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Assessment Strategies for Learning
- 1. Hello! I am Sathya Karunakaran I am here because I love sharing! 1
- 2. Assessment - Know the ropes, learn the ropes
- 3. Greeting! Feel free to share or add on your ideas at the end of the session. Hope there must at least a few take away by the end of this session. 3
- 4. 4 Before we start the session….. https://padlet.com/sathyakarunakaran 5/voftq5k9f4f4gonq
- 5. What does the word "assessment" mean to you? https://PollEv.com/free_text_polls/ep52lwGqxmjI1Fvh1VaHp/respond 5
- 6. It is an ongoing process that informs student learning and to inform teaching… Assessment…..
- 7. Is to promote learning by helping students to take responsibility. By encouraging students to actively design, manage and measure their own learning to make adjustments in future learning. 7 Assessment….. Is to determine what students already know. This helps to personalize learning and for students to self-adjust based on emerging feedback from teachers and peers. https://www.youtube.com/watch?v=LL7JYvQB0jw&t=143s
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- 9. 9 Write a short story with the help of the picture given Or Share a similar experience that you had with your family
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- 12. “ Provides opportunity to acquire knowledge, skill and conceptual understanding. 12
- 14. 14 1. Embed personal experience 2. Collaborative assignments 3. Assignments that allow them to create their own creations.
- 15. Summative Assessment - Assessment of learning The goal of this is to report on learning progress. SLC Exhibition https://blogs.ibo.org/sharingpyp/2017/11/28/summative-assessment-in-the-early -years/ https://blogs.ibo.org/sharingpyp/2015/12/08/developing-and-assessing-approac hes-to-learning-in-the-mandarin-classroom/ 15
- 16. 16 FORMATIVE - ASSESSMENT FOR LEARNING The goal of it is to inform teaching and promote learning. These assessments are conducted throughout the learning process.
- 17. Fingers 1 - I am fully confident with the learning 2 - I am confident with most of the learning 3 - Some parts I am confident with, other bits I am not sure 4 - I am only happy with a few parts of the learning 5 - I am having difficult understanding any part
- 19. Seed - Sapling - Tree 19 Tree starts from seed to the sapling and then to a very big tree. The child will choose the appropriate stage to represent his/her learning.
- 20. Visual thinking routine: Parts, Perspective and me ● What are the various events (parts) you saw in this video? Waking up. Drinking clean and dirty water. Boy is helping. ● What is your perspective can you look at it from? Drinking clean water & helping the poor. ● What are the connections you can make with you or your country? ● Some people in the country are rich. 20
- 21. Playing Around With Roles Visual thinking routine Imagine you are rich and have everything you wanted. • How will you feel? • What will you do?
- 22. Assessment as learning The goal of formative assessment process is to support students in learning to become self-regulate. Plan, Monitor & Reflect learning goals with learners! 22
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- 26. 26 As a facilitator How do I support my learners? What is the one best thing that I can Do?
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- 31. Dimensions of Assessment 31 Monitoring learning Documenting learning Measuring learning Reporting on learning
- 32. 32 Monitoring Learning Includes formative, with various necessary and appropriate strategy, where you observe, question, reflect, feedback & feedforward on learning and teaching.
- 33. Documenting learning Compilation of the evidence of learning. This can either be physical or in digital format. See-saw Managaebac Google Classroom Toddle 33
- 34. Constructing effective assessment strategies and using different tools 34
- 35. 35 1. Rubric! Important elements of Assessment Rubric Criteria levels of performance Descriptor scores
- 36. 36 Criteria & Level of performance Working towards the learning goals 3 Meeting the learning goals 2 Exceeding performance towards the learning goals 1 Content Able to complete the task but the information provided was irrelevant Able to understand the task criteria and display the knowledge with only a few relevant information. Able to understand the task criteria well and display the knowledge clearly and efficiently to the audience. Story elements Able to write a few sentences irrelevant to the setting and context. Able to write the story with a few necessary information. Able to apply the appropriate setting in the story to provide the necessary information. Sentence structure Able to write a few sentences without any coherence in the story. Able to organise the story with appropriate linking verbs and other parts of speech rarely in the sentence. Able to write a well-organised story with appropriate verbs, nouns and other parts of speech in the sentence. Language Able to use basic vocabulary in the text. Able to use appropriate vocabulary rarely in the text. Able to use appropriate and various relevant vocabulary consistently in the text.
- 37. 37 2. Check List! Check if the learners has accomplished the specific criteria or not Used when assessing the entry level of any learning process or skills
- 38. 38 Criteria & Level of Performance Yes No Able to identify and point out the values and beliefs from the given scenario Able of differentiate values and beliefs from the given scenario
- 39. 39 3. Anecdotal Records! Short description of the incident or any event with date Recording of your class Quoting Chat box responses
- 40. Measuring learning Capture the learning of students Learning tasks, feedback, self-reflection, peer - feedback. Identify possible changes to teaching practice See-saw Managaebac Google Classroom Toddle 40
- 42. Peer-Feedback 42
- 43. Reporting learning Informs the learning community about the progress and achievement of the students learning, identify area for growth. 43
- 44. Points to Remember while designing Assessments… 44
- 45. Effective Assessment - Characteristics Clear & Specific Learning goals, Success criteria, Varied Range of tools and strategies that are fit for the purpose Developmental Focus on student’s progress Interactive Ongoing and involving in repeated interaction about the learning. Collaborative Engage students in developing and assessing Make connections to the real world Authentic
- 46. My Action Calendar Self -regulated Task - Create your rubric and share it with the class. Task Criteria ❏ Choose a role model of your choice, ❏ Adopt a value or any inspiring goals from your role model and reflect upon the same in the calendar ❏ Reflect on it every day, once in week or once in month to show the progress. Choice 1. You chose to reflect in the Virtual Calendar 2. You create your own hard copy of your calendar 3. Create a padlet and collaborate with your peers to reflect upon the same 46
- 48. Muddiest point Share any two points which are least clear 48
- 50. Credits Special thanks to all the people who made and released these awesome resources for free: ➜ Presentation template by SlidesCarnival ➜ Photographs by Unsplash ➜ https://www.edutopia.org/article/4-assessment-strategies-distance-a nd-hybrid-learning ➜ https://onestopdramashop.com/wp-content/uploads/articles/Why-us e-a-rubric-when-a-checklist-will-do.pdf ➜ IB Assessments ➜ https://docs.google.com/presentation/d/1atHXs1ef9BooDYNUZC7Qjou vtsLdnKPNY2BSotT5ol4/present?slide=id.p28 ➜ ➜ https://pz.harvard.edu/thinking-routines 50