Assessment For Learning V2
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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.
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Assessment for learning
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
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.
Chapter 1b Roles of Assessment
Teachers assess learners for several key reasons: to monitor and aid learners' progress, provide learners with evidence of their progress to boost motivation, monitor their own performance to plan future work, and provide information to parents, colleagues, and school authorities. Assessment serves placement, formative, diagnostic, and summative roles: placement determines students' starting points, formative monitors progress during instruction, diagnostic identifies weaknesses, and summative determines mastery at the end. Assessment can be for learning during instruction, of learning to measure achievement, or as learning to further student self-assessment.
Assessment for learning
The document discusses using assessment for learning (formative assessment) to improve student learning culture and academic achievement. It recommends focusing on assessment for learning in the upcoming year by incorporating self-assessment and reflection activities into formal tasks to promote student responsibility for learning and boost outcomes, especially for lower and middle ability students. Research shows significant learning gains can result from this approach.
Components of assesment
This document discusses assessment in education. It defines assessment as analyzing and determining the importance, amount, or value of learning outcomes for individuals or groups. Assessment includes testing and obtaining information relative to objectives or goals. It measures knowledge, skills, values, attitudes and various aspects of development. Measurement assigns quantities or scores to acquired traits while evaluation determines the quality or worth of achievements based on standards. Formative assessment gathers feedback during learning to improve instruction, while summative assessment measures learning after a unit. Assessment methods include selected response exams, performance tasks, portfolios, grading, and formative feedback through discussion monitoring.
Learning or grades? A case for changing assessment to pass/fail marking.
A collaboration between Muireann O'Keeffe, Clare Gormley, Pip Bruce Ferguson DCU, Dublin, Ireland
There has been mounting criticism of grading systems in recent years although objections about its inherent inequalities are nothing new (Ferrer, 1913, Pike 1973). Graded assessment has been particularly criticised for its promotion of a culture of competitive individualism, passive acceptance of the teacher as authority figure, and general undermining of intrinsic motivations for students to become "independent, critically engaged, self-directed learners" (Tannock, 2015). When added to known issues regarding the unreliability of marking, and the tendency for students to focus on marks at the expense of feedback, the case for moving away from a graded approach seems justifiable.
In our academic development modules we, therefore, wanted to move from a graded approach of assessment to a formative approach. This was due to a number of factors including advice from our external examiner to move away from a fine-grained marking scheme; the fact that similar academic development programmes at local institutions were implementing pass/fail approaches; and a growing awareness of the international literature around the benefits of assessment for learning. Similar to others in the field (Trevitt, Stocks,& Quinlan, 2012) we thought it important to align our assessment practices in line with our philosophy of implementing a feedback-oriented model of learning with our module participants. This approach was taken with a view to empowering students in their learning (Winter, 1993) which could be linked to long-term progress as learners (Hughes, 2011).
Finally we became interested in implementing the pass/fail model to reinforce the idea that academic professional development is about becoming a teaching professional, becoming part of a community of educators, and this should continue after the 'formal' learning ends. According to Daniels et al (2004) (see also Gibbs, Guba & Lincoln, 1989) formative feedback rather than marking is more helpful when fostering a peer mode of feedback and can contribute to a sense of community. On the other hand marking with grades can be an impeding factor to an effective formative and peer feedback process in this context.
This presentation aims to discuss the experience of implementing a pass/fail model of marking on two academic professional development modules and by addressing the following questions:
1. Why was the shift to pass-fail marking undertaken?
2. How did students respond to the new model of marking?
3. What were the lessons learned from this change approach?
Ongoing assessment of student learning final 29 october 2010
This document discusses the importance of formative assessment in informing instruction. It provides examples of formative assessment strategies like observations, questioning, peer review, and exit tickets. Formative assessment improves teaching and learning by allowing teachers to modify instruction based on evidence of student understanding. When used strategically, formative assessment helps both students and teachers recognize gaps and take actions to improve. An effective balanced assessment system utilizes ongoing formative assessment to anchor units, guide instruction, and differentiate for student needs.
Recommended
Assessment for learning
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
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.
Chapter 1b Roles of Assessment
Teachers assess learners for several key reasons: to monitor and aid learners' progress, provide learners with evidence of their progress to boost motivation, monitor their own performance to plan future work, and provide information to parents, colleagues, and school authorities. Assessment serves placement, formative, diagnostic, and summative roles: placement determines students' starting points, formative monitors progress during instruction, diagnostic identifies weaknesses, and summative determines mastery at the end. Assessment can be for learning during instruction, of learning to measure achievement, or as learning to further student self-assessment.
