Akhaltsikhe, June, 2013

C+ Pass/Fail A A- 85% F S Unsatisfactory 67% D C B 93%

Definitions Assessment -- The process of measuring something with the purpose of assigning a numerical value. Scoring -- The procedure of assigning a numerical value to assessment task. Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.

Assessment Types Formative - for performance enhancement Formal - quizzes, tests, essays, lab reports, etc. Traditional - tests, quizzes, homework, lab reports, teacher Summative - for performance assessment Informal - active questioning during and at end of class Alternative - PBL’s, presentations, essays, book reviews, peers

Alternative Assessment Alternative to what? Paper & pencil exams Alternatives: lab work / research projects portfolios presentations research papers essays self-assessment / peer assessment lab practical

Informal CATs (Classroom Assessment Techniques) Quick-fire questions Minute paper 1) What did you learn today? 2) What questions do you have? Directed paraphrasing (explain a concept to a particular audience) The “muddiest” point (What is it about the topic that remains unclear to you?) For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass.

Criterion-Referenced Eval’s Based on a predetermined set of criteria. For instance, 90% and up = A 80% to 89.99% = B 70% to 79.99% = C 60% to 69.99% = D 59.99% and below = F

Handling Appeals Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain date. Refuse to discuss question if student will be appealing the answer. Appeals include the following: Question being appealed Teacher and student responses Explanation of why student’s response is as good as or better than teacher’s expected response. Teacher responds in writing. No class-wide correction: each student must make own appeal. Benefit: students feel they are treated fairly.

Self-evaluation Self-evaluation involves learning how we learn, whereas self-assessment is what we learn. To train students in self- evaluation, use questions such as: Think about what has happened when the learning has taken place What really made you think? What did you find difficult? What do you need more help with? What are you pleased about? What have you learnt new about X? How would you change the learning activity to suit another class? The teacher can model answers to these to show the students how to self-evaluate. Back to AFL Tools

Portfolios of Student Work Have students prepare an ongoing, extensive portfolio of their work. Maintain these portfolios in an open but supervised setting.

STRUCTURE OF THE STUDENT QUESTIONNAIRE The Questionnaire shall consist of 2 parts: Pre-pilot training career course assessment After-pilot training career course assessment PRE-PILOT TRAINING CAREER COURSE ASSESSMENT Purpose - to increase student motivation for effective learning and to find out student needs and expectationsfrom the pilot student career management course. Questions: What are the student’s career goals? What competencies the student needs for achieving multicultural goals? What competencies useful for achieving own multicultural goals the student has already accumulated? What competencies the student would like to develop during the training course? Whether the student thinks that the course will help to develop the needed competencies AFTER-PILOT TRAINING culturalCOURSE ASSESSMENT Purpose - to clarify realization of student needs and expectations from the pilot cultural course and to evaluate the usefulness of the training course.

Questions related to clarifying the realization of student needs and expectations from the pilot student career management course: What are the student’s goals? Have the student’s career goals changed as a result of the training course? What competencies does a student need for achieving special goals? What competencies useful for achieving the student’s career goals the student has accumulated before the training course? What competencies has the student developed during the training course? What competencies the student still needs to develop after the course? Questions related to evaluation of the usefulness of the course: Assessment of the training course content Assessment of Teaching process Assessment of Teaching methodology and organization Assessment of Helping students with individual work Assessment of Teaching resources, time Management Teacher’s work assessment in relation to student achievements