2. Values and Attitudes about
Assessment
1.
2.
3.
4.
Teachers value and believe in students.
Sharing learning goals with the students.
Involving students in self-assessment.
Providing feedback that helps students
recognize their next steps and how to take them.
5. Being confident that every student can improve.
6. Providing students with examples of what we
expect from them.
3. KEY FEATURES OF ASSESSMENT
• Assessment to empower pupils as learners.
• Classroom assessment impacts significantly
on the pupils’ sense of self, expectations,
motivation and confidence.
• Assessment should provide guidance to both
teachers and pupils about what needs to be
learned next.
• Assessment should embody an approach to
teaching and learning in which the
development of long-term dispositions is
more important than short-term performance.
4. KEY FEATURES OF ASSESSMENT
• The purposes are to be diagnostic and formative,
providing feedback and being educative.
• Teaching should be adjusted in light of assessment
evidence.
• Assessment should promote, not damage, student
motivation and self-esteem.
• Assessment should be constructively critical and provide
rich, positive feedback and feed forward.
• The assessments should be criterion-referenced and the
criteria should be public.
• The assessments should lead to diagnostic teaching.
• Assessment should promote student self-evaluation.
5. KEY FEATURES OF ASSESSMENT
• The assessments should be built on evidence rather
than on intuition.
• Assessment data should be derived from everyday
classroom activities.
• Assessment opportunities should be sought in everyday
classroom activities.
• Semi-structured approaches to gathering data are
recommended, generating words rather than numbers
(measures).
• Assessments should be linked to the student teacher’s
and the student’s action planning and target setting.
6. KEY FEATURES OF ASSESSMENT
•
•
•
•
Involve the students in the assessment process.
Communicate the assessment criteria to students.
Demonstrate validity and reliability.
Demonstrate fitness for purpose in deciding the
method(s) of gathering assessment data and setting
assessment tasks.
• Select assessment methods that accord strongly with
everyday teaching and learning processes.
Copyright Keith Morrison, 2004
12. DIAGNOSTIC ASSESSMENT IDEAS
Conference/Interview
• Formal or informal
• Explore student’s thinking and
suggest next steps
• Assess students level of
understanding
• Review, clarify, extend what
student has already completed
13. DIAGNOSTIC ASSESSMENT IDEAS
Poster
• Students make a poster
about a particular topic
• It should include a variety of
pictures, headings, and
captions
• Particularly helpful for a unit
15. DIAGNOSTIC ASSESSMENT IDEAS
Graffiti Wall
• Students with different
colored markers writes in
free form, draws, or
demonstrates their
understanding of a
particular topic
17. DIAGNOSTIC ASSESSMENT IDEAS
KWL
• Students are given a potential
topic and a KWL chart
• Students answer questions
about what they already know
about the topic, what they
want to know, and what they
have learned about the topic.
18. DIAGNOSTIC ASSESSMENT IDEAS
Concept Cartoon
• Promote thinking and
discussion
• Can use ‘blank’ bubbles and
allow students to fill them
in then have other students
interact with them
19. DIAGNOSTIC ASSESSMENT IDEAS
Mind Maps
• Students write one
word or short phrases
that relate to the main
topic in the center of
the page
Notes de l'éditeur
ROLE OF ASSESSMENT1. Summative Role (“Making Sure”) to determine to which extent of the learning objectives for a course are met and why.2. DIAGNOSTIC ROLE (“Finding Out”)To determine the gaps in learning or learning processes, hopefully to be able to bridge these gaps - it detects students’ learning difficulties which are not revealed by formative tests or checked by remedial instruction and other instructional adjustments)DiagnosticProvides feedback to students and teachers on - strengths and weaknesses- difficulties- misconceptions3. Formative Assessment (“Checking in; feedback; student involvement”) allows the teacher to redirect and refocus the course of teaching a subject matter4. Placement to determine the appropriate placement of the student both in terms of achievement or aptitude (where a student will most likely excel or do well)Assessment are interconnected. They seldom stand alone in construction or effect.