Assessment for learning
The document discusses using assessment for learning (formative assessment) to improve student learning culture and academic achievement. It recommends focusing on assessment for learning in the upcoming year by incorporating self-assessment and reflection activities into formal tasks to promote student responsibility for learning and boost outcomes, especially for lower and middle ability students. Research shows significant learning gains can result from this approach.
Components of assesment
This document discusses assessment in education. It defines assessment as analyzing and determining the importance, amount, or value of learning outcomes for individuals or groups. Assessment includes testing and obtaining information relative to objectives or goals. It measures knowledge, skills, values, attitudes and various aspects of development. Measurement assigns quantities or scores to acquired traits while evaluation determines the quality or worth of achievements based on standards. Formative assessment gathers feedback during learning to improve instruction, while summative assessment measures learning after a unit. Assessment methods include selected response exams, performance tasks, portfolios, grading, and formative feedback through discussion monitoring.
Learning or grades? A case for changing assessment to pass/fail marking.
A collaboration between Muireann O'Keeffe, Clare Gormley, Pip Bruce Ferguson DCU, Dublin, Ireland
There has been mounting criticism of grading systems in recent years although objections about its inherent inequalities are nothing new (Ferrer, 1913, Pike 1973). Graded assessment has been particularly criticised for its promotion of a culture of competitive individualism, passive acceptance of the teacher as authority figure, and general undermining of intrinsic motivations for students to become "independent, critically engaged, self-directed learners" (Tannock, 2015). When added to known issues regarding the unreliability of marking, and the tendency for students to focus on marks at the expense of feedback, the case for moving away from a graded approach seems justifiable.
In our academic development modules we, therefore, wanted to move from a graded approach of assessment to a formative approach. This was due to a number of factors including advice from our external examiner to move away from a fine-grained marking scheme; the fact that similar academic development programmes at local institutions were implementing pass/fail approaches; and a growing awareness of the international literature around the benefits of assessment for learning. Similar to others in the field (Trevitt, Stocks,& Quinlan, 2012) we thought it important to align our assessment practices in line with our philosophy of implementing a feedback-oriented model of learning with our module participants. This approach was taken with a view to empowering students in their learning (Winter, 1993) which could be linked to long-term progress as learners (Hughes, 2011).
Finally we became interested in implementing the pass/fail model to reinforce the idea that academic professional development is about becoming a teaching professional, becoming part of a community of educators, and this should continue after the 'formal' learning ends. According to Daniels et al (2004) (see also Gibbs, Guba & Lincoln, 1989) formative feedback rather than marking is more helpful when fostering a peer mode of feedback and can contribute to a sense of community. On the other hand marking with grades can be an impeding factor to an effective formative and peer feedback process in this context.
This presentation aims to discuss the experience of implementing a pass/fail model of marking on two academic professional development modules and by addressing the following questions:
1. Why was the shift to pass-fail marking undertaken?
2. How did students respond to the new model of marking?
3. What were the lessons learned from this change approach?
Ongoing assessment of student learning final 29 october 2010
This document discusses the importance of formative assessment in informing instruction. It provides examples of formative assessment strategies like observations, questioning, peer review, and exit tickets. Formative assessment improves teaching and learning by allowing teachers to modify instruction based on evidence of student understanding. When used strategically, formative assessment helps both students and teachers recognize gaps and take actions to improve. An effective balanced assessment system utilizes ongoing formative assessment to anchor units, guide instruction, and differentiate for student needs.
Assessment of learning
This document discusses principles for assessing learning. It outlines 12 guiding principles, including that assessment should be an integral part of the teaching and learning process, assessment tools should match learning objectives, results should be fed back to learners, and assessment should consider individual learning styles. The document also discusses assessing learning before, during, and after instruction using both traditional tests and more authentic tools like portfolios and performances. The overall message is that assessment of learning needs to be a valid, reliable, and meaningful way to evaluate student understanding and progress.
Unit 1 a) meaning nature and functions of assessment
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Purposes of assessment
The document discusses the four purposes of assessment:
1. Communication - Assessment allows teachers to communicate with students about their learning and for students to communicate their learning back.
