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

1. EVALUATION
IN COMPETENCY-
BASED CURRICULUM
SESSION 1
MONTSE IRUN
INSTITUT JOAN ORÓ & UDL - LLEIDA

2. Competency-based Assessment - Montse Irun

3. EVALUATION
WHEEL
Competency-based Assessment - Montse Irun
Reflection on
your
assessment
practices

4. FOUR
CORNERS
Competency-based Assessment - Montse Irun

5. Competency-based Assessment - Montse Irun

6. Competency-based Assessment - Montse Irun

7. CONTENTS
DEFINITION
FEATURES
TYPES
A BIT OF HISTORY
Competency-based Assessment - Montse Irun

8. DEFINITION
Competency-based Assessment - Montse Irun

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. 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. EVALUATION INFORMS:
•Students
•Parents
•Teachers
•Society
Competency-basedAssessment-MontseIrun

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. FEATURES OF
QUALITY
ASSESSMENT
Competency-based Assessment - Montse Irun

14. CHARACTERISTICS OF QUALITY
ASSESSMENTS
Validity Reliability
Backwash
effect
Student
Engagement
and Motivation
Competency-based Assessment - Montse Irun

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. EVALUATION:
TYPES AND
FUNCTIONS
Competency-based Assessment - Montse Irun

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. 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. 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. 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. A BIT OF HISTORY
Competency-based Assessment - Montse Irun

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. 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. USED INSTRUMENTS
• Exams: final mark
• Papers, etc: shade the mark together with attitude
Competency-based Assessment - Montse Irun

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. CURRICULAR REFORMS
• LOE (2006):
• Evaluation for learning
• Evaluation of competences
• Diversification of instruments
• Assessment criteria
Competency-based Assessment - Montse Irun

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. 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. IMPORTANCE OF ASSESSMENT IN THE WHOLE PROCESS
WE ARE HEADINGTOWARDS A FAIRER
ASSESSMENT
Competency-based Assessment - Montse Irun

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. Competency-based Assessment - Montse Irun

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. 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. 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. EVALUATION FOR LEARNING
• Self regulation
• Decision making
• Progress self assessment
• Co-assessment
• Exams: productive questions,
contextualized
Competency-based Assessment - Montse Irun

36. QUESTIONSWE NEEDTO POSE
Competency-based Assessment - Montse Irun

37. Competency-based Assessment - Montse Irun