Presenter: Nederita Liliana
META Webinar 4.3
January 25, 2017
• From “What mark have you got?” to
“What/How did you learn?”
1. Assessment for learning – extends the potential of formative assessment
• where are children now in their learning?
• where are children going in their learning?
• how will children get to the next point in their learning?
2. Assessment of learning
Assessing a child’s learning at the end of a given period, such as the end of a unit of
work, a week, a term, or a year
Assessment is the process of gathering information on student
learning. Assessment is an essential element of education used to
inform instruction (Wren, 2004).
Evaluation is the process of analysing, reflecting upon, and
summarising assessment information, and making judgements and/or
decisions based on the information collected.
Reporting involves communicating the summary and interpretation of
information about student learning to various audiences who require
• a system of permanent and differential
improvement of learning, teaching and
evaluating through introduction of criteria and
• Criterial assessment is the assessment of the
school results, which is carried out through
descriptors, that specify the level of individual
performance of the pupil in the process of
acquiring a competence.
• A set of important qualities that
are to be found in the results of
the learning process
• Criterion – the quality of the
process and product of learning of
• Descriptor – describe the
expression of student’s
competency and enable to
establish the level of achievement
of competency (high, medium,
low). Based on the level reached
by the pupil the descriptors enable
the teacher to give qualifiers (very
well, well, fair/sufficient)
• Qualifier – the level of
of the new
• The emphasis of the evaluation process is on the pupil in action in the process of
• Evaluation is contextualized – a connection between the life experiences and what is
learnt is made
• Measures the present performance, offers qualitative data
• Is interactive and engages the pupils in the process of evaluation
• The whole is more important than the part
• Helps the student to learn, making him aware of what is learnt, how is learnt, why does
s/he manage to learn
• Enables the pupil to correct errors and mistakes immediately and prevents their
• Offers an instant feedback and adjusts the process on the go
• Is oriented towards the pupil getting immediate teacher’s help
• Enables a differential approach
• develops the pupils ability to self evaluation
• Reduces the time allotted for complex evaluation and increasing the time for learning
• Establishes the weak points in learning in order to mediate and remediate
• The tools for formative assessment allows the teacher to stimulate and develop the
pupil’s cognitive processes
Principles of the
1. Focussing on the personality of the
assessed, on his individual and age
9. Flexibility in selecting the evaluation tools
10. Correlating formative with
11. A unity in the relation teaching-learning-
1. selection of the information concerning the
progress, errors and mistakes of the pupil,
analysis of the information by using a set of
criteria established in advance
2. diagnosis of the causes of difficulties and
hindrances to learning
3. Adjusting the teaching and learning activities
based on the analysis of the evaluations
• to identify skills that need review.
Assessment provides teachers with information on what skills students have
and have not mastered. It is needed to help teachers know the skill levels of
their students, since students have varying experiences and knowledge.
• to monitor student progress.
A teacher can learn which students need review before covering additional
content and which students are ready to move forward.
• to guide teacher instruction.
Through consistent assessment, a teacher can make informed decisions about
what instruction is appropriate for each student.
• to demonstrate the effectiveness of instruction.
The information gained from assessment allows teachers to know if all students
are mastering the content covered. It is important for teachers to use
instructional time effectively, and this can be done when teachers are
knowledgeable about what their students are ready to learn and what they
already know. Therefore, the information gained from assessment allows a
teacher to create appropriate instruction for their students.
• to provide teachers with information on how instruction can be improved.
Functions of Assessment
and skills of
plan for the
The MAIN FUNCTION of the criterial assessment is to support
learning and to adjust the results through and for the success
of the pupil
• Documentation (data collection)
• Evaluation (comparison to a standard)
• Communication with family (sharing both
progress and performance)
• Gives the teacher a well-rounded picture of the student’s
understanding and progress
• unique talents, interests, knowledge, skills, and progress are
documented by observing, collecting, and reviewing children’s
work over time
provides teachers with clues about what and how to teach
The Methodologic Guide on Criterial Assessment at the primary level
• for PUPILS:
Keeping a Pupil’s Portfolio, as proof of his school performance
• for TEACHERS:
Keeping Registers of evidence of the assessed competences
• comparing the gathered information
of each student to the standard.