2. Valuing what we teach - Assessing students on non-academic goals like skills and habits shows them the teacher values those areas.
3. Reporting out - Assessment provides information to other stakeholders like parents on student progress, but reducing it to a single grade makes the information opaque.
4. Not sorting/ranking - Ranking students inaccurately assumes assessments can precisely measure learning and ignores students' individuality in learning.
Assessment Chapter 1
This document discusses key concepts related to outcome-based education, assessment of student learning, measurement, and evaluation. It defines important terms and outlines procedures for implementing outcome-based education, including identifying educational objectives, listing learning outcomes, and drafting assessment procedures. The document also distinguishes between immediate and deferred learning outcomes and discusses the purposes and methods of educational measurement and evaluation.
Formative and summative evaluation
Formative and summative assessments are used for different purposes. Formative assessments are used during instruction to provide ongoing feedback to improve student learning, while summative assessments are used after instruction to measure student achievement and document learning. Key differences are that formative assessments are highly specific, flexible, and encourage student involvement, while summative assessments are more general, rigid structures that discourage student involvement and emphasize extrinsic motivation.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
Continuous and Comprehensive Evaluation
This document discusses Continuous and Comprehensive Evaluation (CCE), an assessment procedure introduced in India in 2009. CCE aims to reduce student workload and improve overall abilities through evaluating both scholastic and co-scholastic activities. It is meant to be a continuous process that regularly assesses various aspects of a student's learning and development. CCE covers cognitive, affective, and psychomotor domains using both testing and non-testing tools. The evaluation includes scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and values. CCE seeks to create well-rounded citizens by developing students' various abilities and reducing exam-related stress and anxiety.
Strategy Sessions: Set up for success with formative assessments
Assessment is an integral part of the teaching and learning process. Students tend to work harder when grading is involved, which can consequently cause anxiety and stress. However, assessment should not only be about the grade awarded but also about providing feedback which aims to identify strengths and areas of improvement.
Assessment can refer to the measurement of students’ learning when addressing a task (summative assessment). It can also evaluate understanding during instruction for the purpose of learning (formative assessment). Although both types of assessment differ in their meaning and purpose, formative assessment enhances learning and better prepares students for summative assessment.
In this recording, Kari Qasem looks at how to best incorporate formative assessments in teaching. She also highlights the benefits of this type of assessment in helping students achieve learning goals and in assisting teachers with post-marking feedback.
Assessment purposes and approaches
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
ASSESSMENT AND TYPES OF ASSESSMENT
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
Assessment of Learning
1. Assessment of learning is an integral part of the teaching and learning process. It is used to determine if learning objectives have been achieved and guide future instruction.
2. The results of assessments should be provided to learners in a timely manner so they understand their progress towards goals. Formative assessments especially should be frequent to identify learning needs early.
3. When assessing learning, teachers should account for different learning styles and intelligences by using a variety of assessment methods beyond just written tests. This ensures assessments are fair for all students.
Assessment of learning by lorna reyes et.al
The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.
Formative assessment
The document discusses formative assessment. It defines formative assessment as assessment that takes place continuously during teaching and learning to provide feedback to close gaps between current and desired learning goals. The purposes of formative assessment are to determine students' progress towards objectives, provide feedback to motivate students, and help teachers and students identify strengths and areas needing improvement. A sample formative assessment rubric for assessing student presentations on the history of the English language is provided. Research evidence suggests formative assessment can significantly raise students' learning standards.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
EDUCATIONAL ASSESSMENT
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Assessment for learning
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Classroom Assessment
The document discusses principles for effective classroom assessment. It outlines five keys to quality assessment: having a clear purpose, clear targets, sound design, effective communication, and student involvement. Formative assessment, which is used to inform instruction, is distinguished from summative assessment, which measures achievement. When students are involved in self-assessment and goal-setting based on feedback, their achievement improves.
Assessment for Learning Using Moodle
Assessment for Learning using Moodle
This presentation comes from a current 2010/2011 action learning project of the same name which is focused on the development and implementation of integrated assessment and learning strategies that aim to improve learner performance in the VET sector.
This project explores the five key strategies of "Assessment for Learning" in an e-learning context using Moodle as the application.
This presentation will discuss the "Assessment for Learning" strategies and how they are being implemented using Moodle as part of the current project and any findings so far.
More information on the Capability Builders - Assessment program can be found here: http://bit.ly/dfeest_cba.
