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What is assessment ?Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed ...
VELS advocates 3 types ofassessment        formative        summative        authentic
Formative assessment is a continuousand ongoing process, part of day to dayteaching where teachers continuallyconfirm or m...
The second form of assessment advocated in VELS is Summative – which is used at the end of a unit or semester to determine...
The final type of assessment, Authentic, involving  the application of knowledge and skills over time  requires clear crit...
Three purposes for assessmentAssessment for learning occurs when teachers use  inferences about student progress to inform...
AssessmentIn pairs or small groups, brainstorm the    assessment strategies used in your    school/classroom.
Some strategies you may have listed      Formative:             Brainstorming             Concept maps             Know...
Summative:        Self assessment        Peer assessmentAuthentic:            Rubrics
Activity    Consider your brainstorm list of assessment    strategies.   Can you now categorise these into the 3    purp...
Assessment for learning:    establishes a classroom culture that encourages    interaction and the use of assessment tool...
Assessment for learning:                       (continued) involves teachers focusing on how students learn and  how to s...
Activity     In pairs or small groups, select two characteristics of Assessment for learning and discuss how these may be ...
Assessment of learning: enables students to demonstrate what they know and  can do     describes the extent to which a s...
Activity    In pairs or small groups discuss the types of    assessment of learning used in your school.   How is the in...
Authentic learning - Rubrics “..When given to students before they commence a unit of work, students are able to think abo...
Assessment Rubrics             Two Examples
Student’s name        Assessment of Thinking StrategiesMary Smith, Jane Doe, 3. Has demonstrated the use of suitableHarry ...
Assessment of Thinking Strategies:- Use of Graphic organisersScience Level 3Mary Smith         3. Has demonstrated the use...
Level 3: Science:               Through use of Graphic OrganisersStudents Name       Has demonstrated use      Has shown s...
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Assessment

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What is assesment

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Assessment

  1. 1. What is assessment ?Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.
  2. 2. VELS advocates 3 types ofassessment  formative  summative  authentic
  3. 3. Formative assessment is a continuousand ongoing process, part of day to dayteaching where teachers continuallyconfirm or modify their activities anddirections with their students.
  4. 4. The second form of assessment advocated in VELS is Summative – which is used at the end of a unit or semester to determine what each student has achieved and learnt.
  5. 5. The final type of assessment, Authentic, involving the application of knowledge and skills over time requires clear criteria of which students are aware and involved.“In relating assessment criteria to clearly developed learning expectations with a given task, students think carefully about what is being assessed and the kinds of evidence that would need to be provided to show their understanding.” VELS Assessment p3
  6. 6. Three purposes for assessmentAssessment for learning occurs when teachers use inferences about student progress to inform their teaching. (formative)Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. (formative)Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. (summative)
  7. 7. AssessmentIn pairs or small groups, brainstorm the assessment strategies used in your school/classroom.
  8. 8. Some strategies you may have listed Formative:  Brainstorming  Concept maps  Know Want Learn How  Pathfinders or search plans  Graphic organizers  Venn diagram  PMI (De Bono)  Notetaking  Questioning
  9. 9. Summative:  Self assessment  Peer assessmentAuthentic:  Rubrics
  10. 10. Activity Consider your brainstorm list of assessment strategies. Can you now categorise these into the 3 purposes for assessment? (for, as, of)
  11. 11. Assessment for learning: establishes a classroom culture that encourages interaction and the use of assessment tools occurs throughout a learning sequence and is planned when teachers design teaching and learning activities involves teachers sharing learning intentions and explicit assessment criteria with students involves teachers and students setting and monitoring student progress against learning goals requires teachers to ascertain students prior knowledge, perceptions and misconceptions
  12. 12. Assessment for learning: (continued) involves teachers focusing on how students learn and how to scaffold their learning involves teachers adapting teaching practice to meet student needs provides sensitive and constructive feedback to students on their performance involves teachers making formative use of summative assessment
  13. 13. Activity In pairs or small groups, select two characteristics of Assessment for learning and discuss how these may be demonstrated in your classroom.
  14. 14. Assessment of learning: enables students to demonstrate what they know and can do describes the extent to which a student has achieved the learning goals, including the Standards uses teacher judgements about student achievement at a point in time is supported by examples or evidence of student learning ensures consistent teacher judgements through moderation processes is used to plan future learning goals
  15. 15. Activity In pairs or small groups discuss the types of assessment of learning used in your school. How is the information/data from these used?
  16. 16. Authentic learning - Rubrics “..When given to students before they commence a unit of work, students are able to think about the criteria and goals they have to meet and how they can address these. Rubrics serve an important role in creating assessment that is student – centred and standards driven..” VELS
  17. 17. Assessment Rubrics Two Examples
  18. 18. Student’s name Assessment of Thinking StrategiesMary Smith, Jane Doe, 3. Has demonstrated the use of suitableHarry Butler thinking strategies, such as graphic organizers, to generate, analyse, and interpret evidence 2. Has shown an understanding of the use of graphic organizers as a thinkingJim Heinz, Fred Jones strategy, to generate and analyse evidence. 1. With assistance can use a graphic organiser to generate and analyse evidence
  19. 19. Assessment of Thinking Strategies:- Use of Graphic organisersScience Level 3Mary Smith 3. Has demonstrated the use of suitable thinkingstrategies, such as graphic organizers, to generate, analyse, and interpretevidenceJane Doe 3. Has demonstrated the use of suitable thinkingstrategies, such as graphic organizers, to generate, analyse, and interpretevidenceJim Heinz 2. Has shown an understanding of the use of graphicorganizers as a thinking strategy, to generate and analyse evidence.
  20. 20. Level 3: Science: Through use of Graphic OrganisersStudents Name Has demonstrated use Has shown some use of With assistance can use of suitable thinking thinking strategies to a limited range of strategies to generate, generate, analyse and thinking strategies to analyse and interpret interpret evidence generate, analyse and evidence interpret evidence Has demonstrated use Has shown some use of With assistance can use of suitable thinking thinking strategies to a limited range of strategies to generate, generate, analyse and thinking strategies to analyse and interpret interpret evidence generate, analyse and evidence interpret evidence Has demonstrated use Has shown some use of With assistance can use of suitable thinking thinking strategies to a limited range of strategies to generate, generate, analyse and thinking strategies to analyse and interpret interpret evidence generate, analyse and evidence interpret evidence Has demonstrated use Has shown some use of With assistance can use of suitable thinking thinking strategies to a limited range of strategies to generate, generate, analyse and thinking strategies to analyse and interpret interpret evidence generate, analyse and evidence interpret evidence

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