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Formative assessment involves collecting data from students through evaluation and other means to help teachers improve the teaching and learning process. It provides continuous feedback to students to generate greater interest and motivation in learning. In Colombia, assessment is understood as a fundamental, integral, dialogic, and formative tool to improve education quality. It is integral because it covers all evaluation elements, dialogic through participation of stakeholders, and formative by analyzing the educational process without punishing students. The elements of formative assessment include establishing a classroom culture of interaction and assessment tools, setting learning goals and tracking student progress, adapting instruction methods and assessments, providing performance feedback and adapting instruction, and involving students actively in learning.
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Formative assessment is an ongoing process that helps teachers improve teaching and learning through gathering information from students and providing effective feedback. It focuses on motivating students through continuous feedback from teachers. In Colombia, assessment is understood as a fundamental, integral, dialogic, and formative tool to improve education quality. It is integral because it covers all evaluation elements, dialogic through participation of stakeholders, and formative by analyzing the educational process without punishing students but providing support. Elements of formative assessment include establishing learning goals, adapting instruction to meet student needs, using varied assessment approaches, and involving students actively in the learning process.
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Formative assessment involves collecting data from students through evaluation and other means to help teachers improve instruction. It provides continuous feedback to students to generate interest and motivation for learning. It aims to be an integral, dialogic, and formative process to analyze the entire educational process, not to punish students but to support learning.
Formative Evaluation
Formative evaluation aims to provide feedback during instruction to improve teaching and learning. It involves regularly assessing student understanding of topics as they are taught, providing feedback to students on their progress, and informing teachers on the effectiveness of their instructional methods. The feedback from formative evaluation helps teachers modify their lessons to better meet student needs and helps students identify their strengths and weaknesses to improve their learning. Some key aspects of formative evaluation include dividing subject content into logical units, assessing student understanding after each unit, and using the results to provide reinforcement or remedial support.
Assessment
The document discusses different types of assessment: assessments for learning, assessments as learning, and assessments of learning. Assessments for learning are designed by teachers to help students progress and provide feedback. Assessments as learning encourage student involvement through techniques like self-assessment. Assessments of learning check student achievement against learning outcomes and are used for grading. The purpose of assessment is to identify student strengths and weaknesses, motivate learning, and provide feedback to students and teachers.
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How good are your teachers? A challenging question for all. Katie Renton explores how you can help colleagues use a range of assessment methods
Purposes of assessment
This document outlines three purposes of assessment:
1. Assessment for learning focuses on closing the gap between a learner's current knowledge and the learning goal by providing feedback. Learners learn best when goals and expectations are clear with advice on improvements.
2. Assessment as learning involves learners reflecting on their work and progress to build self-awareness as learners and take responsibility for their learning.
3. Assessment of learning uses available evidence to check student progress and allows teachers to collaboratively review evidence and connect it to curriculum goals. Judgements about learning need to be valid, reliable and comparable.
Assessment for Learning
Assessment for learning involves gathering information about students' learning through tasks and rubrics, analyzing the information, and using it to make decisions to improve learning. It seeks to directly assess students' performance through real-life tasks and products, unlike traditional assessments. The goals of assessment for learning are to determine students' learning needs, place them in an optimal learning environment, provide feedback on their strengths and weaknesses, and evaluate curriculum effectiveness.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
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Apply presentation
Formative assessment is an ongoing process that helps teachers improve teaching and learning through gathering information from students and providing effective feedback. It focuses on motivating students through continuous feedback from teachers. In Colombia, assessment is understood as a fundamental, integral, dialogic, and formative tool to improve education quality. It is integral because it covers all evaluation elements, dialogic through participation of stakeholders, and formative by analyzing the educational process without punishing students but providing support. Elements of formative assessment include establishing learning goals, adapting instruction to meet student needs, using varied assessment approaches, and involving students actively in the learning process.
Apply presentation
Formative assessment involves collecting data from students through evaluation and other means to help teachers improve instruction. It provides continuous feedback to students to generate interest and motivation for learning. It aims to be an integral, dialogic, and formative process to analyze the entire educational process, not to punish students but to support learning.
Formative Evaluation
Formative evaluation aims to provide feedback during instruction to improve teaching and learning. It involves regularly assessing student understanding of topics as they are taught, providing feedback to students on their progress, and informing teachers on the effectiveness of their instructional methods. The feedback from formative evaluation helps teachers modify their lessons to better meet student needs and helps students identify their strengths and weaknesses to improve their learning. Some key aspects of formative evaluation include dividing subject content into logical units, assessing student understanding after each unit, and using the results to provide reinforcement or remedial support.
