Santosh Avvannavar's Blog

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Earl, Lorna (2003) Assessment as Learning

Today, as an educator, when I look back at my childhood assessments, I see that they mostly relied on summative evaluation, which we called final exams. There were also formative assessments that occurred at regular intervals, including mid-term exams. Additionally, there was a preparatory exam one and a half months before the final exams to help students gauge their readiness. These assessments focused on measuring and ranking students, with little to no feedback provided. While I personally disliked these frequent assessments, I understand they were meant to measure knowledge retention and rank students. However, the pressure created anxiety for some (while some thrived under the pressure) and fear of parental consequences for others. In contrast, I enjoyed language subjects where essays and subjective answers allowed for creativity.

Fast forward, learning from Lorna Earl’s (2003) book Assessment as Learning, I discovered this form of assessment is known as assessment of learning. This approach focuses on ranking and comparing students, with little to no feedback for improvement. Interestingly, it remains a widely accepted form of assessment in education systems. Broadfoot (1996) aptly captures the tension with the question, “To measure or to learn; that is the question.”

Lorna Earl, however, goes on to discuss two other forms of assessment. This shift is due to growing criticism from educational researchers and theorists who argue that assessment of learning (Afl) has limitations in providing a comprehensive picture of student progress. These limitations have led to a growing emphasis on Afl, a student-centered approach. Here, data from formative assessments is used to inform instructional decisions and support students’ ongoing learning processes. Here, the central focus remains the teacher, similar to traditional methods. However, the key distinction lies in the timing and purpose of the assessment. AfL happens in the middle of the learning process, not just at the end with a final exam. This allows teachers to guide students to the next step based on their understanding. The approach to record keeping also reflects this shift. Instead of just grades, AfL may utilize checklists that track a student’s progression along the learning continuum, providing a more nuanced picture of their development.

Assessment as Learning (AaL) further extends this concept by positioning students as active participants in their own learning journey. AaL encourages self-monitoring and self-regulation, empowering students to take ownership of their progress. In this model, record-keeping becomes a collaborative effort between students and teachers. They work together to identify evidence of learning through various means. This evidence is then used for reflection on their work, allowing them to capitalize on their strengths and target areas needing improvement. Comparison with others becomes less relevant as the focus shifts towards individualized learning journeys with personalized goals and targets set along a continuum of progress.

These changes reflect a broader recognition that assessment should not just measure learning but actively contribute to it, fostering deeper understanding and continuous improvement.

Everything we see, hear, and do has its own worldview, a language through which it is understood and that tells a story of research approaches. Each research approach has its own assumptions, data, analysis, and interpretation. The research approaches (qualitative, quantitative, or mixed) should not be seen as discrete but rather as a continuum with two different ends. Quantitative research seeks to gather numerical data through closed-ended questions and responses, while qualitative research aims to gather information through open-ended questions and responses. Qualitative research employs an inductive style, whereas quantitative research uses a deductive style. A framework for research reveals that worldviews/philosophy, design, and research methods are interconnected.

(Note: Worldview – a basic set of beliefs that guide action – Guba 1990. Also known as Paradigms Lincoln et al., 2011, Epistemologies and Ontologies Crotty, 1998, broadly research methodologies, Neuman 2009) The worldview helps us understand the underlying philosophical orientation about the world and the nature of research that a researcher brings to a study. There are four widely discussed worldviews/philosophies.

Worldview of the Positivisit : Before we explore on this worldview watch the video

On watching this video, one must have heard data, facts, and references indicative of the scientific method often employed in science research, which is quantitative in nature. This research, grounded in empirical evidence, challenges the notion of the absolute truth of knowledge (also known as Theory of Knowledge/TOK or epistemology) and beliefs (also known as Theory of beliefs/TOB or ontology) by demonstrating that certainty about knowledge claims is elusive.

At several points in the video, Mr. Chidambaram reduces the bill’s ideas into small, discrete sets (reductionism) and discusses deterministic effects or outcomes through a series of closed-ended questions. Through his observations of the bill, he extracts data (empirical observations) and hypotheses used to arrive at the bill’s subjects or items. After each subject or item, he emphasizes the need for further clarification and testing of the bill’s ideas (theory verification).

Some Q & A’s to understand this worldview

Question 1: Taking a cue from the video, how does the scientific method challenge traditional notions of absolute truth and knowledge? Can we truly rely on empirical evidence to provide definitive answers?

Answer: The traditional notion of absolute truth by demonstrating that scientific knowledge is based on empirical evidence, which is subject to interpretation and refinement. While empirical evidence is crucial for building reliable knowledge, it’s essential to recognize that it’s always provisional and subject to change as new evidence emerges. Therefore, absolute certainty is often unattainable in scientific inquiry.

