:55,120 that you would care to admit that Teresa is actually an award winning teacher in Norway. 446 00:53:55,120 --> 00:54:02,440 Yeah. And off the back of that, she decided to leave the heady heights of teaching and actually go into research 447 00:54:02,440 --> 00:54:06,920 to try to really delve into and understand what is it that makes a good teacher? 448 00:54:06,920 --> 00:54:09,670 What is it that makes best teaching practise? 449 00:54:09,670 --> 00:54:15,820 And as part of that, she actually has two books published in Norwegian that are bestsellers in her in her home country. 450 00:54:15,820 --> 00:54:21,730 And maybe one day you'll probably say is in English tourists who share those positive knowledge with us. 451 00:54:21,730 --> 00:54:28,270 But there's a side of the back of that. She's actually known as being the slayer of learning styles in Norway. 452 00:54:28,270 --> 00:54:34,600 Now, slaying Norwegians don't have a very good reputation on this island, so I'll just leave that alone for the time being. 453 00:54:34,600 --> 00:54:42,460 But of particular relevance to today's talk is Raise finished in 2009 from the University of Oslo, 454 00:54:42,460 --> 00:54:46,450 and in that was a core focus on self-regulating learning theory. 455 00:54:46,450 --> 00:54:52,930 She's continued to develop these ideas and particularly their connexion to formative assessment and assessment for learning. 456 00:54:52,930 --> 00:54:59,580 And so I turn it over to you, Teresa, today to give us the initial discussion and reflection on Nancy's talks. 457 00:54:59,580 --> 00:55:05,180 Thank you. Thank you very much, Nancy. 458 00:55:05,180 --> 00:55:15,320 And I think that one of the things I appreciate the coming talks for is the dialogue and walking into a room and being able to have all this fantastic 459 00:55:15,320 --> 00:55:25,580 dialogues with people around you asking the tough questions like some of my colleagues and the brilliant team here in front of us to talk about, 460 00:55:25,580 --> 00:55:32,510 thank you just for your kind words. And you asked me very often challenged me with challenging questions as well. 461 00:55:32,510 --> 00:55:42,320 And since I first met you, Nancy, I've been thinking a lot about everything behind what you said and what is really a self-regulated learning. 462 00:55:42,320 --> 00:55:48,080 Where does the theories come from? What does it mean if we know anything about learning strategies? 463 00:55:48,080 --> 00:55:52,460 What is it? Is it something really called learning strategies? 464 00:55:52,460 --> 00:56:00,680 And then I was really inspired coming to Oxford and discussing a lot with, amongst others, I'm sober. 465 00:56:00,680 --> 00:56:07,670 What is the assessment for learning? And I thought it was fascinating to hear your speech on your talk. 466 00:56:07,670 --> 00:56:14,360 Explain how you worked in classrooms for teachers as a researchers, and you use these words like, What am I learning? 467 00:56:14,360 --> 00:56:17,540 How is it going to go next? 468 00:56:17,540 --> 00:56:25,970 And I'm immediately thinking about the books I read about from one stalwart, and it brings it back to the assessment for learning. 469 00:56:25,970 --> 00:56:32,570 One of the things which I find fascinating is that researchers like yourself and Pinterest 470 00:56:32,570 --> 00:56:39,260 Zimmerman was in a research tradition with social cognitive theory in self-regulated learning. 471 00:56:39,260 --> 00:56:42,920 And I studied and looked into theories, and I found this attrition. 472 00:56:42,920 --> 00:56:49,400 The same time you had groups like Martin and Celia or you went to Australia and some other researchers. 473 00:56:49,400 --> 00:56:53,810 They were all looking into self-regulation using the same language as researchers here in 474 00:56:53,810 --> 00:56:57,770 the UK when they were talking about formative assessment and assessment for learning. 475 00:56:57,770 --> 00:57:03,290 And sometimes, I wonder wondered where by then more dialogues between these research groups. 476 00:57:03,290 --> 00:57:11,450 And I'm very pleased to say that the past five years, it has been increasing more dialogue between these fields, 477 00:57:11,450 --> 00:57:20,030 and that is a little bit of what you have demonstrated for us now. And I would like to also say that the journal, 478 00:57:20,030 --> 00:57:28,640 which is called Assessment in Education Principal Bullies Practise where I'm currently that leader, editorial leader. 479 00:57:28,640 --> 00:57:32,540 Stobart, you were one before me, Josh. 480 00:57:32,540 --> 00:57:38,330 You are on the editorial board here. We had a special issue on assessment for learning a few years ago, 481 00:57:38,330 --> 00:57:46,190 and soon we will have a special issue with Jason Brown hair as one of the guest editors where we tried to link a system of learning and 482 00:57:46,190 --> 00:57:55,370 self-regulated learning and why we mean one of the reasons why I wanted you to come here and talk to us is because after reading and this field, 483 00:57:55,370 --> 00:58:00,920 I felt as a researcher, there's so much of this research field which we need to know more about, 484 00:58:00,920 --> 00:58:07,700 but also linked to the research here and formative assessment. But we do have some really big questions. 485 00:58:07,700 --> 00:58:15,890 And one of them are how do we assess anything with self-regulation? 486 00:58:15,890 --> 00:58:23,480 How do we assess formative assessment properly? Because these days we are always asked to give evidence? 487 00:58:23,480 --> 00:58:27,470 Have students really learn something? And how do we know whether to have learnt something? 488 00:58:27,470 --> 00:58:28,130 And as you said, 489 00:58:28,130 --> 00:58:38,000 also when they do self-report and a concern which happen in our field around assessment for learning and formative assessment was in 2011, 490 00:58:38,000 --> 00:58:44,270 when Ben but I had this major critique of formative assessment coming out, 491 00:58:44,270 --> 00:58:52,550 and this was also picked up in something which colleagues Baird and Stoddart and myself and used in our times summarised. 