Assessment
The document discusses different types of assessment: assessments for learning, assessments as learning, and assessments of learning. Assessments for learning are designed by teachers to help students progress and provide feedback. Assessments as learning encourage student involvement through techniques like self-assessment. Assessments of learning check student achievement against learning outcomes and are used for grading. The purpose of assessment is to identify student strengths and weaknesses, motivate learning, and provide feedback to students and teachers.
Evaluating teacher performance fairly.presentation
How good are your teachers? A challenging question for all. Katie Renton explores how you can help colleagues use a range of assessment methods
Purposes of assessment
This document outlines three purposes of assessment:
1. Assessment for learning focuses on closing the gap between a learner's current knowledge and the learning goal by providing feedback. Learners learn best when goals and expectations are clear with advice on improvements.
2. Assessment as learning involves learners reflecting on their work and progress to build self-awareness as learners and take responsibility for their learning.
3. Assessment of learning uses available evidence to check student progress and allows teachers to collaboratively review evidence and connect it to curriculum goals. Judgements about learning need to be valid, reliable and comparable.
Assessment for Learning
Assessment for learning involves gathering information about students' learning through tasks and rubrics, analyzing the information, and using it to make decisions to improve learning. It seeks to directly assess students' performance through real-life tasks and products, unlike traditional assessments. The goals of assessment for learning are to determine students' learning needs, place them in an optimal learning environment, provide feedback on their strengths and weaknesses, and evaluate curriculum effectiveness.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
Continuous and comprehensive evaluation
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
Arts Integration Framework Series: Assessment Activities
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The Arts Integration Framework Series outlines a process for developing standards based arts integrated units of study. This Powerpoint outlines how to align assessment activities to benchmarks and learning goals.
DepEd order # 8 , s., 2015
This document discusses classroom assessment and grading procedures. It defines formative and summative assessment, with formative used to guide instruction and summative to evaluate learning. Summative assessment has three components: written work, performance tasks, and quarterly exams. A standards-based grading system is used, with 60 as the minimum passing grade. Scores from each component are calculated as percentages based on highest possible scores, then weighted according to the subject to determine final grades.
Week 8
The document discusses two important topics in the education process: assessment of learning and assessment of teaching. For assessment of learning, it is important for teachers to have suitable plans to properly assess all students through both traditional and new methods, in order to expand student perceptions and stimulate learning. Assessment of teaching allows teachers to understand how effectively they communicate information to students and identify areas for improvement, using various evaluation methods like tests, exercises, discussions, and student feedback.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
What Parents need to know about the purpose of assessment
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed judgments about student learning to improve future learning. The purpose of assessment is to gather evidence of learning, place children in programs, provide services, and aid in program planning and research. Parents need to understand assessment so they know their child's progress and areas needing assistance. Parents have an important role and need to be involved in the assessment process, especially for infants and toddlers. Principles of good assessment include using multiple sources, benefiting the child, involving families, and being fair for all children. Assessment benefits children by determining development and need for assistance. The conclusion is that parents need information about their child's assessment, input in the process
continuous and comprehensive evaluation
This document discusses Continuous and Comprehensive Evaluation (CCE), which aims to evaluate students in a holistic manner throughout the academic year rather than just through annual exams. CCE assesses scholastic and non-scholastic areas through both formative and summative assessments. Formative assessments include FA1-FA4 and summative assessments include SA1 and SA2. CCE was introduced to reduce student stress, encourage learning, and focus on conceptual understanding rather than memorization. While CCE provides benefits like feedback and identifying student needs, it also faces limitations like being time-consuming and requiring well-trained teachers.
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This document outlines an evaluation of the LPN to BSN curriculum using the CIPP model. The CIPP model examines the context, input, process, and products of courses. For the endocrine disorders workshop, the evaluator assessed the classroom, clinical agency, and clinical conference components. Data collection methods included evaluation forms, organizational documents, performance tests, and discussions with students. The evaluation aims to measure strengths and weaknesses, identify needs, and provide evidence of results to improve the curriculum.
Formative Evaluation
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
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1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
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This document discusses evaluation of programs and training. It outlines two types of evaluation: concurrent evaluation which is done during the program, and ex post-facto evaluation which is done after completion. The importance of evaluation is also discussed, noting that it helps clarify objectives, improve future planning, reveal program effectiveness, identify strengths and weaknesses, establish benchmarks, provide objective evidence, and serve as a basis for future improvements.
School based evaluation
Curriculum monitoring determines if a curriculum is still relevant and effective and is done by those who developed the curriculum or outside experts. Curriculum evaluation is a systematic process of assessing the value, effectiveness, and adequacy of a curriculum through examining its process, product, and setting to inform decisions. School-based evaluation places the context, design, operation, and maintenance of evaluation in the hands of school personnel and can evaluate many aspects of the school.
