Presentation on theme: "Assessment Assessment should be an integral part of a unit of work and should support student learning. Assessment is the process of identifying, gathering."— Presentation transcript:
1AssessmentAssessment should be an integral part of a unit of work and should support student learning.Assessment is the process of identifying, gathering and interpreting information about students’ learning. The central purpose of assessment is to provide information on student achievement and progress and set direction for ongoing teaching and learning.
2Teachers’ judgements about student achievement can be supported by samples or evidence of students’ work.Teachers collect and record information that will enablethem to:judge achievement of outcomes appropriate for the stage of learningplan further teaching and learning activitiesmonitor student progressreport achievement to students and parents.
3Syllabuses use the terms: Assessment for learningAssessment of learning
4Assessment for learning, is ongoing and acknowledges that assessment should occur as an integral part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.It provides feedback that helps students to understand and plan the next steps in learning.
5Assessment of learning is assessment for accountability purposes, to determine a student's level of performance at the conclusion of a unit, year or stage.The information gained from this kind of assessment is often used in reporting.These professional judgements about student achievement are made at key points in the learning cycle e.g. at the end of a semester for reporting to parents.
6Quality assessment:provides opportunities for students to demonstrate what they know and can dois inclusive of all learnersis fair and validhas explicit quality criteria.
7Assessment expectations Schools develop assessment policies which:provide opportunities for students to demonstrate achievement of syllabus outcomesuse valid and reliable assessment strategieshave assessment processes which are time efficient and manageable.
8Standards Standards are derived from: syllabus outcomes and content showing what is to be learntdescriptions of levels of achievement of that learning.
9Key questionsWhat do I want my students to show me they know and/or can do?Is the type of marking suited to the type of task and the criteria I have in mind?Are the marking guidelines appropriate to the task instructions?Will the marking guidelines indicate to my students how they can achieve the marks?
10Evidence of learning Methods of gathering evidence of learning include:informal observation by the teacherquestioningpeer evaluationself evaluationstructured assessment activities.
11Criteria for assessing learning should be communicated to students with the activityare clearly expressed in terms of the knowledge,understanding and skills required for the activityrelate to the syllabus outcomesrelate to the guidelines for markingare sometimes referred to as assessment rubrics.
12Feedback to students is integral to the teaching and learning process will let students know how well their knowledge, understanding and skills are developing in relation to the outcomesenables students to recognise their strengths and areas for improvementallows students to plan the next steps in their learning.
13The process of recording evidence for assessment needs to be manageable and allow information to be recorded quickly and easilyshould emphasise quality rather than quantity of evidenceshould reflect the reporting processes of the schoolcan be both formal and informal.
14Ways of recording assessment may include: commentsgradesmarkschecklists against assessment criteriarating scalesobservation gridsnotes from interviewsgraphs.
15Terminology Outcomes Criteria Explicit statements of the knowledge, skills andunderstanding expected to be learnt by students.CriteriaDescriptive statements that teachers will use to makejudgements about the marks to be awarded for differentlevels of performance.
16Rubric Marking guidelines General criteria at the beginning of a section that will be taken into account in marking work.Marking guidelinesCriteria for making judgements about thedifferent levels of student performance and the marks to be awarded.
17Marking schememay be identical to the marking guidelinesORmay elaborate on the marking guidelines in the light of student responses.Work samplesprovide student responses that illustrate particularoutcomes and an indication of levels of student performance.
18Sample Assessment Activity: Writing in [Languages] Students in Stage 3 have been studying a unit of work on eating and drinking. They have participated in activities, learned associated vocabulary and have compared their eating habits with those of [Language]-speaking communitiesStudents conduct a class survey about food and drink preferences, in order to design an appropriate menu for a two-day school Language camp. Working in pairs, students write a survey in Language for the other class members to complete. It could include questions about what is eaten for breakfast, lunch and dinner, and which food is eaten as snacks. Students might also like to gather information about how often they eat and drink certain items.Acknowledgement: Board of Studies’. Advice on Programming and Assessment for stage 4 and 5 (2004)
19OutcomesA student:3.UL.4 writes texts to present key points of information in [Language]3.MLC.1 recognises the importance of context in language use3.MLC.2 identifies patterns and features of [Language] by making comparisons between languages3.MBC.2 demonstrates understanding of significant cultural values and practices in [Language-speaking] communities.
20SkillOutcomesCriteria for assessing learningWriting3.UL.43.MLC.13.MLC.23.MBC.2Stage 3Students will be assessed on their ability to:apply specific rules of grammarwrite texts to present key pointsconvey information in a sequenceuse available resources to support construction of new textapply learnt patterns in producing own text[apply knowledge of the writing systems of scripted languages]