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Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
Session 15
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Session 15

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UVM S.15-09

UVM S.15-09

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  • This is the last session of the course. Take the time to remind Ts the work they need to do to finish MEC, etc. Make a quick review of CLIL. Ask them to remember what yesterday’s session finished with (portfolios). What is assessment?
  • Ask Ts to answer the questions and reflect. 1. Is assessment gauged through tests only? Projects? Do you ask students to do research for homework and then present a project or essays? Do they perform tasks individually, or in groups?
  • The focus in the following slides is in portfolios and performance tasks.
  • Process and product portfolios represent the two major types of portfolios. A process portfolio documents the stages of learning and provides a progressive record of student growth. A product portfolio demonstrates mastery of a learning task or a set of learning objectives and contains only the best work... Teachers use process portfolios to help students identify learning goals, document progress over time, and demonstrate learning mastery... In general, teachers prefer to use process portfolios because they are ideal for documenting the stages that students go through as they learn and progress (Venn, 2000, p. 533).
  • Transcript

    • 1. Devising assessment tools Session 15
    • 2. Assessing learning
      • The term assessment is generally used to refer to all activities teachers use to help students learn and to measure student progress.
      • How do you assess your students’ learning?
      • What kinds of tasks do they perform?
      • Do these tasks reflect their knowledge/ skills development?
    • 3. Assessment tools
      • Planning for learning by doing or by construction goes hand in hand with planning for assessment.
      • Assessment tools in CLIL include performance tasks, files of students’ work, evaluation grids, checklists, anecdotal records, observations, and portfolios.
    • 4. Portfolios
      • An important dimension of portfolio assessment is that it should actively involve the students in the process of assessment (Tierney, Carter, & Desai, 1991).
      • The process of assembling a portfolio can help develop student self-reflection, critical thinking, responsibility for learning, and content area skills and knowledge.
    • 5. Portfolios: selection criteria
      • Selection criteria for students’ work
      • Linked to learning outcomes.
      • Based on results achieved and/or progress made.
      • Collected at regular intervals (e.g. once a month)
      • Representative of student’s most valued work, demonstrating progress, effort, and results.
    • 6.
      • Aimed at helping students
      • To develop learning and critical thinking skills.
      • To build the capacity to examine knowledge, attitudes and learning skills.
      • To become independent learners.
      • To build educational partnerships with peers, teachers and parents.
      • To work with peers, parents and teachers in seeing learning as a holistic cross-curricular process.
    • 7.  
    • 8.  
    • 9.  
    • 10.  
    • 11.  
    • 12. What is a performance task?
      • It is a complex situation that shows problems that an adult has to face in his/her work. There is a product, (something tangible), as a key element to evaluate the understanding.
    • 13. Elements of a performance task
      • What is the goal?
      • What is my role?
      • Who is the audience?
      • What is the context?
      • What is the product/performance to be presented?
      • What is the success criteria to be evaluated?
    • 14.
      • 9 foreign visitors.
    • 15.
      • You are a student who is doing your social service in the Ministry of Tourism. You have to help a group of nine foreign visitors to understand the main and most important characteristics related to the History, Geography and Economy of Vancouver.
      • You need to make a brochure with the written itinerary for a four day tour around the city including a budget of possible expenses.
    • 16.
      • You must include an explanation justifying why you have selected each place and how these will help the visitors to understand the characteristics mentioned before. Include a map which shows the route the visitors will follow on the tour. Your task will be a success if your brochure is complete, attractive and includes relevant information for any person willing to visit this city.
    • 17. Goal: You have to help a group of nine foreign visitors to understand the main and most important characteristics related to the History, Geography and Economy of Vancouver.
    • 18. Goal
      • Your task is…
      • Your goal is …
      • The problem/challenge is…
      • The obstacles to overcome are …
    • 19. Situation Y ou are a student who is doing social service in the Ministry of Tourism.
    • 20. Product/Performance You need to make a brochure with the written itinerary for a four day tour around the city including a budget of possible expenses.
    • 21. Success criteria Your task will be a success if your brochure is complete, attractive and includes relevant information for any person willing to visit this city.
    • 22. Assessment of task
      • Design a performance task to assess your students understanding /learning

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