The document outlines the agenda and activities for a teacher training session on assessment, evaluation, and testing. The morning session includes brainstorming on teachers' perspectives of testing, assessment, and evaluation. Workshops will cover assessing and evaluating a test using recommendations from the second generation curriculum. The document also provides definitions and purposes of evaluation, assessment, and testing. Evaluation collects information about courses and programs, assessment collects student information over time to help improvement, and testing measures specific skills at a point in time. Formative assessment occurs during teaching to evaluate effectiveness, while summative assessment occurs after teaching to evaluate learning. The document discusses various assessment tools and strategies that can be used for the second generation curriculum.

2. Time Tasks
9:00 • Opening Session & Quick feed back about the last sessions
9:10 • Brainstorming: Teachers vs ( Testing- Assessment – Evaluation)
9:20 – 10 : 30 • 2nd
G and Evaluation
10: 30 - 10:40 • Pause coffee
10:45 • Workshops : assessing and evaluating the 2nd
test using the 2G
recommendation
11:30 • Workshop delivery
12:00 • Closure of the meeting

5. Evaluation

6. Figure 1: Relationship and purposes of evaluation, assessment and testing
Evaluation
Purpose: to collect information about a particular course or program
in order to evaluate its effectiveness and make decisions about it
Assessment
Purpose: to collect and interpret
information over time about students’
abilities and knowledge in order to help
them improve
Testing
Purpose: to measure a
specific set of behaviors or
skills at one point in time

7. • Measure – Get objective information about learners’
performance (students take a reading test).
• Assess – Analyze and interpret information about a
learner’s performance (teacher corrects the reading test,
analyzes which questions were difficult for learners, how
different learners performed and how the whole class
performed).
• Evaluate – Make decisions based on information about a
learner’s performance (teacher gives learners a grade
based on their performance on the reading test).

8. . What is the purpose of assessment?
• Diagnostic assessment :
• Done before the teaching process begins, at
the beginning of an academic year or unit of
study.
– Diagnostic assessment helps teachers prepare to
teach a group of students.

9. How often and
when do you
deal with :
• Diagnostic assessment?
• Assessment for learning?
• Summative assessment?

10. Formative assessmentFormative assessment
• Done during the teaching process,
• to see if the instructional techniques are
effective.

11. Summative assessmentSummative assessment
• Done after the teaching process, to see what
students have learned.
• Learners are usually evaluated on summative
assessment results.

12. Assessment vs testingAssessment vs testing
• Bob Adamson argued that “testing does not
equate with the assessment.”
• Testing is apart of the assessment, but it is only
one means of gathering information about a
student.
• The focus in testing is on finding the norm.

13. • Assessment is broader than testing.
• It implies evaluation based on a
collection of information about
what students know and can do.
• The teacher is looking for progress
over time in a variety of contexts.

14. Goodevaluation can motivate learners to study.

Pooror unfairevaluation techniques may
make learners lessmotivated to study.

15. 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.
(J M Green, 1998)
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.
(J M Green, 1998)

16. The word assessment
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)
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)

17. What is formative assessment ?
• If we think of our children as plants …
• Summative assessment of the plants is
the process of simply measuring them.
• It might be interesting to compare and
analyze measurements but, in
themselves, these do not affect the
growth of the plants.
• Formative assessment, on the other
hand, is the equivalent of feeding and
watering the plants appropriate to their
needs - directly affecting their growth.

18. … and a Cooking Analogy
“When the chef tastes the sauce
it is formative assessment, when
the customer tastes it, it is
summative”
Attributed to Professor Robert Stake

19. What changes do you expect with
the 2G in matter of evaluation?
5’ dicussion

20. 2G curriculum & Evaluation2G curriculum & Evaluation
• Assessment of learning
• Diagnostic assessment
• Formative assessment
• Formal assessment

21. Assessment of learning
-Assessment is an integral part of the process of
learning.
- It helps to determine the level of
proficiency of the learner and how he is
progressing towards his learning goals
-Assessment can be done at any time and / or
when the teacher and administration decide.
- The assessment of the learner can be
diagnostic, formative or summative.