Question 2: Mr. Chidambaram’s approach of breaking down complex issues into smaller components is a common analytical technique. However, does this reductionist approach always capture the full complexity of a problem? When might a more holistic approach be necessary?

Answer: While reductionism is a valuable tool for understanding complex systems, it can oversimplify problems by ignoring interactions between components. A holistic approach, which considers the system as a whole, is often necessary to capture emergent properties and unexpected outcomes. For instance, studying individual parts of an ecosystem might not reveal how they interact to create a balanced environment.

Question 3: Taking cue from the video, there is an emphasize of the importance of testing ideas through empirical evidence. How can we ensure that our methods for testing theories are rigorous and unbiased? What are the potential pitfalls of relying solely on empirical verification?

Answer: Rigorous research methods, including randomized controlled trials, peer review, and replication, are essential for ensuring the reliability of empirical evidence. However, biases can still influence research design, data collection, and analysis. It’s crucial to be aware of potential biases and to implement measures to mitigate them. Additionally, relying solely on empirical verification can overlook other forms of knowledge, such as qualitative data, expert opinion, and ethical considerations.

Question 4: How does the language used in framing research questions and interpreting data influence our understanding of the world? Can the same data be interpreted differently based on language choices?

Answer: Language plays a significant role in shaping research and its outcomes. The choice of words can influence how we perceive and frame research questions, leading to different interpretations of the same data. For example, using emotionally charged language can bias research findings. It’s essential to use clear and unbiased language to promote objectivity in research. Additionally, considering multiple perspectives and interpretations of data can help to uncover hidden biases and enhance the overall understanding of a phenomenon.

Worldview of the Constructivisit : Before we explore on this worldview watch the video

This worldview is often combined with interpretivism that uses qualitative research. Observe the specific portion between Member of Parliament and Leader of Opposition Mr. Rahul Ghandi and Defence Minister Rajnath Singh as an observer (You) one understands the worldview which has social and cultural influence. The subjective meaning is based on individuals experiences and it could be varied for individuals and others of different worldviews. The goal of the researcher relies on the participants’ view and to look for the complexity of views. The researcher employs open-ended questions (Banned BBC documentary India’s daughter tells what they think) allowing the participants’ to share their views on their understanding of life settings. If we put Mr. Rahul Ghandi as a researcher (and interpreter) his interpretations is also based on his background that has shaped him scheme of Agniveer view. His interpretations has Qualitative research check this video (click here), open-ended questions, listening and understanding the background of what Agniveer parents have to say had inductive approach that developed a theory or pattern of meaning.

Some Q & A’s to understand this worldview

Question: How does a researcher’s worldview influence the research process, particularly in qualitative research?

Answer: A researcher’s worldview shapes their perspective, the questions they ask, and the interpretations they draw from the data. In qualitative research, where subjectivity is central, a researcher’s background and beliefs inevitably color their understanding of participants’ experiences. It’s crucial to be aware of these influences to mitigate bias and strive for objectivity.

Question: What ethical considerations should researchers keep in mind when conducting interpretive research, especially when dealing with sensitive topics like the Agniveer scheme?

Answer: Researchers must prioritize participant well-being, obtaining informed consent, protecting anonymity, and avoiding harm. They should also be mindful of the potential impact of their research findings on the community and take steps to mitigate negative consequences. Additionally, researchers should be transparent about their own biases and limitations.

Question: To what extent can findings from qualitative research, such as in-depth interviews with Agniveer parents, be generalized to the broader population?

Answer: Qualitative research often provides rich, detailed insights into specific cases but might not be representative of the entire population. Generalizability is limited. However, these findings can generate hypotheses for further quantitative research or inform policy decisions. It’s essential to interpret qualitative results cautiously and avoid overgeneralization.

Question: What are the unique contributions of interpretive research to understanding complex social issues like the Agniveer scheme?

Answer: Interpretive research offers a deeper, more nuanced understanding of people’s lived experiences, which quantitative methods often miss. It can uncover hidden meanings, perspectives, and motivations. By providing a voice to marginalized groups, interpretive research can challenge existing power structures and inform social change.

(to be edited and sources to be mentioned)

Santosh Avvannavar as a student of Education Action Research

The simplest answer to this question might be: we want everyone to be educated, become well-rounded citizens, and thrive economically. However, in a diverse country like India, with 121 native languages and 22 scheduled languages (Census 2011), how can this seemingly simple goal be achieved when the language of instruction differs from students’ native languages? As a teacher, you’re likely well aware that your classroom is multilingual. On the one hand, the Indian constitution protects minority languages, while the language of instruction may be different, as with English. These are just the tip of the iceberg; many other questions need to be addressed in classrooms.