Curriculum monitoring
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
Chapter 10
The document discusses assessment strategies that teachers can use to guide instruction. It recommends that assessments include both formative and summative components and use multiple types of assessments. Teachers should design effective authentic assessments and rubrics to evaluate student work. When using standardized tests, teachers should help students prepare and help parents understand the tests. The document also discusses using authentic assessments to focus on learning and guide instructional decisions. It provides examples of authentic assessments and strategies for managing grading workload.
Principle of Assessment Practice
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Assessment
After this presentation you will be know about:
An Assessment
What can be assessed?
Which criteria's are helpful in choosing an assessment method?
What should we do with the information from our assessment?
Types of assessment
Pilot testing, monitoring and evaluating the implementation of the curriculum
Accreditation is a voluntary process where an educational program submits to an external body for review to ensure it meets standards. There are three main areas for accreditation under curriculum and instruction: 1) curriculum and program of studies which includes subject areas and skills, 2) classroom management using appropriate techniques for effective teaching, and 3) utilizing different instructional methodologies in the classroom to support an effective learning process.
Evaluation for quality education
According to VVOB – “Quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well being”
pilot testing, monitoring, and evaluating the implementation of the curriculum
This document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its goals and determining if revisions are needed. Evaluation refers to systematically judging the curriculum's value, effectiveness, and adequacy through formative and summative approaches like school-based evaluation and accreditation. Key areas for accreditation include the curriculum and program of studies, classroom management, instructional processes, graduation requirements, and administrative and academic performance evaluation support.
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1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
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This document discusses classroom assessment and grading procedures. It defines formative and summative assessment, with formative used to guide instruction and summative to evaluate learning. Summative assessment has three components: written work, performance tasks, and quarterly exams. A standards-based grading system is used, with 60 as the minimum passing grade. Scores from each component are calculated as percentages based on highest possible scores, then weighted according to the subject to determine final grades.
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The document discusses two important topics in the education process: assessment of learning and assessment of teaching. For assessment of learning, it is important for teachers to have suitable plans to properly assess all students through both traditional and new methods, in order to expand student perceptions and stimulate learning. Assessment of teaching allows teachers to understand how effectively they communicate information to students and identify areas for improvement, using various evaluation methods like tests, exercises, discussions, and student feedback.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
What Parents need to know about the purpose of assessment
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed judgments about student learning to improve future learning. The purpose of assessment is to gather evidence of learning, place children in programs, provide services, and aid in program planning and research. Parents need to understand assessment so they know their child's progress and areas needing assistance. Parents have an important role and need to be involved in the assessment process, especially for infants and toddlers. Principles of good assessment include using multiple sources, benefiting the child, involving families, and being fair for all children. Assessment benefits children by determining development and need for assistance. The conclusion is that parents need information about their child's assessment, input in the process
continuous and comprehensive evaluation
This document discusses Continuous and Comprehensive Evaluation (CCE), which aims to evaluate students in a holistic manner throughout the academic year rather than just through annual exams. CCE assesses scholastic and non-scholastic areas through both formative and summative assessments. Formative assessments include FA1-FA4 and summative assessments include SA1 and SA2. CCE was introduced to reduce student stress, encourage learning, and focus on conceptual understanding rather than memorization. While CCE provides benefits like feedback and identifying student needs, it also faces limitations like being time-consuming and requiring well-trained teachers.
Curriculum Evaluation
This document outlines an evaluation of the LPN to BSN curriculum using the CIPP model. The CIPP model examines the context, input, process, and products of courses. For the endocrine disorders workshop, the evaluator assessed the classroom, clinical agency, and clinical conference components. Data collection methods included evaluation forms, organizational documents, performance tests, and discussions with students. The evaluation aims to measure strengths and weaknesses, identify needs, and provide evidence of results to improve the curriculum.
Formative Evaluation
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Assessment For Learning V2
The document discusses assessment for learning strategies that can be implemented using Moodle. It identifies five key strategies - sharing learning expectations, questioning, feedback, self-assessment, and peer assessment. These strategies focus on using evidence about learning to adapt instruction to meet learner needs. The document provides explanations and examples of how each strategy can be implemented, such as using clear criteria, modeling the process, and focusing feedback on improving learning. The overall goal is to apply these assessment for learning techniques in an e-learning context using Moodle.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Evaluation
This document discusses evaluation of programs and training. It outlines two types of evaluation: concurrent evaluation which is done during the program, and ex post-facto evaluation which is done after completion. The importance of evaluation is also discussed, noting that it helps clarify objectives, improve future planning, reveal program effectiveness, identify strengths and weaknesses, establish benchmarks, provide objective evidence, and serve as a basis for future improvements.