Formative evaluation
1. Formative evaluation refers to ongoing assessments conducted during a course or program to provide feedback and improve teaching and learning. It focuses on identifying student weaknesses and deficiencies to provide remedial support.
2. The key purposes of formative evaluation are to provide feedback to teachers to modify instruction, identify gaps in student understanding, and increase student self-efficacy and motivation. Feedback is central and should clarify expectations, encourage self-assessment, and help close gaps between current and desired performance.
3. Techniques include quizzes, short answer questions, practical exercises, and one-minute writing assessments. Research shows significant learning gains when formative assessment is used across content areas. Teachers should be trained and prepare students
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Assessment of learning
This document discusses principles for assessing learning. It outlines 12 guiding principles, including that assessment should be an integral part of the teaching and learning process, assessment tools should match learning objectives, results should be fed back to learners, and assessment should consider individual learning styles. The document also discusses assessing learning before, during, and after instruction using both traditional tests and more authentic tools like portfolios and performances. The overall message is that assessment of learning needs to be a valid, reliable, and meaningful way to evaluate student understanding and progress.
Unit 1 a) meaning nature and functions of assessment
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Purposes of assessment
The document discusses the four purposes of assessment:
1. Communication - Assessment allows teachers to communicate with students about their learning and for students to communicate their learning back.
2. Valuing what we teach - Assessing students on non-academic goals like skills and habits shows them the teacher values those areas.
3. Reporting out - Assessment provides information to other stakeholders like parents on student progress, but reducing it to a single grade makes the information opaque.
4. Not sorting/ranking - Ranking students inaccurately assumes assessments can precisely measure learning and ignores students' individuality in learning.
Assessment Chapter 1
This document discusses key concepts related to outcome-based education, assessment of student learning, measurement, and evaluation. It defines important terms and outlines procedures for implementing outcome-based education, including identifying educational objectives, listing learning outcomes, and drafting assessment procedures. The document also distinguishes between immediate and deferred learning outcomes and discusses the purposes and methods of educational measurement and evaluation.
Formative and summative evaluation
Formative and summative assessments are used for different purposes. Formative assessments are used during instruction to provide ongoing feedback to improve student learning, while summative assessments are used after instruction to measure student achievement and document learning. Key differences are that formative assessments are highly specific, flexible, and encourage student involvement, while summative assessments are more general, rigid structures that discourage student involvement and emphasize extrinsic motivation.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
Continuous and Comprehensive Evaluation
This document discusses Continuous and Comprehensive Evaluation (CCE), an assessment procedure introduced in India in 2009. CCE aims to reduce student workload and improve overall abilities through evaluating both scholastic and co-scholastic activities. It is meant to be a continuous process that regularly assesses various aspects of a student's learning and development. CCE covers cognitive, affective, and psychomotor domains using both testing and non-testing tools. The evaluation includes scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and values. CCE seeks to create well-rounded citizens by developing students' various abilities and reducing exam-related stress and anxiety.
Strategy Sessions: Set up for success with formative assessments
Assessment is an integral part of the teaching and learning process. Students tend to work harder when grading is involved, which can consequently cause anxiety and stress. However, assessment should not only be about the grade awarded but also about providing feedback which aims to identify strengths and areas of improvement.
Assessment can refer to the measurement of students’ learning when addressing a task (summative assessment). It can also evaluate understanding during instruction for the purpose of learning (formative assessment). Although both types of assessment differ in their meaning and purpose, formative assessment enhances learning and better prepares students for summative assessment.
In this recording, Kari Qasem looks at how to best incorporate formative assessments in teaching. She also highlights the benefits of this type of assessment in helping students achieve learning goals and in assisting teachers with post-marking feedback.
Assessment purposes and approaches
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
ASSESSMENT AND TYPES OF ASSESSMENT
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
Assessment of Learning
1. Assessment of learning is an integral part of the teaching and learning process. It is used to determine if learning objectives have been achieved and guide future instruction.
2. The results of assessments should be provided to learners in a timely manner so they understand their progress towards goals. Formative assessments especially should be frequent to identify learning needs early.
3. When assessing learning, teachers should account for different learning styles and intelligences by using a variety of assessment methods beyond just written tests. This ensures assessments are fair for all students.
Assessment of learning by lorna reyes et.al
The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.