Pardon me for the odd question: do we need teachers? Of course, we need them! Rather, the question must have been, How are teachers making a difference in classroom learning? How do teachers relate to classrooms? How are they bringing about changes as social agents? The importance of teachers in achieving these goals is partially rooted in the policies, acts, and schemes taken by the government of India, NGOs, and private entities through corporate social responsibility. Notably, the RTE Act, or The Right to Education Act of 2009, aims to provide free education for children aged 6-14. Similarly, the Sarva Shiksha Abhiyan (SSA) program focuses on the growth and development of children, while also recognizing the crucial role of teachers. Likewise, NGOs like Agasty and Sahaara, among others, work to support a pluralistic society. All these initiatives require educated, capable, and confident teachers. What can teachers do that policymakers cannot? This demonstrates that a teacher or educator has influenced you to become an agent for social change. If you’re still looking for inspiration, check out this TED talk!

TED talk by Rita Pierson

A comprehensive review of research on teacher-student relationships by Deborah Roorda et al. (2011) examined 99 studies around the world. The research found that positive teacher-student relationships predicted both increased student engagement and improved academic performance for struggling students. This highlights the importance of positive relationships, as they can motivate students and support those who face academic challenges. These findings tell stories of resilient, committed, and confident teachers who deal with a wide range of students. They are quick to sense elements of uncertainty and mutability.

Where do teachers get their inspirations from ?

Teachers’ inspiration likely stems from a combination of factors, including their creativity, knowledge, classroom-tested strategies, and a reflective nature that drives them to improve their students’ learning. Additionally, they cultivate sensitivity towards cultural background, gender, and geographical context. To support this, several models of “Good Teaching” exist, such as Danielson’s Framework for Teaching, TeachingWorks, and Measures of Teacher Effectiveness.

This quote from Anita Woolfolk’s book, “The difference between a beginning teacher and an experienced one is that the beginning teacher asks, ‘How am I doing?’ and the experienced teacher asks, ‘How are the children doing?'” (Codell, 2001, p.191) This highlights a key concept in educational psychology: the focus on student learning. Educational psychology equips teachers with tools and strategies to achieve this shift. Reflecting on this quote, I can see how my own teaching has evolved from seeking affirmation to leading. Educational psychology has played a vital role in helping me prioritize student success.

Educational practices in India have flourished in various forms throughout history. Vedic education, also known as Guru-shishya parampara, emphasized the teacher imparting life lessons and skills that were honed and applied in real-world contexts. During the medieval period, Muslim rulers influenced education through religious schools and established elementary education. Following this, missionary education was established with the aim of providing knowledge to prepare individuals for government jobs. Several modern Indian thinkers such as Gijubhai Badheka, Jiddu Krishnamurti, Swami Vivekananda, Rabindranath Tagore, and Mahatma Gandhi, among others, led the movement for mass education. Three prominent personalities, Dr. Radhakrishnan, Dr. Laxamanswami Mudaliar, and Prof. Kothari, brought reforms to education in post-independence India (or: the post-independence era in India), establishing a system of secondary education and universities.

According to Census 2011, 31% (37.24 crore) of the total population has children aged 0-14. The Gross Enrolment Ratio (GER) indicates a high dropout rate at the senior secondary level, with nearly 44% of children dropping out (Children of India, 2018). Further highlighting these challenges, the NGO Pratham Education Foundation’s ASER (Annual Status of Education Report) findings have stressed on the challenges of acquiring basic reading and arithmetic tasks between the age group of 5 to 16, among several other findings.

Sources will be mentioned

On 2nd July, I had the opportunity to conduct a workshop for Grade 8-10 students at CBSE BRS Global School in Bengaluru. The workshop was based on my newly launched illustrated book, “Classroom Communication.” Utilizing elements of the 5Es model of Inquiry-Based Learning, I aimed to foster a dynamic and engaging learning environment. As an advocate for Inquiry-Based Teaching, I believe it significantly enhances student engagement by encouraging hands-on experiences and critical thinking.

The 5E Learning Cycle

Developed by Dr. Robert Karplus and J. Myron Atkin in 1962, the 5E Learning Cycle consists of five stages: Engagement, Exploration, Explanation, Elaboration, and Evaluation. This guided inquiry approach is designed to facilitate deep learning and active problem-solving.

Workshop Activities

I began the workshop with a story that introduced the first chapter of the book, “Sharing Ideas.” This story emphasized the skill of perspective-taking, which we explored further through discussion and activities.

Using the first topics from the book, I posed several large questions, such as, “How can schools focus on learning rather than marks?” Students worked in groups of 3 or 4, sharing and reasoning their ideas. I encouraged them to share all thoughts, even those that seemed silly, and then review ideas from other groups to identify interesting insights.

Student Responses

Here are some of the responses shared on a common sheet provided to each group:

“Learning gives knowledge to improve our skills.”“Focus must be on learning, not on ways to gain marks, as one could manipulate the system.”“Learning gives confidence.”“Learning need not be constrained to textbooks.”“Learning can happen through assessments, seminars, debates, lab activities, educational trips, and sharing ideas with teachers.”