School based evaluation
Curriculum monitoring determines if a curriculum is still relevant and effective and is done by those who developed the curriculum or outside experts. Curriculum evaluation is a systematic process of assessing the value, effectiveness, and adequacy of a curriculum through examining its process, product, and setting to inform decisions. School-based evaluation places the context, design, operation, and maintenance of evaluation in the hands of school personnel and can evaluate many aspects of the school.
Curriculum monitoring
Monitoring is the systematic process of collecting, analyzing, and using information to track a curriculum's progress toward objectives and guide management decisions. It is important to determine if a curriculum remains relevant and effective, know if it is working, provide decisions on aspects to retain, improve, or modify, and determine whether to continue or terminate a program. Monitoring a curriculum helps ensure it meets its goals.
Chapter 10
The document discusses assessment strategies that teachers can use to guide instruction. It recommends that assessments include both formative and summative components and use multiple types of assessments. Teachers should design effective authentic assessments and rubrics to evaluate student work. When using standardized tests, teachers should help students prepare and help parents understand the tests. The document also discusses using authentic assessments to focus on learning and guide instructional decisions. It provides examples of authentic assessments and strategies for managing grading workload.
Principle of Assessment Practice
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Assessment
After this presentation you will be know about:
An Assessment
What can be assessed?
Which criteria's are helpful in choosing an assessment method?
What should we do with the information from our assessment?
Types of assessment
Pilot testing, monitoring and evaluating the implementation of the curriculum
Accreditation is a voluntary process where an educational program submits to an external body for review to ensure it meets standards. There are three main areas for accreditation under curriculum and instruction: 1) curriculum and program of studies which includes subject areas and skills, 2) classroom management using appropriate techniques for effective teaching, and 3) utilizing different instructional methodologies in the classroom to support an effective learning process.
Evaluation for quality education
According to VVOB – “Quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well being”
pilot testing, monitoring, and evaluating the implementation of the curriculum
This document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its goals and determining if revisions are needed. Evaluation refers to systematically judging the curriculum's value, effectiveness, and adequacy through formative and summative approaches like school-based evaluation and accreditation. Key areas for accreditation include the curriculum and program of studies, classroom management, instructional processes, graduation requirements, and administrative and academic performance evaluation support.
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THIS ARTICLE DEALS WITH MEANING ,DEFINITION, OBJECTIVES, FUNCTIONS ADVANTAGES AND CHARACTERISTICS OF CONTINUOUS AND COMPREHENSIVE EVALUATIONContinuous assessment as a relevant tool to quality products of learners in e...
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The document discusses curriculum evaluation, including definitions, objectives, types, models, significance, and importance. It defines evaluation as the process of collecting and analyzing data to make judgments about the value or worth of a program. The objectives of curriculum evaluation are to determine outcomes, decide whether to accept or reject a program, ascertain need for revision, and improve future curriculum development. Formative, summative, and diagnostic evaluation are described as the main types. Models of evaluation discussed include Tyler's model, CIPP model, Stake's countenance model, and Taba's model. The significance is that evaluation is used as an ongoing tool to improve effectiveness, and managers use internal evaluations to make sound program decisions.
Assessment for Learning, Assessment as Learning and Assessment of Learning
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Basics of Assessment
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Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
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Apply presentation
- 2. In a wider sense, formative assessment can be understood as the collection of any kind of data from students evaluation and use of other information that helps teachers to make decisions to improve the teaching and learning process. Formative assessment is understood as an evaluation focused on the effective and continuous feedback from the teacher, in which the teacher obtains information in order to generate greater interest and motivation in students learning. Assessment Definition
- 3. Assessments with two clear purposes Assessment of learning Assessment for learning The aim of the procedure is summative ( Quantity) The aim of the procedure is formative ( Quality) This term was introduced by M. Scriven( 1967)
- 4. In the colombian context, the assessment is understood as a fundamental tool for improving the quality of education as an Integral, Dialogic, and Formative process. - Integral, because it covers all elements of the evaluation system. - Dialogic, given the fact that it is designed and developed with the participation of all stakeholders. - Formative, as it is not intended to punish, crack, and exclude Permanently, but to analyze the entire educational and learning process.
- 5. Establishment of a classroom culture that encourages interaction and the use of assessment tools. Establishment of learning goals, and tracking of individual student progress toward those goals. Use of varied instruction methods to meet diverse student needs. Use of varied approaches to assessing student understanding. Feedback on student performance and adaptation of instruction to meet identified needs. Active involvement of students in the learning process. THE ELEMENTS OF FORMATIVE ASSESSMENT Undertaken by CERI (2008). Centre for Educational Research and Innovation.
- 6. How would you relate the previous information with the "Guia 22" and " Decreto 1290"? Establish differences between assessment of learning and for learning .