Assessment & Evaluation? Sorry, but I'm too busy teaching
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This document discusses assessment in language learning and the Portfolio Based Language Assessment (PBLA) approach. It notes that assessment should be systematic, collecting information from various sources to inform teaching and help students learn. Assessment can serve diagnostic, formative, and summative purposes. PBLA aims to fulfill these purposes while reflecting CLB principles and promoting learning through building on teacher expertise. The document questions whether assessment improves student learning and what effective assessment practices look like. It identifies characteristics that make assessment valid and reliable, and principles of assessment for learning, including it being part of planning, focusing on how students learn, and being motivating and providing guidance for improvement.
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Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
ASSESSMENT and EVALUATION.pptx
Assessment and evaluation involve systematically gathering information on student learning and performance to improve instruction. Standardized tests and methods are used to make valid comparisons. DepEd Order No. 8 s. 2015 provides guidelines for classroom assessment in the Philippine basic education program, distinguishing formative from summative assessment. Formative assessment informs teaching while summative assessment measures standards mastery. A variety of assessment strategies and performance tasks are used for a holistic understanding of student competencies.
Using Assessment to Support Teaching and Learning.ppt
The document discusses using assessment to support teaching and learning in the classroom. It defines assessment as the process of gathering information about a student's learning. There are three main types of assessment discussed: assessment of learning, which evaluates student learning after instruction; assessment for learning, which provides feedback to students during the learning process; and assessment as learning, which involves students in self-assessment. The document emphasizes the benefits of formative assessment, or assessment for learning, in improving student outcomes and equity. Key principles of formative assessment include sharing learning intentions, success criteria, quality questioning, and feedback.
LAC TOPIC assessment.pptx
Assessment in education refers to methods used to evaluate student learning, academic readiness, and educational needs. It includes tests but also other methods. Assessment systematically gathers information to improve student learning towards goals, while evaluation makes a judgement. Assessment is formative, summative, and diagnostic - providing ongoing feedback and measuring learning at the end. The purposes of assessment are to improve learning, inform teaching, and prove achievement. Authentic assessment evaluates applying skills to real-world tasks and projects.
ma'am_salve.pptx
This document discusses key aspects of outcome-based teaching and learning (OBTL). It begins by outlining the learning objectives, which are to identify principles for selecting teaching strategies, evaluate lesson development according to OBTL, and identify a teacher's questioning techniques. It then explains the principles of OBTL, such as involving multiple senses and connecting learning to students' lives. The document outlines the types of questions teachers ask, from factual to open-ended, and reacting techniques. Finally, it provides activities for teachers to observe, analyze, and reflect on applying OBTL principles and techniques in their own lessons.
Assessment process
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
Lecture 2 Penaksiran Akademik
Teachers play many roles in realizing the National Philosophy of Education, including being mentors, role models, resource providers, instructionals specialists, curriculum specialists, learning facilitators, advocates for high-order thinking skills, classroom supporters, school leaders, and agents of change. There should be a constructive alignment between the National Philosophy of Education and the Philosophy of Teacher Education to achieve quality education. Learning should be assessed on an ongoing basis through various approaches, including periodic assessments of individual progress, key milestones, and holistic judgements, to gather evidence of students' knowledge, skills, and attributes from their experiences and determine next steps.
Continuous asessment / Testing guidelines summary
Continuous assessment (CA) focuses on performance tasks like journals, reflections, portfolios, and observations rather than tests. CA is important for transforming education to focus on outcomes, and it affirms higher-order thinking. When assessment is built into instruction, student frustration is reduced. CA offers ways to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning as they tell teachers and students what skills have been acquired. Tests should measure important course objectives and include features of communicative language teaching like authentic contexts. Tests must be carefully planned, developed, and analyzed to provide feedback on teaching.
Continuous Assessment/Testing Guidelines Summary
Continuous assessment (CA) is an important part of the learning process that focuses on performance tasks like journals, reflections, portfolios, and observations. It helps reduce test anxiety and provides a fuller picture of student achievement. CA reflects evolving theories of teaching and learning outcomes. It offers a way to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning that help teachers understand what students can do, inform students of their progress, and identify strengths and weaknesses to evaluate programs. Tests should measure important rather than easiest objectives and include features of communicative language teaching.
Module4
This document discusses school-based assessment and its importance. It begins by providing background on the evolution of assessment in India from examinations to continuous and comprehensive evaluation (CCE) and now school-based assessment (SBA). SBA aims to integrate teaching, learning, and assessment through child-centered approaches. It reduces the burden on teachers compared to CCE and focuses on competency development rather than rote learning. The document discusses the criteria, purpose, and strategies of SBA. It emphasizes that SBA helps teachers support students' learning while larger exams assess the education system's quality but not individual students.
K to 12 classroom assessment ppt
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Assessment & Evaluation? Sorry, but I'm too busy teaching
- 1. Joanne Pettis 2012 ALT Branch Conference Sorry, but I’m too busy teaching...
- 2. CLB renewal Government priorities Focusing factors at work...
- 4. Government Priority CLB Milestone Test Portfolio Based Language Assessment (PBLA)
- 5. Discussion 1 Assessment is ______
- 6. Assessment is... a systematic approach to collecting information on student learning and performance based on various sources of evidence to inform teaching and help students learn more.
- 7. Purposes of Assessment Diagnostic (Placement/Needs) Formative Summative
- 8. My Quest... An approach to assessment that would... fulfill diagnostic, formative and summative assessment purposes reflect CLB principles promote learning build on and enhance teacher expertise
- 9. Advantages of TBA scope reduces cheating validity reliability fairness feedback positive washback empowers Ts & Ss expertise cost-effective
- 10. TBA is valid & reliable when... clear standards assessment tasks/criteria clear goals adequate resources opportunity for moderation positive ‘assessment culture’
- 11. Questions... Does assessment improve student learning? If it does, are there assessment practices that are effective?
- 13. part of effective planning focus on how Ss learn central to classroom practice key professional skill sensitive & constructive
- 14. motivating learning goals & criteria guidance on how to improve facilitate self-assessment recognizes all learning achievement
- 15. Select one or two of the assessment for learning principles that stand out for you (see handout) and talk about why they stand out and what they mean for your teaching. Discussion 2