The document discusses the role of assessment in education, highlighting its importance in improving student learning and development through systematic evaluation methods. It contrasts formative and summative assessments, providing examples and advantages of both, while emphasizing the need for effective feedback and scaffolding strategies to enhance learning outcomes. A case study illustrates how targeted support using these strategies led to a student improving her grammar skills in English.

2. Assessment and what to assess
Prepared and presented by
Ahmed Gendy
Central Senior Supervisor
Giza Educational Directorate
Professional Diploma(Ain Shams University)
Teaching Adolescent Learners Diploma(The AUC)

3. Assessment and what to assess

4. Definition in education
"It is the systematic collection,review, and use
of information about educational programs
undertaken for the purpose of improving
student learning and development. "

5. Simply
It is part of instruction and it determines
whether or not the goals of education are
being met

6. What are assessment essentials?

7. Planning
Implementing
Improving assessment in
higher education by Palomba and
Banta 1999)

8. What are areas of assessment?

9. knowledge
skills
behaviour
attitude
values

10. Assessment Taxonomy

11. This means
knowledge
skills
behaviour
attitude
values
Should be included in learning objectives as
much as possible

12. Objectives also include
Applying and using
Thinking critically
Giving opinion

13. Some educators think that assessment is done
only after work is finished, but it should be
done in advance.

14. It is recommended that teachers ask "what
am I going to assess?What is evidence of the
goal I have in mind?”

15. What are the two most common methods of
assessment?

16. Assessment of learning(summative)
Assessment for learning(formative)

17. Advantages of summative assessment:
1.Its existence (learners will need to be aware of
it from the start) provides motivation and helps
create an appropriate learning environment.

18. 2.Positive results give the trainees a boost in
confidence .

19. 3.The results provide a measurable way of
determining the success of the training
programme, directly comparable to the previous
and the next.

20. 4.Trainers can identify those areas where results
are consistently lower and can then consider
alternative delivery methods – helping to develop
the training for future events.

21. The advantages of formative assessment
● Clarity of goals
● Effectiveness of feedback
● Motivating learners to improve
● Encouraging self and peer assessment
● Involving teachers,students and parents reflecting
on evidence.

22. Examples of formative assessment questions
Drawing a map for understanding
A quiz
A puzzle
A game
Dividing a passage on groups
Submitting two sentences for identifying a main topic

23. It is a kind of scaffolding rather than testing as the
main goal is improving instruction and modifying
students' learning behaviour towards achieving
objectives.

24. Scaffolding strategies
Graphic organizers,
Intentional small groups,
Modelling and gestures
Visuals and realia and connecting to background
knowledge
Matching and filling in the gaps

25. On the other hand, midterm exams,a final project, a
paper and a monthly test are examples of summative
assessment.Monthly tests or midterm tests can include
filling in the gaps or matching questions too.

26. This can cause confusion to some educators.Multiple
choice questions can appear in both too

27. What is the main separating line
between both?

28. Giving feedback

29. Effective feedback is
specific
Constructive
focusing on the activity quality rather than quantity
providing opportunities for self assessment and
reflection during learning process.

30. Feedback could either be oral or written.It could be
done individually,in pairs or peers as a collaborative
work

31. Case study
Sara is a 5 year old girl. She is excellent at school;
however, she suffers in English grammar exams.
Whenever she gets her monthly record, she finds
that she is below the excellent level just in English.
Sara is frustrated and she hardly likes English
classes. She even thinks of quitting her class and
joining another class.

32. Her mother visited school to investigate the reason for her
frustration. She met her English teacher. Her newly graduate
English teacher told her mother that she was excellent at the
four skills, but she needed extra curricula activities in
grammar especially her monthly exams and midterm exams.
Mother asked to see Sara's exam papers. Mother consulted
the English supervisor at school. The questions were written
as follows:

33. How can you use the following?
A little
A few

34. The supervisor told Sara's mother that he would
take care of the matter. He sat with the teacher
to tell her how to use scaffolding strategies and
formative assessment.
This was one of the strategies that were
recommended

35. Shopping Run
In this memory game, students use 'a few' and 'a little' with countable and
uncountable shopping items. The students sit in a circle. The first student
completes the sentence 'I went to the supermarket and bought a few...' (with
a countable noun like oranges) The second student must repeat the first
student’s sentence and add an uncountable noun preceded by a little, e.g. I
went to the supermarket and bought a few oranges and a little chocolate.
The students have to remember all of the items mentioned by the other
students and correctly use a few and a little. If a student cannot remember
all the preceding items or uses a little or a few incorrectly, they are out of

36. http://www.alamy.com/stock-photo-shopping-basket-with-fresh-goods-13828529.html
Another scaffolding activity to clarify the application and use of quantifiers

37. Also, he advised the newly graduated teacher to use
MCQ, matching and other games and activities for
feedback.He also asked the teacher to help students to
comment on their learning and thus reveals their learning
styles too. Mother discovered that her daughter
improved and she became as top in grammar as all other
subjects.

38. ,So
Be the cook ,not the customer