1 التقييم من أجل التعلم Assessment For Learning التدريب المُيسر للمعلمين 2: التقييم بشكل جيد FTT2 : Assessing Well

قواعد التدريب Norms Session overview نظرة عامة على الجلسة 2

دليل التعلم المهني Companion for Professional Learning Complete the impact section based on the learning from your previous FTT أكمل نموذج تحديد الأثر الناتج عن ما تعلمته استنادا إلى جلسة التدريب المُيسر السابقة

دليل التعلم المهني Companion for Professional Learning Complete the prior thinking, K and W أكمل نموذج ما سبق من معرفة. ماذا أعرف وماذا أريد أن اعرف

Learning Outcomes مُخرجات التعلم

6 « الغرض من التقييم يكمن في تمكين عملية تعلم وتعليم أكثر فاعلية من خلال توفير قياسات مستمرة و ذات مصداقية لما تعلمه الطلبة و ماهي المواقف والمهارات والفهم التي تحتاج إلى تحسين » كتيب سياسة مجلس أبوظبي للتعليم – القسم السابع ، الصفحة 62 “ The purpose of assessment is to enable more effective teaching and learning by providing ongoing authentic measures of what students have learned and which attitudes, skills and understanding require improvement.” ADEC Policy Manual Section 7, page 62

أين نحن الآن؟ Where are we now? 7 هل نؤدي الأشياء بترتيبها الصحيح؟ Are we doing things in the correct order?

النظر في ممارستنا Looking at our practice 8

9 التأمل الشخصي Personal reflection

10 التقييم من أجل التعلم Assessment For Learning التدريب المُيسر للمعلمين 2: التقييم بشكل جيد FTT2 : Assessing Well

لغة التقييم Language of Assessment 11 TermLineDefinition Authentic A means to ensure teachers apply assessment tools (e.g. rubrics) to the same standard; by reviewing benchmarked materials or marking and re-marking common pieces of student work Informal Assessment Activity A means of determining where students are, where they need to go, and how best to get there; used for monitoring, diagnosing and informing what to do next Valid A record that substantiates teacher judgements of student performance; e.g. observations and notes, results of assessment techniques, contents of a portfolio Assessment Intrinsic reliability is how well a test/exam/question is able to accurately assess student understanding (i.e. if given on a second occasion provides the same result); extrinsic reliability is how well a marker applies a rubric or uses a markscheme; extrinsic reliability provides the greater and more immediate challenge Standardize An assessment task (technique) that challenges students appropriately and enables the full range of performance to be achieved using the assessment tools; also interpreted as tasks which are meaningful and engaging that go beyond solely remembering Reliable This generally refers to how well a question/test/exam actually assesses the intended learning outcomes or set of outcomes; teacher- designed assessments provide the greatest challenge. Evidence A set of systems including techniques and tools to determine levels of student performance, means of recording and reporting such performance Assessment for Learning (AfL) A technique for gathering information about learning as it is taking place; it usually occurs at the start or near the end of a lesson; e.g. quiz, verbal questioning, think-pair-share; evidence collected informs teaching but does not contribute to Continuous Assessment marks

مناقشة المجموعة Group Discussion 12

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التخطيط والمُعايرة Planning & Standardizing 14

دليل التعلم المهني Companion for Professional Learning Complete the knowledge learnt and commit to action كتابة المعرفة التي تم تعلمها والإلتزام بتطبيقها في العمل

الروابط و القراءات والمواقع الإلكترونية Links/Readings/Websites 16 D. Wiliam : Embedded Formative Assessment Solution Tree Press ADEC Policy Handbook: Section 7, page 62 ADEC Portal ms/AllItems.aspx Irtiqa’a SEF Document ADEC Assessment Glossary, P-12 PowerPoint: National Assessment Policy and Standardised Testing in Schools: Some issues to consider. Gerry Mac Ruairc, School of Ed, University College Dublin