It enables teachers to
• guide instruction,
• evaluate teaching strategies,
• track student progress, and
• identify students with special needs
that require additional interventions
Instruction must be moulded to fit each
child’s individual strengths and needs.
As teachers observe students at work,
they can modify the learning
experiences offered to meet the
individual needs of their students.
• Families want to know how their child is doing in
school, and family members appreciate specific
examples of student progress. Showing examples
from their child over time enables parents to
personally assess the growth and progress of their
Planned/formal observation (2-3 pupils at a time)
• Through recording unplanned observations
• Anecdotal records (short narrative descriptions of
observations in the classroom).
• Teachers often use binders with a few pages
devoted to each student.
• Some teachers write notes on post-it notes or index
cards that are placed in the binder at the end of the
Example of unplanned observation:
• After the assessment of the ability to spell the
vocabulary of the previous lesson and in the middle
of reading the words from the book, Miroslava
exclaims “Oh, now I understand! I used C instead of
K to spell kite!”
A tool like RubiStar is helpful,
as it can show you sample
rubrics other teachers have
developed, and anyone can
modify them for their own use.
• Self-assessment involves metacognition—the
process of being aware of and reflecting on
one’s own learning.
• Self-assessment skills include effective
questioning, reflection, problem-solving
comparative analysis, and the ability to share
thoughts in a variety of ways
• Those concerned with the child’s learning share their knowledge and
understanding of the child’s work, it’s processes and outcomes during
a planned meeting (child-teacher-parent or teacher-parent, teacher-
• Includes samples of child’s work across the
curriculum or in a particular subject
Welcome to my portfolio
• My name is _______________.
• I am in _________________ class.
• I like to ___________________.
• My favourite colour is ___________________.
• My favourite season is ___________________.
• My favourite fruit is _________________.
• My favourite vegetable is _______________.
• I have got a ________________.
• Used to make spatial
representations of ideas and the
relations between these ideas
The steps to take in using criterial evaluation
1. Find the topic that you want to teach
2. Decide what do you want the pupils to learn (results - ) by the end of the lesson
3. Take the Standards of Learning Efficiency/Competency issued by the MoF in 2012 align the
finalities of the teaching-learning process you have identified with the textbook tasks and with
4. Put the competency standards (criteria) into a checklist, rubric or self-evaluation sheet for
students write the description of the level of its achievement (descriptor) and the
5. Together with your pupils formulate criteria of evaluation accessible for their understanding
6. Announce the evaluation criteria of the result and the performance descriptors
7. Use methods and techniques of evaluation-learning focussing on interactivity and self
adjustment of learning
(E.g. The sheets Learning how to learn)
8. Use feed-back techniques for immediate and permanent adjustment of learning
Performance indicator – competence in formation
The pupil recognizes with difficulty and with some errors,
proves that knows partially,
performs the tasks hesitantly, with some errors which do not affect something important,
perceives with some errors
Performance indicator – competence that needs training for consolidation
The pupil is partially guided by the teacher,
performs the tasks with very few hesitations, based on the questions asked by the teacher
Performance indicator – competence formed and likely to develop individually
The pupil performs all the tasks with no errors, no hesitations and with maximum
General descriptors for primary level
• 1st form
NO qualifiers (Very well, Well, Fair/Sufficient) are
to be used in the 1st form
• 2nd form
The qualifiers are to be recorded in the School
Register only starting with the 2nd form
• “The assessment/evaluation process is not the end of the learning
process, but one part of a continuous cycle”
and criterial evaluation perfectly fits in this cycle by its mechanisms of
adjusting and readjusting the objectives of learning to the results.