22. Diagnostic assessment:
It allows for an overview of the knowledgeoverview of the knowledge
and skills of the learnersand skills of the learners; it is done at the
beginning of a period of learning through a
battery of tasks that will help the teacher
tomeasure the learners level of proficiency
before they start the curriculum, identify
theirstrengths and weaknesses and plan
remedial work

23. Formative assessment:
This is done during the week and after four weeks
of teaching. This type of assessment maynot be
scored as verbal comments to the learner may be
sufficient
Formative assessment can be oral or written or
both The procedures of assessment , tasksand
criteria should be communicated to the learner as
he is responsible for his own learning.
The learner must be aware of his progress and
shortcomings, and of the importance ofregular and
constant work.

24. By regularly assessing the learners,
teachers can identify the source of
errors, design remediation tasks and
use strategies that will help him
overcome difficulties (eg make him
repeat a word to correct his
pronunciation, explain a grammar
point, give additional work to
do at home, etc)

25. Types of formative assessment tools:
• this is written by the learner/teacher himself
• and contains personal reflections on his work,
progress , difficulties and solutions
• that he intends to use alone or with the teacher
the log book ( or reflective
journal):

26. How can Assessment for learning
applied in our daily teaching work?
How can Assessment for learning
applied in our daily teaching work?
P R O C E D U R E
Date Time Class CONTEXT Observation
Sunday
April
27th,2014
8 :00
9 :00
MS4
Project 3: Write narrative account on a topic of inetrest
File 6: Fact & Fiction
Lesson : Telling Story
PDP ( read)
Pre-reading = Interpret photo page 156
During reading = acti 1,2,3 pages 156/157
Post reading= activi 5 page 157
Swbat : tell story
Formative assessment
- more visual aids
- give mre time for
pps to explore the
text
-clarify more the
post reading
stage…

27. The portfolio
• this contains the learner s written work such
as a reading report, a written account of a film
or play, a newspaper article related to project
work, a dictation , a letter to a friend .
• These productions must be corrected by the
teacher and then rewritten by the learner
who will be able to measure his own progress

28. The debate
• this allows learners to acquire the skills
needed for exchanging and sharing
information
• this will teach them how to listen to each
other and solve problems together

29. Conferencing:
• this is a face –to-face exchange with the
teacher on learning problems in order to help
correct errors and improve learning

30. Formative assessment therefore enables
everyone to know where he is. There are threethree
typestypes of formative assessmentof formative assessment:
• Tutoring
• Peer assessment
• Self-assessment

31. Each type involves criteria and indicators, as described
above
• Tutoring:
• This is done by the learner who sits with the teacher and corrects
his errors himself with the teacher s guidance
• Peer assessment:
• This is done between learners(student-student ) or with the
teacher(student-teacher);learners assess e ach others productions
using the criteria given by the teacher
• Self-assessment:
• In this type, the learner is critical of his own work and tries
to improve it.
• He gradually shows more autonomy and responsibility,
using learning devices such as the portfolio or the logbook
.

32. Assessment through tests and
Exams
Assessment through tests and
Exams

33. Formal assessmentFormal assessment
• This type is best known and most practiced by the school system, and
it is meant to select and orient the learners. Formal assessment is
usually summative and occurs at the end of a cycle (BEM orBEM or
BACCALAUREAT);BACCALAUREAT); through formal assessment, the learner should
demonstrate the mastery of language knowledge and skills.
According to the official guidelines, formal assessment should include
tests and examinations.
These should come at the end of a specific learning period (school term
or end of schoolyear) , and provide learners with grades or scores.
Formal assessment should help teacher and administration to make
decisions about learnerranking, succeeding and moving to the upper
level, or repeating the year

34. Action Plan evaluationAction Plan evaluation
• To understand different types of evaluation the teacher
follows a predetermined plane ( When? Why? Why ?When? Why? Why ?
How ? What?How ? What? ) Some examples :
1- diagnostic evaluation1- diagnostic evaluation :
( WhenWhen? ): it should be done at the beginning of or during new
learning.
-( Why? )( Why? ) : It is conducted to make the necessary decisions to start
new learning.
-(Why?)(Why?): It checks if the prerequisites are installed .
- (How?)(How?) : It is done through a test of the prerequisites that will
help diagnose and remedy .
- ( What? )( What? ) : The test will refer to a skill which will cover part of the
Output Profile From.

