1. What is assessment??
Assessment involves the use of empirical data on student
learning to refine programs and improve student
learning. (Assessing Academic Programs in Higher
Education by Allen 2004)
Assessment for Learning focuses on the opportunities to
develop students' ability to evaluate themselves, to make
judgements about their own performance and improve upon it.
It makes use of authentic assessment methods and offers lots
of opportunities for students to develop their skills through
formative assessment using summative assessment
sparingly.
5. Methods of assessment
a) Formative assessment
- techniques monitor student learning during the learning
process. The feedback gathered is used to identify areas where
students are struggling so that instructors can adjust their
teaching and students can adjust their studying. These are low-stakes
assessments (i.e., they have low point values)
that happen early and often in the semester.
b) Summative assessment
- techniques evaluate student learning. Obtained at the end of a
course or program. These are high-stakes assessments (i.e.,
they have high point values) that occur at the end of an
instructional unit or course and measure the extent to which
students have acheived the desired learning outcomes.
6. Formative( Low-stakes) Assessments
a) Informal Techniques
-Written reflections.
- Surveys
- Checks for understanding.
-Wrappers ( Exam, homework, lecture)
b) Formal Techniques
- In-class activities.
- Quizzes
- Online assessment
- Class Deliverables.
7. Summative( High-stakes) Assessments
a) Exams
b) Papers, projects, and presentation
- give students the chance to go deeper with the
material to put the knowledge they’ve acquired to use
or create something new from it.
a) Portfolios
- Submitting a portfolio at the end of a course can be a
powerful way for students to see the progress they’ve
made. More than just a collection of students' work
from the semester, good portfolios also include
reflections on their learning.
8. Differences
Formative Difference Summative
monitor student learning Goals evaluate student learning
provide ongoing feedback Objective comparing against some standard
or benchmark
low stakes (low or no point
value)
point value high stakes (high point value)
•draw a concept map in class to
represent understanding of a
topic
•submit one or two sentences
identifying the main point of a
lecture
Examples •a midterm exam
•a final project
•a test
9. Assessment for Learning strategies
• the strategic use of questioning
Questioning is used not only as a pedagogical tool but also as a deliberate way for
the teacher to find out what students know, understand and are able to do.
• effective teacher feedback
Effective teacher feedback focuses on established success criteria and tells the
students what they have achieved and where they need to improve. Importantly,
the feedback provides specific suggestions about how that improvement might be
achieved.
• peer feedback
Peer feedback occurs when a student uses established success criteria to tell
another student what they have achieved and where improvement is necessary.
Again, the feedback provides specific suggestions to help achieve improvement.
• student self-assessment
Student self-assessment encourages students to take responsibility for their own
learning. It incorporates self-monitoring, self-assessment and self-evaluation.
• the formative use of summative assessment
Summative assessment is a necessary aspect of education. Formative use can be
made of summative assessment, both before and after the assessment event.
10. Simple Assessment Strategies Examples
• An open-ended question that gets them writing/talking
• Ask students to reflect
• Use quizzes
• Ask students to summarize
• Hand signals
• Response cards
• Four corners
• Think-pair-share
• Choral reading
• One question quiz
• Socratic seminar
• 3-2-1
• Ticket out the door
• Journal reflections
• Formative pencil–paper assessment
• Misconception check
• Analogy prompt
• Practice frequency
• Use variety
• Make it useful
• Peer instruction
• “Separate what you do and don’t understand”
11. Benefits of Assesment
• Immediate feedback
• Detailed, personalised feedback
• Individualised assessment
• Assessing across the whole syllabus
• Testing application of technique
• Assessing deep or conceptual learning
• Easy to write new questions
• Quick to set assessments
• Quick to mark assessments
• Easy to monitor students
• Perception of anonymity
• Testing mathematical writing
• Testing computer skills
12. Tools of Assessments
• Four Guiding Questions
• Feedback to Students
• Evidence Action Sheet for Science
Evidence Action Sheet for Maths
• Guiding Students in Design and Conduct
Investigations
• Scribing Article “Helping Primary Students
Communicate Their Thinking”
• Linking Scientific Inquiry In Standards: A Checklist
13. Four Guiding Questions
• What do we know the student knows?
• What are they ready to learn?
• What do they need to practice?
• What do they need to be reteach?
15. Conclusion
• ASSESSMENT is used in many ways in
education. The good deal of attention is given
to the use in helping teaching and learning.
• Assessment is the bridge between Teaching
and Learning.
• Assessment helps us to understand our students
better.
