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Competency based evaluation session 1

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Evaluation. Definition, features, types and a bit of history

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Competency based evaluation session 1

  1. 1. EVALUATION IN COMPETENCY- BASED CURRICULUM SESSION 1 MONTSE IRUN INSTITUT JOAN ORÓ & UDL - LLEIDA
  2. 2. Competency-based Assessment - Montse Irun
  3. 3. EVALUATION WHEEL Competency-based Assessment - Montse Irun Reflection on your assessment practices
  4. 4. FOUR CORNERS Competency-based Assessment - Montse Irun
  5. 5. Competency-based Assessment - Montse Irun
  6. 6. Competency-based Assessment - Montse Irun
  7. 7. CONTENTS DEFINITION FEATURES TYPES A BIT OF HISTORY Competency-based Assessment - Montse Irun
  8. 8. DEFINITION Competency-based Assessment - Montse Irun
  9. 9. EVALUATION IS • Collecting information (with instruments) • Analyzing the information collected and judging • Taking decisions according to the judgement Competency-based Assessment - Montse Irun Social: classify, select, orientate QUALIFICATION CERTIFICATION Pedagogical: regulate the learning process FORMATIVE-FORMATING
  10. 10. ASSESSMENT ‘Assessment is no longer something teachers can ‘tack on’ at the end of the teaching and learning. It is an essential ongoing component of instruction that guides the process of learning.’ Simmons, R.: “The Horse before the Cart: Assessing for Understanding Competency-based Assessment - Montse Irun
  11. 11. EVALUATION INFORMS: •Students •Parents •Teachers •Society Competency-basedAssessment-MontseIrun
  12. 12. In general terms, assessment activities are activities used to collect information and evidences to prove that the learning outcomes have been fulfilled. This process has three steps: a) information is collected by means of some instruments, b) the information gathered is analysed, c) and decisions are made considering the analysis results. Assessment is no longer something teachers can ‘tack on’ at the end of the teaching and learning. It is an essential ongoing component of instruction that guides the process of learning. Competency-based Assessment - Montse Irun
  13. 13. FEATURES OF QUALITY ASSESSMENT Competency-based Assessment - Montse Irun
  14. 14. CHARACTERISTICS OF QUALITY ASSESSMENTS Validity Reliability Backwash effect Student Engagement and Motivation Competency-based Assessment - Montse Irun
  15. 15. THINK ABOUT IT • What do we assess: content or language or both? • In what language do we assess? • How can we minimize the effect of language in content assessment? Competency-based Assessment - Montse Irun
  16. 16. EVALUATION: TYPES AND FUNCTIONS Competency-based Assessment - Montse Irun
  17. 17. Avaluació inicial. Per conèixer actituds, experiències personals, representacions prèvies, maneres de raonar, coneixements assimilats... Permet valorar la situació de cada estudiant i del grup abans d’iniciar el procés d’E-A. Professorat i alumnat prenen consciència dels punts de partida i així es pot adaptar el procés a les necessitats detectades.També permet que els estudiants es representin els objectius i continguts. FUNCIÓ DIAGNÒSTICA Avaluació formativa. Permet al professorat fer el seguiment del procés d’ E-A: l’adequació, l’organització dels temps i de les tasques, la capacitat de veure i fer veure les dificultats, de fer front als obstacles per adaptar la seqüència didàctica a les necessitats d’aprenentatge de l'alumnat. Avaluació formadora. Els estudiants aprenen a detectar possibles dificultats per fer-hi front (aprendre de l’error). Cal assegurar que s'apropiïn dels objectius d’aprenentatge i dels criteris d’avaluació i aprenguin a anticipar i planificar les operacions necessàries per a resoldre una tasca. FUNCIÓ REGULADORA EVALUATION: FUNCTIONS Competency-based Assessment - Montse Irun
  18. 18. EVALUATION: FUNCTIONS • Avaluació sumativa. Permet sistematitzar, estructurar i recapitular.També permet valorar els resultats obtinguts al final del procés d’ensenyament/aprenentatge i valorar les diferències entre el punt de partida i el final. • El professorat pot determinar aquells aspectes de la seqüència d’ensenyament que caldrà modificar (metaavaluació). • Té una funció qualificadora que informa dels resultats alhora que pot tenir una funció certificadora al final de l´etapa. FUNCIÓ QUALIFICADORA/CERTIFICADORA Competency-based Assessment - Montse Irun
