Assessment of-student-learning2015
- 1. Index
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- 4. ASSESSMENT OF STUDENT LEARNING 4
- 5. Aim To inform you about assessment and the methods to assess student learning. Assessment of student learning 5
- 6. Objectives. By the end of this presentation participants will be able : To know about assessment. Meaning of assessment. To know guiding principles in the assessment of learning. To know about different methods to evaluate student learning. Assessment of student learning 6
- 7. ‘We all want students who have high expectations of themselves as learners; students who feel confident about their capacity to learn, who set high goals for their learning, and who work for themselves to construct enjoyable, challenging learning pathways to their futures’ What do we want for our students? Assessment of student learning 7
- 8. The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one should sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998) Assessment of student learning 8
- 9. What isassessment? Assessment isaprocessby which information is obtained relativeto someknown objectiveor goal. Assessment isabroad term that includes testing. A test isaspecial form of assessment. Testsareassessmentsmadeunder contrived circumstancesespecially so that they may be administered. Assessment of student learning 9
- 10. Why isit important to assess? *To find out what thestudentsknow (knowledge). *To find out what thestudentscan do, and how well they can do it (skill; performance) *To find out how studentsgo about thetask of doing their work (process). *To find out how studentsfeel about their work (motivation, effort). Assessment of student learning 10
- 11. ASSESSMENT……… • Provides evidence about student learning and informs instruction • Provides feedback about learning to teachers and students • Closes the gap between learner’s current state and desired goals • Empowers teachers • Empowers students to assume responsibility for their own learning Assessment of student learning11
- 12. PHILOSOPHY • Assessment shall be used primarily as a quality assurance tool to track student progress in the attainment of standards, promote self-reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance Assessment of student learning 12
- 13. So……… Assessment isthesystematic gathering and analyzing of information (excluding course grades) to informand improve student learning or programsof student learning in light of go al- o riented expectatio ns Assessment of student learning 13
- 14. Assessment of learning •assessment is accompanied by a number or letter grades •compares one student’s achievement with standards •results can be communicated to the student and parents •occurs at the end of the learning unit Assessment of student learning 14
- 15. The process of communicating information about student achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’. 15
- 16. Guiding Principles in the Assessment of Learning Assessment of student learning 16
- 17. 1.Assessment of Learning is an integral part of the teaching-learning process. Assessment of student learning 17
- 18. 2. Assessment tool should match with performance objective 3. The results of assessment must be fed back to the learners. 18
- 19. 4. In assessing learning, teachers must consider learners’ learning styles and multiple intelligences and so must come up with variety of ways of assessing learning. 19
- 20. 5. To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones. 20
- 22. 7. If we believe that our task as teachers is to teach all students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned. 22
- 23. 8. Assessment of learning should never be used as punishment or as a disciplinary measure. 9. Result of learning assessment must be communicated regularly and clearly to parents. 23
- 24. 10. emphasize on real world application that favors realistic performances over out-of- context drill items 24
- 25. Assessment in the different phases of instruction - Prior to instruction - During Instruction - After Instruction 25
- 26. Appropriate Assessment Tools Teacher made test/ paper-pencil •Authentic Test •Performance test •Learning Assessment 26
- 27. Important point In other words, all testsareassessments, but not all assessmentsaretests. Wetest at theend of alesson or unit. Weassessprogressat theend of aschool year through testing. 27
- 28. What do we assess? Weassesslearning, and weevaluateresultsin terms of someset of criteria. Thesethreetermsare certainly connected, but it isuseful to think of them asseparatebut connected ideasand processes. 28
- 29. Why Do WeAssess? To Improve To Inform To Prove 29
- 30. ‘Assessment for the purpose of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and learning.’ (NZC, 2007) 30
- 31. Question What are different forms of assessment that you can use in the classroom? 31
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- 33. What arethefunctionsof assessment? Diagnostic: tellsuswhat thestudent needsto learn. Formative: tellsushow well thestudent isdoing aswork progresses. Summative: tellsushow well thestudent did at theend of aunit/task 33
- 34. ‘Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing.’ Assessment sAhAr Amro 34
- 35. Assessment aslearning: can beused in conjunction to support student achievement: isused for thepurposesof greater learning achievement . isaprocessof developing and supporting students’ active participation. Isused for purposesof providing evidenceof achievement for reporting. 35
- 36. Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand It’s more than just collecting data 36
- 37. What is Student Assessment for? To help us design and modify programs to better promote learning and student success. To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. 37
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- 39. What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation 39
- 40. What can be assessed? Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances 40
- 41. How can we plan assessment to improve student learning? 41
- 42. How to Assess Students’ Learning and Performance Creating assignments Creating exams Using classroom assessment techniques Using concept maps Using concept tests Assessing group work 42
- 43. How should we assess? True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews 43
- 44. Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. 44
- 45. Who should be involved in assessment? The teacher The student The student’s peer Administrator Parents 45
- 46. What should we do with the information from our assessment? Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents 46
- 47. What is authentic assessment? Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. 47
- 48. In authentic assessment, students: *do science experiments *conduct social-science research *write stories and reports *read and interpret literature *solve math problems that have real-world applications 48
- 49. Classroom Assessment Presentation: a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation: judgments by students about one another’s performance relative to stated criteria and program outcomes 49
- 50. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning. Better learning means better students. Better students mean better opportunities for a better life. 50
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- 52. A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with student’s day- to-day learning experiences rather than a series of an end-of-course tests. CONCLUSION52
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Editor's Notes
- #12: Curriculum and instruction are equally valid entry points; however these are more “traditional” approaches and are less student centered than the assessment “door.” Analogy: Cooking spaghetti sauce for the inlaws for the first time...formative--small tastes and adjusting recipe as needed; summative--serving the dinner to the parents and getting the final feedback/overall judgment of how well you did. Do I go back to the recipe and change approach for next time and serve it again?