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Evaluation as, for and of learning

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assessment
EFL

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Evaluation as, for and of learning

  1. 1. EVALUATION AS, OF AND FOR LEARNING MONTSE IRUN INSTITUT JOAN ORÓ & UDL LLEIDA
  2. 2. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  3. 3. “La intel·ligència humana juga amb dues funcions. La primera és la producció d’idees, de càlculs, de programes, de projectes. La segona i definitiva és l’avaluadora. De res ens serveix que tinguem molt per escollir si no sabem separar el gra de la palla”. J.A. Marina a La Vanguardia (1/5/2010) EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  4. 4. “La idea que els alumnes tenen del que han d’aprendre, no depèn tant del que el/la mestre diu, si no del que té en compte a l’hora d’avaluar, i en relació a això adopta la forma d’aprendre.” Neus Sanmartí EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  5. 5. To think about ... Allò que l’alumnat aprèn i com ho aprèn depèn de com es planteja l’avaluació i, molt especialment dels valors que es promouen a través d’ella. Neus Sanmartí EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  6. 6. Starting point Teachers correct for a long time. The same mistakes. Frustrating for teachers and students. We keep correcting because we know that we learn from our mistakes!!!! EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  7. 7. EVALUATION OF AND FOR LEARNING - MONTSE IRUN No research provides evidence that students’ results improve once get their corrected papers back
  8. 8. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  9. 9. Definition EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  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” EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  11. 11. Evaluation informs: Students Parents Teachers Society EVALUATIONOFANDFORLEARNING-MONTSEIRUN
  12. 12. WHAT IS ASSESSMENT? Collecting information (with or without instruments) Analizing the information and judging it Taking decisions according to the judgement EVALUATION OF AND FOR LEARNING - MONTSE IRUN Social: classify, select, Orientate QUALIFICATION ACREDITATION Pedagogical: Regulate the learning process FOR AND AS LEARNING
  13. 13. activities to collect information and evidences to prove that the learning outcomes are in the right track or have been fulfilled. Assessment is ... EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  14. 14. Evaluation: types and functions EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  15. 15. FUNCTIONS Diagnostic • Initial Regulating • Formative • AS and FOR learning Qualificating / Certifing • Sumative EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  16. 16. TYPES of evaluation: when & what for EVALUATION OF AND FOR LEARNING - MONTSE IRUN Evaluation at the beginning INITIAL Evaluation while learning FORMATIVE (for and as learning) Evaluation at the end SUMATIVE Diagnose and being aware of the starting point Identify dificulties and understand the reasons. Improve learning Identify what has been learnt and assess the learning process quality.
  17. 17. Types of evaluation: how Informal assessment: collecting information under class conditions. Formal assessment: exams. Self-assessment: students measure their own progress and performance. EVALUATIONOFANDFORLEARNING-MONTSEIRUN
  18. 18. 1. Self assessment Educational objective. Impact on learning Objective: activity to train strategies (reflect on problems and achievements). EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  19. 19. 2. Formal assessment Conditions far from real life Prestige Difficult to measure performance (knowing how to) EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  20. 20. 3. Informal assessment Systematic observation. Assesses performance (know how to). Subjective (without prestige) Difficult EVALUATIONOFANDFORLEARNING-MONTSEIRUN
  21. 21. Features of quality assessment reliable valid practical Positive backwash effect EVALUATIONOFANDFORLEARNING-MONTSEIRUN
  22. 22. WHERE WE COME FROM AND WHERE WE ARE EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  23. 23. 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 EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  24. 24. Practices Diagnostic evaluation: ◦ Not related to decision taking Formative evaluation: ◦ Continuous evaluation = never ending exams Summative evaluation: ◦ Average of tests and papers EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  25. 25. Used instruments Exams: final mark Papers, etc: shade the mark together with attitude EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  26. 26. 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 EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  27. 27. Curricular reforms LOE (2006): ◦ Evaluation for learning ◦ Evaluation of competences ◦ Diversification of instruments ◦ Assessment criteria EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  28. 28. 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 EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  29. 29. 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 EVALUATION OF AND FOR LEARNING - 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. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  31. 31. WHERE WE GO EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  32. 32. 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 EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  33. 33. IMPORTANCE OF ASSESSMENT IN THE WHOLE PROCESS WE ARE HEADING TOWARDS AN ASSESSMENT AS LEARNING EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  34. 34. New conceptions Qualifying assessment ◦ Relation to objectives ◦ Student’s progression Formative and continuous assessment: ◦ Formative evaluation Diagnostic evaluation: ◦ Learning unit EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  35. 35. Avaluar per aprendre (Ordre D’AVALUACIÓ) FINALITATS EVALUATION OF AND FOR LEARNING - MONTSE IRUN Regular el procés Valorar el procés FORMATIVA les decisions les pren fonamentalment el professor FORMADORA les decisions les pren fonamentalme nt l’alumne (Auto i coavaluació) QUALIFICADORA les decisions comporten diferenciar graus d’aprenentatge i orientar En qualsevol activitat plantejada als alumnes se’ls avalua per regular el procés. 2 En moments puntuals se’ls qualifica.
