1. Kuwait National Curriculum and Standards Development Project How to provide competence and standard-based assessment?

2. Assessment goals
diagnosis (concerns a diagnosis of the learning acquisitions of students)
prognosis (allows predictions of future achievements of students)
We are interested in the diagnostic role of assessment for providing feedback concerning individual learning in order to ensure the student’s learning progress.

3. Assessment ... ?!? Premise on assessment
The main purposes of assessment:
to generate the learning progress and
to measure this progress

4.  Plan of this talk 1. Introducing the topic
9/17/2018
Plan of this talk 
1. Introducing the topic
2. A new vision on assessment
3. Methods of assessment
4. Formative vs summative assessment
5. Dimensions of “good” assessment
9/17/2018
Aalborg Nov 2006

5. Part 2 Why and how to develop a new vision on assessment

6. ASSESSMENT/EVALUATION/REPORTING
we used to . .
Compare learners to each other
but . . .
This made comparisons more important than the actual learning
so now . . .
Each learner could be evaluated on what he or she can do in relation to the standards
because . . .
This helps each child feel valued as a learner and builds on individual strengths
Based on Dr. Moses Mutuku’s report, Northern Illinois University

7. ASSESSMENT/EVALUATION/REPORTING
we used to . .
Place more emphasis
on what students could not or should not do
but . . .
We should learn
that this focus undermined the confidence of many students and that we could be more supportive of their accomplishments
so now . . .
We should begin with what students can do, then consider their learning needs
because . . .
This helps to develop confidence and gives a foundation for building and further developing their competences
Based on Dr. Moses Mutuku’s report, Northern Illinois University

8. ASSESSMENT/EVALUATION/REPORTING
we used to . .
Use pencil/paper tasks as the main way of assessing and evaluating students
but . . .
We might now know that this gave a limited view of what students could do
so now . . .
We should encourage students to represent their learning in a variety of ways (show what they know)
because . . .
This provides opportunities for more students to demonstrate their intelligence and to be successful learners
Based on Dr. Moses Mutuku’s report, Northern Illinois University

9. ASSESSMENT/EVALUATION/REPORTING
we used to . .
Use marks for reporting students’ progress  
but . . .
The marks are dependent on teacher and parent interpretation and often focused on surface knowledge rather than on understanding
so now . . .
We should use/add reports to describe students’ learning
because . . .
They give a more detailed picture of what students can do and identify future learning goals
Based on Dr. Moses Mutuku’s report, Northern Illinois University

10. ASSESSMENT/EVALUATION/REPORTING
we used to . .
Exclude students
from the assessment and evaluation process
but . . .
This did not encourage the development of self-evaluation skills
so now . . .
Students should be encouraged to take a more active role in assessing and evaluating their own progress and, with the help of the teacher, set future learning goals
because . . .
As students construct meaning of the world around them, this process encourages independent learning and a commitment to further learning
Based on Dr. Moses Mutuku’s report, Northern Illinois University

11. Brief synthesis:
Begin with what students can do, and consider their learning needs
Give students the support needed to progress
Relate the evaluation to standards of achievement
Use reports to describe students’ learning
Encourage students to take a more active role in evaluating their own progress

12. Part 3 Assessment methods

13. Assessment methods: traditional (based on a variety of items):
written tasks
oral tasks
practical tasks
 alternative/ complementary:
observation - sheets, grids, scales, checklists
self-assessment - questionnaires, journaling, checklists
investigation
project
portfolio

15. Part 4 Formative Assessment vs Summative Assessment

16. A reflection moment
SUMMATIVE ASSESSMENT
FORMATIVE ASSESSMENT

17. Formative assessment = Assessment for learning
Helps teachers to have a clear picture of the abilities and needs of their learners
Done for the purpose of measuring what the learners can and cannot do during the learning process It
is on-going
is tied to learning outcomes
provides information that help decisions about planning and instruction
allows teachers to provide immediate, effective feedback that guides learning

18. Summative assessment = Assessment of learning
Measures the learners’ abilities to meet outcomes after learning. It
is tied to learning outcomes
occurs at the end of a learning unit or cycle
is used to evaluate whether learners have achieved the standards and to what degree
is used to make decisions about learners’ next placement

19. Planning the assessment
With
what?
How much?
Why?
What?
How?
Focus specific
competences/meet the standards
Select the learning content
Undertake learning activities
Analyze resources
Set assessment

20. Planning the learning units
With
what?
Why?
To what extent?
What?
How?
Focus specific
competences/meet the standards
Select the learning content
Undertake learning activities
Analyze resources
Set assessment
Specific competences
/Curriculum standards
Learning content (Details)
Learning activities
Resources
Assessment

21. 5 6 1.6. Performing additions and subtractions in the range Grade 1
Learning Unit: Our toys / Addition and subtraction 0-10
Specific competences /Curriculum standards
Learning content (Details)
Learning activities
Resources
Assessment …
1.6. Performing additions and subtractions in the range
0-100
Subtraction of 3, using objects
- Find the missing number when taking away 3 elements from various sets
- Toys
- Worksheets
(with subtractions of 3)
- Cards
- Group activity
How many are left? 6 5
At the end of the learning unit:
SUMMATIVE ASSESSMENT

22. Part 5 Dimensions of good assessment

23. Five dimensions of good assessment

26. Thank You!