35. Regulatory assessment = AFLRegulatory assessment = AFL
- ( WhenWhen? ) : It is done throughout the year, during
each lesson .
- ( what for?what for? ) It is conducted to make decisions to
improve the quality of teaching and learning.
- (Why?Why?) It is made to regulate as soon as possible ,
adapting instruction to students, improve the quality
of teaching and learning , reduce disparities.
- (How?How?) It is conducted through observations , rapid
assessments , and error analysis - diagnosis -
remediation.
- ( What? )( What? ) :The test will report a specific goal

36. The certification assessment = Formal AssessmentThe certification assessment = Formal Assessment
- ( When? )( When? ) It is practiced by year end.
- It is conducted to make the decisions pass / fail is to
say control of what is strictly necessary pre requisite
to begin the important learnings .
- ( For what?( For what? ) It also allows students to make
classification decisions on a performance scale.
- (Why?)(Why?) It can ' certify socially that ...‘
-( What? )-( What? ) It is done through examinations for
certified assessment at quarter end on a skill, or end
of the cycle compared to Profil output

37. By the end of each file

38. Criteria of Integration (March 2015)Criteria of Integration (March 2015)

39. EVALUATION Grid OF A SITUATION OFEVALUATION Grid OF A SITUATION OF INTEGRATIONINTEGRATION
Characteristics and components of the situation yes no Suggested regulation
Does the situation fits the learners’ interests and environment
(me, my world, the world)?
Does the language used belong to the learners’ repertoire ?
Is it in conformity with the exit profile ?
Is the situation doable with the resources at hand ?
Does it include values ?
Does it require the mobilization of different types of knowledge ?
Is there a context of use ?
Is the situation new for the learner and allows critical thinking ?
Is there a task to accomplish and not drills for restitution ?
Are the formulations /tasks adapted to the cognetive level of the
learners ?
Do they describe exactly what the learner should do ?
Is the situation complex ? Does it require the mobilization of the
acquired resources and the information contained in the
supports?
Does it suggest a problem solving (a challange) that can be solved
by the learner ?

40. integration’s assessment gridintegration’s assessment grid

41. Assessing the Three (3) IIPAssessing the Three (3) IIP
competenciescompetencies
• Oral interaction
• Oral or written interpretation
• Oral or written production

42. The learner can… yes no What to do ?
(Tdsessions)
-make contact with the
interlocutor
-transmit a message
-react in a non verbal way to
verbal messages
-maintain an oral interaction
using listening strategies
-sort out the general meaning
of an oral message
-Sustain a short oral
narrative ,argumentative
,descriptive, prescriptive on
topics of interest,a series or
sequence connected points
assessment grid for oral interaction

43. The learner can : yes example no Remedial
work (TD)
-Deduce the meaning of a word from a
picture.
-Listen and do (fill in a table ,match,
circle…)
-read a descriptive,argumentative text
and sort out the lexis about junk food
Use the vocabulary related to to design a
leaflet
Use lexis related to a low-calory menu
Sort out lexis related to commercials
Sort out facts and opinions
Classify food
Defend and respect opinions
Exploit,use information for a survey
Assessment grid related to interpretive competenceAssessment grid related to interpretive competence

44. Ican … yes example no Remedial
work (TD)
Report events/ facts/
Make recommendations
Express likes and dislikes
Compare cooking habits/eating habits/table
manners
Write/respond to emails
Design a leaflet/commercial
Write a healthy menu
Exploit the results o f a survey about food
habits/cooking habits
Make posters with
recommendations,advice,prohibitions
Assessmnt grid related to procude competenceAssessmnt grid related to procude competence