  36. 36. Ordre d’avaluació □ Informes dels centres □ Una avaluació final (qualificacions) □ Els resultats s’expressen en: – no assoliment (NA), – assoliment satisfactori (AS), – assoliment notable (AN) i – assoliment excel·lent (AE). □ Es preveu equivalència numèrica □ Comentaris qualitatius als butlletins de notes fent referència a les dimensions, competències o criteris d’avaluació. □ Coherència amb el model de primària. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  37. 37. Treball en equip per donar coherència al llarg de l’etapa Departaments i altres òrgans de coordinació didàctica □ Coherència pedagògica en la distribució dels continguts i les competències. □ Consens en la priorització de les competències dels àmbits i les transversals. Equips docents □ Coherència global dels continguts, programació, metodologies, criteris i instruments d’avaluació. □ Òrgan col·legiat en tot el procés d’avaluació i en l’adopció de les decisions que en resultin. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  38. 38. EVALUATION OF AND FOR LEARNING - MONTSE IRUN Assessment according to the law ◦ Identificant les necessitats educatives de cada alumne (Av.Inicial) ◦ Informant sobre els processos d’E/A (Av. Contínua i Formativa / Formadora) ◦ 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 COM S’AVALUA de forma contínua, global, integradora QUÈ S’AVALUA: l’assoliment de les Competències Bàsiques d’àrea -QUÈ s’aprèn -COM s’aprèn A partir de Criteris d’avaluació
  39. 39. Sequence of the learning process Present day level of competence Initial evaluation Individualized Planning Final evaluation Formative evaluation Competence-based learning: Basic to all and maximum to each one EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  40. 40. Assessment for and as learning
  41. 41. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  42. 42. EVALUATION OF AND FOR LEARNING - MONTSE IRUN In traditional teaching, most assessment processes take place in quadrant 1
  43. 43. EVALUATION OF AND FOR LEARNING - MONTSE IRUN We should move upwards to the right
  44. 44. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  45. 45. Estratègies imprescindibles de l’avaluació formativa □ Compartir objectius de l’activitat □ Compartir criteris d’avaluació □ Formulació de bones preguntes (no reproductives, donen pistes, context) □ Ús de l’error com element intrínsec de l’aprenentatge □ Retroalimentació efectiva EVALUATION OF AND FOR LEARNING - MONTSE IRUN Ajuden a l’alumnat a ser conscient del seu procés aprenentatge.