  19. 19. TYPES OF EVALUATION:WHEN AND WHAT FOR Competency-based Assessment - Montse Irun Initial evaluation Evaluation during the learning process Summative Evaluation Become aware of the starting point, the objectives Identify dificulties and understand the causes Identify the learning that took place and assess the quality of the learning process.
  20. 20. TYPES OF EVALUATION: HOW •Informal assessment: collecting information under class conditions. •Formal assessment: exams. •Self-assessment: students measure their own progress and performance. Competency-basedAssessment-MontseIrun
  21. 21. A BIT OF HISTORY Competency-based Assessment - Montse Irun
  22. 22. BELIEFS IN EVALUATION • Each teacher’s responsibility • Objective • Identification of errors and right answers • Students do not have enough knowledge to assess themselves or each other. • Personal criteria no one argues about • More exams, more effort Competency-based Assessment - Montse Irun
  23. 23. PRACTICES • Diagnostic evaluation: • Not related to decision taking • Formative evaluation: • Continuous evaluation = never ending exams • Summative evaluation: • Average of tests and papers Competency-based Assessment - Montse Irun
  24. 24. USED INSTRUMENTS • Exams: final mark • Papers, etc: shade the mark together with attitude Competency-based Assessment - Montse Irun
  25. 25. CURRICULUM LAWS • LOGSE (1990) • Stress importance of diagnostic and formative assessment (constructivism) • Summative assessment takes the 3 types of content into account • LOCE (2002) • More tests and controls • External exams Competency-based Assessment - Montse Irun
  26. 26. CURRICULAR REFORMS • LOE (2006): • Evaluation for learning • Evaluation of competences • Diversification of instruments • Assessment criteria Competency-based Assessment - Montse Irun
  27. 27. RESULTS – PRESENT DAY CONTRADICTIONS • Differences PISA and country • Fail PISA 18% • Fail country 31% • ESO but failing subjects: 26% • Teacher’s divergent assessment criteria • Changes in curricula but not in assessment instruments Competency-based Assessment - Montse Irun
  28. 28. NEW BELIEFS • Teachers’ and students’ responsibility • Worry to communicate and share • Students’ effort • Attempt to understand the reasons • Assessment criteria = where student is and what is missing Competency-based Assessment - Montse Irun
  29. 29. IMPORTANCE OF ASSESSMENT IN THE WHOLE PROCESS WE ARE HEADINGTOWARDS A FAIRER ASSESSMENT Competency-based Assessment - Montse Irun
  30. 30. BEFORE AND NOW BEFORE • Centered on knowledge • Closed answers. • Quantity of information and knowledge by heart NOW • Centered on competences. • Portfolios, learning contracts • Quality of knowledge comprehension, of competences. • Transference ability. Competency-based Assessment - Montse Irun
  31. 31. Competency-based Assessment - Montse Irun
  32. 32. COMPARISON BETWEEN THE TWO ASSESSMENT MODELS CONTENT EVALUATION COMPETENCE EVALUATION Uses numbers Uses competence levels Compares people Individual Discover what they do not know Establishes level There is no participation There is participation Assesses at a specific time Assesses the whole process Passive assessor Active assessor Uses exercises Observes evidences Assesses parts or learning outcomes Assesses process and globality Restricted to the programme Includes knowledge acquired by experience and out of school Competency-based Assessment - Montse Irun
  33. 33. NEW CONCEPTIONS • Qualifying assessment • Relation to objectives • Student’s progression • Formative and continuous assessment: • Formative evaluation • Diagnostic evaluation: • Learning unit Competency-based Assessment - Montse Irun
  34. 34. ASSESSMENT ACCORDINGTO THE LAW • Identificant les necessitats educatives de cada alumne (Av.Inicial) • Informant sobre els processos d’E/A (Av. Contínua i Formativa) • Comprovant els progressos de l’alumnat (Av. Contínua i Sumativa) • Orientant el professorat perquè ajusti la seva tasca docent al progrés dels alumnes i les alumnes Competency-based Assessment - Montse Irun COM S’AVALUA de forma contínua, global, integradora QUÈ S’AVALUA: l’assoliment de les Competències Bàsiques i de les àrees -QUÈ s’aprèn -COM s’aprèn A partir de A partir de Criteris d’avaluació
  35. 35. EVALUATION FOR LEARNING • Self regulation • Decision making • Progress self assessment • Co-assessment • Exams: productive questions, contextualized Competency-based Assessment - Montse Irun
  36. 36. QUESTIONSWE NEEDTO POSE Competency-based Assessment - Montse Irun
  37. 37. Competency-based Assessment - Montse Irun

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