45. The learner can: yes sample no What to do?
1.Intellectual competency:
o he can understand and interpret verbal and non-verbal
messages
o he can solve problem situations using a variety of
communication means
o he can show creativity when producing oral and
writtenmessages
o he can show some degree of autonomy in all areas of
learning
2.methodological competency :
o he can work in pairs or in groups
o he can use strategies for listening and interpreting oral
discourse
o he can develop effective study methods , mobilize his
resources efficiently and manage his time rationally
o he can use information and communication technology
whenever he needs it for learning and research
o He can evaluate himself
o he can evaluate his peers
Assessment grid for cross-curricular competencesAssessment grid for cross-curricular competences

46. The learner can: yes sample no What to do?
3.communicative competency
o he can use dramatization and role-play to communicate appropriately
o he can use information and communication technology such as blogs ,
websites page , discussion forums , platforms to interact with
learners of other cultures
o he can use dramatization and role-play to communicate appropriately
o he can use information and communication technology such as blogs ,
websites page , discussion forums , platforms to interact with
learners of other cultures
o he can process digital data
o he can evaluate his peers
4.personal and social competencies :
o he is aware of his role and others' role in the
development of projects
o he is keen on promoting the work of his peers
o he respects our national values and behaves
consistently
o He is honest and accountable for his work and respects
others work
o He asserts his personal identity and behaves with self-
confidence
o He socializes through oral or written exchanges
o he develops attitudes of solidarity

47. The learner can: yes mode
l
no What to do ?
National identity
the learner can use the markers of his identity
when introducing himself to others: name,
nationality , language, religion , flag, national
currency ...
National conscience:
o He can speak about our school days, weekend
and national public holidays (historic, religious,
etc)
Citizenship :
o he shows respect for the environment and
protects it continually
Openness to the world :
o He is keen on learning about others’ markers
of identity
Assessment grid for values

48. 2 G Curirculum & Remedial Work
• After the exploitation of results and identification of
learners unearned criteria , the teacher sets up a remedial
device to highlight the strengths and weaknesses of their
learners and give meaning to learning Differentiated
• Remediation must put the emphasis on the performance of
learners and learning.
• It must not be the same for all learners in the context of
differentiated instruction
• The teacher will develop activities to one or more criteria
in some unearned learners such as relevance , the correct
use of language and consistency .The learners have an
excellent level of assessment of situations much more
complex for the purpose of Excellency

49. STEPS TO FOLLOWSTEPS TO FOLLOW
1- correct copies
2 -make an inventory of the most common mistakes
3 -classifier errors prioritized and compared to the
learning objectives of
4 -The present learners in context
5 -ask learners to identify these errors
6 - analyze and understand the errors
7- prepare remediation activities by integrating
unearned criteria
8- give more complex assessment of situations for
good learner

50. Test Report

51. • What have I learnt ?
• What have I found easy ?
• What have I found difficult ?
• What do I want to know now ?

52. WorshopsWorshops
Group work: each group must be mixture of experienced teachers , new qualifiedGroup work: each group must be mixture of experienced teachers , new qualified
teachers and new confirmed onesteachers and new confirmed ones
• Group 1Group 1: Use your latest teststests and evaluate them
according to the 2 G curriculum criteria « values and cross curricular
competencies? »
• Group 2Group 2 : Use the last National BEM Exam and evaluate
it according to the 2G recommendations exam designers
« values and cross curricular competencies? »
• Group 3Group 3 : Use your last lesson plan and your « teacher’s
plan book = log book » and make evaluation grids about
the 3IIP and to what extent it reflects the 2G curriculum
• Group 4: It’s nearly the end of the school year try to
make a summative assessment about 2015 – 2016 School

53. • Resources :
• Natioanl Curriculum March 2015
• Document d’accompagnement March 2015
• Criteria of Situation of Integration 2015 by MR
Samir Bounab
• Google images
• Google translator

54. Thank YouThank You