  46. 46. Implica Centre: Departaments, Coordinació pedagògica i Equip docent □ Planificar coordinadament A l’aula □ Compartir criteris d’avaluació amb els alumnes. □ Aprenentatge cooperatiu, auto i coavaluacions, compartir resultats, retroalimentació efectiva. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  47. 47. How can we enhance assessment for learning? By helping students a) Perceive the learning objectives b) Anticipate and plan the action c) Perceive the assessment criteria EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  48. 48. We have all seen a weather forecast on TV. What do we need to make a real weather forecast for our excursion next week? Students learn how to record a weather forecast EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  49. 49. list A weather map A pointer Words related to the weather Look for the predictions How to make prediction on English Say hello and goodbye Weather symbols … EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  50. 50. Shared Objectives (after the talk) • Read a weather map and predict the weather. • Make a prediction • Talk about the weather • Speak fluently in front of a càmera • ... *It does not mean that the objectives are attained. They will need benchmarks form time to time. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  51. 51. After carrying out several learning activities, students agree what to think of and / or do every time they have to predict the weather. This is done in a cooperative way.Planning action EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  52. 52. From the objectives they can deduce the assessment criteria and they can apply them to self assess or peer assess their productions EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  53. 53. “Em vaig equivocar perquè vaig fer anar el present tota l’estona com si fos el que passa sempre. Havia d’haver fet anar el will. Una altra cosa que crec que he de fer la propera vegada és assajar més i comprovar que pronuncio bé totes le paraules. Pensava que sense assajar sortiria bé. Ara en canvi crec que és millor assajar”. Revision of a task EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  54. 54. “En Marc té una mica de raó i s’ha adonat del perquè s’ha equivocat. No ho ha assajat suficient i algunes paraules no s’entenien. El mapa era molt xulo i els símbols molt ben dibuixats. També crec que la despedida ha estat molt bona. Semblava un professional” Peer assessment EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  55. 55. As competencial tasks are often complex, the problema is knowing what ‘very well’, ‘good’, ‘fair enough’, and ‘wrong’ mean. It is for this reason that rubrics appear EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  56. 56. ERRORS Point of departure Indicator of obstacles to be solved The cause must be understood and “go for it”. EVALUATION OF AND FOR LEARNING - MONTSE IRUN Learning is revising initial conceptions and re thinking them.
  57. 57. EVALUATION OF AND FOR LEARNING - MONTSE IRUN Only the student himself can correct his errors. The teacher’s task is teaching him to detect them and to find ways to overcome them.
  58. 58. Assessment of learning
  59. 59. Assessment implies posing questions What do I expect my students to learn? EVALUATION OF AND FOR LEARNING - MONTSE IRUN What do I expect to achieve? How will I check they have achieved it? To what level? COMPETENCES (learning objectives) ATTAINMENT LEVEL ASSESSMENT CRITERIA QUALIFICATIONS
  60. 60. EVALUATION OF AND FOR LEARNING - MONTSE IRUN The student • has the knowledge • activates the adequate strategies • achieves correct solutions • is aware of how to achieve it “Enunciat que expressa el tipus i grau d’aprenentatge que s’espera que hagin assolit els i les alumnes en un moment determinat i en relació amb els objectius d’etapa, d’àrea o de la unitat didàctica d’avaluació”
  61. 61. Assessment indicators A specific action that is observed when carrying out a task: an expression, a sentence with a specific idea or an action that is carried out. Ex: Oral presentation ◦ Vocabulary ◦ Body language ◦ Content ◦ Fluency ◦ Accuracy ◦ Introduction and ending EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  62. 62. EVALUATION OF AND FOR LEARNING - MONTSE IRUN CompetencE 4: Aplicar estratègiesde comprensió per a obtenir información I interpretar el contingut de textos escrits d’estructura clara de la vida quotidiana, dels mitjans de comunicació i de l’àmbit acadèmic. Assessment criteria: Utilitzar estratègies de lectura per tal d’obtenir la informació global, literal i detallada discriminant les idees principals de les secundàries. Assessment activities: Blog post with summary and personal opinion of a book (s)he has just read. (rubric needed) Gradation 1.- Student can summarise and give an appropriate title 2.- Student can distinguish secondary and main ideas. 3.- Student can relate secondary and main ideas and can give his/her own ideas.
  63. 63. How do we link competence- based activities to the currículum? EVALUATION OF AND FOR LEARNING - MONTSE IRUN
  64. 64. EVALUATION OF AND FOR LEARNING - MONTSE IRUN

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