492 00:58:52,550 --> 00:59:00,710 And one of the critiques we found was that a lot of the definitions used informative assessment are kind of blurring. 493 00:59:00,710 --> 00:59:08,330 And if you are a researcher and you're trying to make a design research projects and you're supposed to figure out something, 494 00:59:08,330 --> 00:59:14,010 but the constructs you're building this research on are not really helpful and good. 495 00:59:14,010 --> 00:59:27,350 What is it that the critique he had has been discussed since 2011 in the research community, and a lot of us have been really shaken up? 496 00:59:27,350 --> 00:59:35,900 It's a critique of lack of clear definition. It's a critique that there are some claims which are too strong about the effectiveness of something. 497 00:59:35,900 --> 00:59:42,500 And it's also this critique that there's limited attention given to domain concerns in its conceptualisation. 498 00:59:42,500 --> 00:59:50,060 And then also this thing about the measurement principles and the impact it possibly have on the larger society. 499 00:59:50,060 --> 00:59:57,650 And this might be strange to flag this up now, but at the same time as I'm coming from a teacher background, 500 00:59:57,650 --> 01:00:01,790 that's Josh carefully reminded me of and I really, really. 501 01:00:01,790 --> 01:00:06,890 Think that we should be careful about not only working with research and theory, 502 01:00:06,890 --> 01:00:14,540 I always struggle to think about what kind of advice to would give teachers and how can 503 01:00:14,540 --> 01:00:19,370 we make sure that the advice we give are evidence based and that they're really solid? 504 01:00:19,370 --> 01:00:25,160 And the reason why I'm saying it is also because there are so much lower quality around 505 01:00:25,160 --> 01:00:31,010 what you have demonstrated for us is excellent ways of working with researchers. 506 01:00:31,010 --> 01:00:40,640 How do we make sure that the research we are doing is based upon high quality so we can give really good advice when working with teachers? 507 01:00:40,640 --> 01:00:48,830 And how can we support teachers also to understand the difference between high and low quality and could lower that advice? 508 01:00:48,830 --> 01:00:54,830 I would say. And of course, the reason why I'm saying that is because in our field on self-regulation, 509 01:00:54,830 --> 01:00:58,910 I would suggest now that the field is a bit confused as well. 510 01:00:58,910 --> 01:01:04,730 People these days talking about learning styles as it most mentioned conflicting learning styles and strategies. 511 01:01:04,730 --> 01:01:12,350 Still, after all these years where we have had demonstrated in several articles that it's flawed literature, 512 01:01:12,350 --> 01:01:16,340 but there are still developing instruments using words themselves. 513 01:01:16,340 --> 01:01:21,440 And then we have this debate about what do we call the different things we're measuring, 514 01:01:21,440 --> 01:01:29,390 and we use different words depending on whether we are from Australia or Scandinavia or England or us. 515 01:01:29,390 --> 01:01:33,290 But it makes people confused. And then sometimes, of course, it could be. 516 01:01:33,290 --> 01:01:36,590 Potentially that rift is a new thing, but is it really a new thing? 517 01:01:36,590 --> 01:01:45,050 If you looked at the items closely, I see that very many of the items in the great scale was actually developed by Pinterest. 518 01:01:45,050 --> 01:01:50,120 If you look at it and and it's similar to the old classics. 519 01:01:50,120 --> 01:01:55,700 So I'm wondering, is it possible for, you know, in this field, 520 01:01:55,700 --> 01:02:04,850 so much to say something about how you're thinking we should work in this area for trying to work together from the field of assessment, 521 01:02:04,850 --> 01:02:09,920 for learning formative assessment and the field of self-regulated learning? 522 01:02:09,920 --> 01:02:21,170 Is it possible to discuss and have a dialogue? What can we actually do to make sure that we have clear definitions and do not and 523 01:02:21,170 --> 01:02:28,790 make it even more blurry because it clearly would use a lot of the science and items, 524 01:02:28,790 --> 01:02:35,090 but the language is sometimes not clear enough. The other thing is how do we develop now in the future? 525 01:02:35,090 --> 01:02:42,080 Better measurements because there are clearly some things which are better than others. 526 01:02:42,080 --> 01:02:52,070 But not all of us have the font now these days to go out and do some of the work, which has been suggested is better than other things. 527 01:02:52,070 --> 01:02:59,390 Like, for instance, classroom observations are clearly more expensive than doing questionnaires and a final point. 528 01:02:59,390 --> 01:03:05,150 I also would like to address since you have been our advisor in Africa, 529 01:03:05,150 --> 01:03:10,250 one of the final big questions we are discussing is that almost all the research we're currently 530 01:03:10,250 --> 01:03:15,770 doing also in self-regulation and assessment learning formative assessment tradition. 531 01:03:15,770 --> 01:03:24,620 It's based upon the material from studies in English speaking countries based upon white pupils, isn't it? 532 01:03:24,620 --> 01:03:32,210 And when we try to work the series from these studies in Tanzania, in South Africa, 533 01:03:32,210 --> 01:03:41,780 we are now questioning three years after we have had this study whether we actually need to go back and discuss the theory behind what we're doing, 534 01:03:41,780 --> 01:03:50,300 because sometimes the idea of what it means to be a self-regulated girl is not the same in a white, 535 01:03:50,300 --> 01:04:05,525 English speaking country as it is to be an Darrisaw school, for instance.