A response journal is a student’s personal record containing written, reflective responses to material he or she is reading, viewing, listening to, or discussing. The response journal can be used as an assessment tool in all subject areas.Guidelines:Specify to students the purpose of the journalGive clear directions to students on how to get started (prompts for instance “I was very happy when…)Give guidelines on length of each entryBe clear yourself on the principal purpose of the journalHelp students to process your feedback, and show them how to respond to your responses
Self assessment is a process by which the student gathers information about, and reflects on, his or her own learning. It is the student’s own assessment of personal progress in terms of knowledge, skills, processes, or attitudes. Self assessment leads students to a greater awareness and understanding of themselves as learners.For diagnostic purposes, students can reflect on what they know about a topic and previous experiences with this topic. This would work well with skills that are repeated and refined year after year such as comprehension strategies.Self and peer-assessments samplesOral production-student self-checklist, peer checklist, offering and receiving holistic rating of an oral presentation Listening comprehension- listening to TV or radio broadcasts and checking comprehension with a partnerWriting-revising work on your own, peer-editingReading- reading textbook passages followed by self-check comprehension questions, self-assessment of reading habits(page 416, Brown, 2001)
Also known as PRE-TEST Sometimes uses forced choice questions (multiple choice)Thinking about the criteria for success and the achievement of the curriculum expectations teachers can design questions they want students to answer by the end of the learning cycle.Teachers can then administer the quiz again at the end of the learning cycle to compare students results to determine student learning.
Placemat organizer is given to a group of students Each student gets their own section on the organizerStudents write their ideas and answers in their own portion of the placemat.As each group member shares with rest of group, the person to the right of speaker summarizes and records speaker’s main points in circle.
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).Conference characteristicsCommonly used when teaching writingOne-on-one interaction between teacher and studentConferences are formative assessment as opposed to offering a final grade or a summative assessment. In other words, they are meant to provide guidance and feedback.
Assess student learning from student individual and group research projects Creation of an individual poster/brochure or team poster/brochure as a weekly assessment to primarily ensure weekly objectives are understood. A poster presentation guides the student through the basics of the study, freeing the presenter to focus on discussion of essential elements of the work. Decisions about poster format and design contribute to efficient and accurate transfer of information using this medium
A wordsplash is a set of key terms or concepts related to a given concept, typically displayed in an interesting visual presentation. Used as a pre-reading strategy, wordsplash can tap into students’ prior knowledge about a topic before they encounter it in the classroom. This technique can help teachers become acquainted with what students already know before beginning a lesson, and can engage students by enabling them to contribute before the lesson gets off the ground. Wordsplash can also be used as a helpful summarizing device to help students synthesize information as they read or after they finish reading.As a pre-reading Strategy To use as a pre-reading strategy, select a group of key terms from an assigned reading before students read it. Use the terms to create a wordsplash on a large piece of newsprint or an overhead transparency — put the central topic in the center, and “splash” the key terms around it. Project or display it in the classroom.Put students into small groups, and have them generate complete sentences that explain the relationship they expect to find between each term and the central topic. After the statements have been created, have the students complete the assigned reading, pausing after each paragraph to compare their statements with the information in the reading. As the students encounter each term in the reading, have them modify their list of statements. For statements that are neither confirmed nor denied by the text, have students mark the statements with a question mark.
Promote thinking and discussionOften allow for the surfacing of common misconceptions—diagnosticWork well in both small groups and whole classCan use ‘blank’ bubbles and allow students to fill them in then have other students interact with them*Not all Concept Cartoons have a ‘right answer.’
Students place the central topics in the center of the pageAround this topic students write one word or short phrases that relate to the main topicTeachers can assess how much students know about a particular topic Student can photocopy and return to the copy to students who can add new learning to this mind map later