As a facilitator, I probed the meaning of these responses and how other groups viewed each idea. Here are some insights:

Students believe that marks do not necessarily reflect learning, knowledge acquisition, or problem-solving skills.Students recognize that learning enhances knowledge, skills, and abilities to solve community problems.Students think schools should offer a variety of opportunities, such as seminars, educational trips, debates, and hands-on activities, to foster inquisitiveness.Students believe that incorporating different learning styles, such as visual aids, can enhance learning.Students acknowledge the importance of co-curricular and extra-curricular activities in building social intelligence.Additional Topics

The workshop also covered other topics, including junk food and mobile phones. As we progressed, students connected the skills they were developing, such as sharing ideas to gain perspective and becoming wise counsel for others. This reflection and the ability to connect different topics from the book helped students evaluate the importance and magnitude of learning to develop knowledge, skills, and abilities.

Today’s workshop was a testament to the effectiveness of Inquiry-Based Learning and the 5E Learning Cycle. By engaging students in active problem-solving and communication, we can help them construct new ideas and develop essential 21st-century skills.

Thanks to the school management, principal, staff and parents for the opportunity to conduct this workshop.

To know more about the book, Classroom Communication

Illustrated books have captivated me since childhood. I love how a single picture on a page can speak volumes and touch the reader’s mind. Since 2018, I’ve explored many genres of illustrated books. I’ve dreamt, doubted, and persisted, and now, I’m thrilled to announce that my first illustrated book, ‘Classroom Communication’ is launched. I had an opportunity to conduct first workshop for teachers of an ICSE school in Bengaluru.

The workshop focused on the two large objectives:

Understanding Classroom CommunicationApplying Effective Communication Strategies

To know more about the book & reviews check the ebook on Amazon

Ebook on Amazon

Print copy links

Illustrations in Colour

https://store.pothi.com/book/santosh-avvannavar-classroom-communication/

Illustrations in B & W

https://store.pothi.com/book/santosh-avvannavar-classroom-communication/

Incase you would like to conduct a workshop for your teachers and students of Grade 9 and above, contact santosh.avvannavar(at)gmail.com

CBSE’s OBE, Open Book Exams proposal : Exploring the future of education with seasoned educator Lalitaa Ganpathy

– Potential benefits and drawbacks of transitioning from traditional closed-book exams.

– Affect on the teaching methodologies and assessment strategies.

– If a student move from CBSE’s OBE to other board Closed-book exam, does the transition going to be challenging for students?

Link:

Santosh Avvannavar’s creative workshop is inspired by the acclaimed author Peter H. Reynolds’ book, “The Dot.” Hosted by Dayananda Sagar Public School’s CBSE wing in Bengaluru, this workshop, conducted by educationist, artist and author Santosh Avvannavar, is a magical exploration of the creative potential hidden within the humble dot.

Creative Workshop, “The Power of Dots,” drawing inspiration from Peter H. Reynolds book, “The Dot.” This captivating workshop was designed to kindle creativity and imagination, utilizing storytelling & engaging activities to do so.

It proved to be an unforgettable experience for the Grade 6 students in attendance.The workshop centered around the concept that even seemingly simple dots possess immense creative potential.

Santosh Avvannavar’s guidance took participants on a journey into the intriguing realm of dot artistry, offering them the opportunity to unlock their artistic abilities and delve into novel forms of self-expression.

Drawing inspiration from Reynolds’ work and other dot-based art forms, attendees were guided through the intricacies of using dots to craft their own unique artwork.”The Power of Dots” went beyond the realms of drawing and art; it sought to enhance creativity in all aspects of observation. Participants were encouraged to think outside the box, create, and share with others. The hands-on interactive sessions allowed them to create their own dot art pieces under Santosh Avvannavar’s expert guidance, instilling a profound sense of accomplishment and joy in their newfound abilities and self-belief.This workshop promised to be a transformative and enriching experience, catering to anyone eager to explore their creative potential.

Its primary goal was to ignite a passion for art and encourage participants to perceive the world through the lens of dots.

#thedot #dots #PeterReynolds #Workshop #ICSE #schools #bengaluru #bangalore #santoshavvannavar #QtPi #STEMeducation #imagination #art #drawing #skills

Divya Reddy, a devoted mother of two, offers a heartfelt glimpse into the world of elementary education in the USA. Listen to her as she shares her personal experiences, valuable insights, and candid observations about the American education system.

Santosh Avvannavar was invited to address educators of Vishwa Vidyapeeth Group of Schools Bengaluru for a #creativity workshop. The podcast is the outcome to of the session to help other educators to use creative aspects in classroom. We thank the podcast participants, principal and management of the school for the opportunity.