1. Assessment COURSE ED 1203: INTRODUCTION TO TEACHING COURSE INSTRUCTOR
SAID A.S.YUNUS
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2. ED 1203 - INTRODUCTION TO TEACHING
What is Assessment?
The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)
4/20/2017
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3. ED 1203 - INTRODUCTION TO TEACHING
What is Evaluation?
Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information and making judgments and/or decisions based on the information collected about student achievement in relation to outcomes.
Turn to your group and discuss the two definitions.
On the small sticky notes i=
on your table jot down one assessment tool you have used successfully- 1 per sticky note.
( 1 minute)
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4. Assessment vs. Evaluation
"Evaluation usually occurs when students finish a task, whereas assessment goes beyond evaluation to include gathering information about student performance as they work as well as when they are finished. Assessment is also usually done with the student, while evaluation is done to the students' work."
Source: AASL & AECT. (1998). Information Power, Building Partnerships for Learning. Chicago and London: American Library Association, page 173.
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5. ED 1203 - INTRODUCTION TO TEACHING
Assessment Shifts
Assessment of
At the end of learning, summative, performance in reference to a standard
Assessment for
During learning, used to inform instruction and learning, student is a partner in the assessment process
Assessment as
is about reflecting, discussing together before, during and after teaching and learning.
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6. ED 1203 - INTRODUCTION TO TEACHING
Assessment
OF Learning
FOR & AS Learning
Evaluation
Summative (after)
Judging
Assigning grades & reporting on achievement
Assessment
Diagnostic (before) & Formative (during, ongoing)
Coaching
Providing feedback to students & teachers to make decisions about next steps in learning
Ministry policies and resources will refer to the concepts of “assessment for learning” and “assessment of learning”. Both are important, but they are not the same thing. Assessment for learning emphasizes that the main purpose of assessment is not just to determine a mark at a particular point in time.
The primary purpose of assessment is to improve student learning.
It is meant to be on-going, to help students understand and to help teachers make adjustments before an evaluation takes place.
With this in mind, let’s talk about planning.
Here is a summary that compares the two types of assessment Dr. Earl spoke of.
Assessment of learning focuses on Evaluation. It is the traditional approach, typically using examinations to test what students know and are able to do. Through formal testing, teachers report on what students HAVE LEARNED at the end of a unit or course. It is summative, and it is what teachers are most familiar with.
The teacher’s role in evaluation is as JUDGE,
to assign grades
to report to students and their parents how they did
Assessment for learning, on the other hand, focuses on on-going assessment – the gathering of information about achievement.
It can take place before learning, through diagnostic assessment to determine students’ prior strengths or learning gaps,
or during learning, using more informal methods of assessment, which can include observation, performance, or student-teacher conference as well as quizzes and written assignments throughout the learning process.
The teacher takes a coaching role, giving students detailed feedback to tell them how they can do better.
The purposes of assessment FOR learning are to help teachers determine how student learning is developing, to identify what’s working and where problems are. This process assesses the effectiveness of instruction as well and helps teachers determine how instruction has to change to help struggling students.
As Dr. Earl stated, much of teacher’s formal assessment planning tends to fall into the “of learning” category. We carefully plan summative evaluations, perhaps because of the ‘accountability’ involved, and the fact that they are used for evidence when reporting to parents, or making decisions about placement.
While assessment ‘for’ learning occurs, it tends to be done more informally, as the occasion presents itself.
Our key message, and Ministry policy, suggests that this should not be the case…that assessment ‘for’ learning also needs to be planned.
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7. The Assessment-Instruction Process
Pre – Assessment “finding out”
Summative Assessment “making sure”
Formative Assessment
“checking in” “feedback” “student involvement”
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8. Pre-Assessment Strategies
Student Products
Student Work Samples
Show of hands/EPR (Every Pupil Response)
Standardized Test Data
Teacher Observation
Writing Prompts
Writing Samples
Checklist
Pre-test
KWL Charts
Graphic Organizers
Student Discussions
Student Demonstrations
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9. Formative Assessments:
Assessments FOR learning happens while learning is still underway.
These are assessments that:
are conducted throughout teaching and learning to diagnose student needs
plan the next steps in instruction
provide students with feedback they can use to improve the quality of their work
help students see and feel how they are in control of their journey to success
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10. ED 1203 - INTRODUCTION TO TEACHING
Definition:
Formative assessment delivers information during the instructional process, before the summative assessment. Both the teacher and the student use formative assessment results to make decisions about what actions to take to promote further learning. It is an ongoing, dynamic process that involves far more than frequent testing, and measurement of student learning is just one of its components.
Almost any assessment instrument can be used for summative or formative purposes, but some, by design, are better suited to summative use and others to formative use.
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11. Formative Assessment Strategies:
Learning Logs
Oral Attitude Surveys
Oral Presentations
Peer Evaluations
Problem Solving Activities
Products
Questioning
Quiz
Response Groups
Self-Evaluations
Conference
Cooperative Learning Activities
Demonstrations
Exit Card
Graphic Organizers
“I Learned” Statements
Interviews
Journal Entry
KWLs
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12. Effective Formative Assessments Provide the Following:
Provide a clear and understandable vision of the learning target
Use examples and models of strong and weak work
3. Offer regular descriptive feedback.
Teach students to self-assess and set goals.
5. Engage students in self-reflection, and let them keep track of and share their learning.
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13. ED 1203 - INTRODUCTION TO TEACHING
Summative Assessment
A summative assessment/evaluation is referred as assessment OF learning which conducted at the end of the progrsmme. Summative assessment is designed to:
provide information
make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)
It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.
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14. Summative Assessment Strategies
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
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15. Assessment Instruments
Pre-assessment (diagnostic)
Formative (ongoing)
Summative (final)
Pretests
Quizzes
Teacher-made test
Observations
Discussions
Portfolios
Journals/logs
Assignments
Projects
Standardized tests
Questionnaires
Interviews
Journal logs
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16. Informal and Formal Assessment
Informal assessment can take a number of forms:
unplanned comments, verbal feedback to students, observing students perform a task or work in small groups, and so on.
Formal assessment are exercises or procedures which are:
systematic
give students and teachers an appraisal of students’ achievement such as tests.
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17. Traditional Assessment
Multiple-choice
True-false
Matching
Norm-referenced and criterion referenced tests
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18. Norm and Criterion-referenced tests
Norm-referenced test
standardized tests (college board, TOEFL, GRE)
Place test-takers on a mathematical continuum in rank order
Criterion-referenced tests
give test-takers feedback on specific objectives (“criterea”)
test objectives of a course
known as “instructional value”
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19. ED 1203 - INTRODUCTION TO TEACHING
Authentic Assessment
Authentic assessment
reflects student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities
Examples:
performance assessment
portfolios
self-assessment
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20. Purposes for Assessment
Diagnose students strengths and needs
Provide feedback on student learning
Provide a basis for instructional placement
Inform and guide instruction
Communicate learning expectations
Motivate and focus students’ attention and effort
Provide practice applying knowledge and skills
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21. ED 1203 - INTRODUCTION TO TEACHING
Purposes continued
Provide a basis for evaluation for the purpose of:
Grading
Promotion/graduation
Program admission/selection
Accountability
Gauge program effectiveness
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