Formative assessment
The document discusses formative assessment. It defines formative assessment as assessment that takes place continuously during teaching and learning to provide feedback to close gaps between current and desired learning goals. The purposes of formative assessment are to determine students' progress towards objectives, provide feedback to motivate students, and help teachers and students identify strengths and areas needing improvement. A sample formative assessment rubric for assessing student presentations on the history of the English language is provided. Research evidence suggests formative assessment can significantly raise students' learning standards.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
EDUCATIONAL ASSESSMENT
Assessment
Definition
Principles of assessment
Purposes of assessment
Functions of assessment
Types of assessment 1. summative assessment
2. formative assessment
Advantages of assessment
Disadvantages of assessment
Assessment for learning
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Classroom Assessment
The document discusses principles for effective classroom assessment. It outlines five keys to quality assessment: having a clear purpose, clear targets, sound design, effective communication, and student involvement. Formative assessment, which is used to inform instruction, is distinguished from summative assessment, which measures achievement. When students are involved in self-assessment and goal-setting based on feedback, their achievement improves.
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Unit 1 a) meaning nature and functions of assessment
Unit 1 a) meaning nature and functions of assessment
Strategy Sessions: Set up for success with formative assessments
Strategy Sessions: Set up for success with formative assessments
Characteristics of classroom assessment By Dr. Shazia Zamir
Characteristics of classroom assessment By Dr. Shazia Zamir
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in Making Classroom Instructional Decision
Similar to Assessment For Learning V2
Assessment for Learning Using Moodle
Assessment for Learning using Moodle
This presentation comes from a current 2010/2011 action learning project of the same name which is focused on the development and implementation of integrated assessment and learning strategies that aim to improve learner performance in the VET sector.
This project explores the five key strategies of "Assessment for Learning" in an e-learning context using Moodle as the application.
This presentation will discuss the "Assessment for Learning" strategies and how they are being implemented using Moodle as part of the current project and any findings so far.
More information on the Capability Builders - Assessment program can be found here: http://bit.ly/dfeest_cba.
Formative evaluation
1. Formative evaluation refers to ongoing assessments conducted during a course or program to provide feedback and improve teaching and learning. It focuses on identifying student weaknesses and deficiencies to provide remedial support.
2. The key purposes of formative evaluation are to provide feedback to teachers to modify instruction, identify gaps in student understanding, and increase student self-efficacy and motivation. Feedback is central and should clarify expectations, encourage self-assessment, and help close gaps between current and desired performance.
3. Techniques include quizzes, short answer questions, practical exercises, and one-minute writing assessments. Research shows significant learning gains when formative assessment is used across content areas. Teachers should be trained and prepare students
Evaluating lessons
The document discusses evaluating lessons through reflection and provides guidance on effective evaluation practices. It defines evaluation as a purposeful, cyclical process of collecting, analyzing, and interpreting information to make educational decisions. Evaluation helps teachers understand what went well and what needs improvement by considering student learning, teaching processes, and outcomes. Key aspects to evaluate include lesson objectives and content, teaching strategies, student participation and skills application, and overall lesson effectiveness. Multiple sources can inform evaluation, including self-reflection, student and peer feedback, and assessment results. Ongoing evaluation is critical for continuous improvement and high-quality teaching.
Presentation strategic thinking
brings together the important links between strategic thinking and planning, professional learning and the preparation of the annual School Improvement Plan
Instructional models
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Designing and conducting formative evaluations
This presentation discusses formative evaluations and how to design and conduct them. Formative evaluations are used during instructional design to improve effectiveness and identify problems. They involve subject matter experts, learning specialists, and learners. One-to-one and small group evaluations identify obvious errors. Field trials test the instruction in its intended context. Data is collected to evaluate clarity, impact, feasibility, and whether objectives are met. Concerns that influence formative evaluations include the context, learners, and outcomes. Problem solving is used to improve weak units based on evaluation data.
Exploring formative assessment
This document provides an overview of formative assessment and its benefits. It discusses how formative assessment involves sitting with the learner and providing feedback to help them close learning gaps. Formative assessment directly impacts student growth, while summative assessment only measures outcomes. Research shows formative assessment, when implemented through feedback, student involvement, teaching adjustments, and self-assessment, can significantly improve learning. The document explores convergent and divergent assessment models and provides resources for learning more about effective formative practices.
Planning1
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
Assessment for learning
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
Sfl- Cariboo-Chilcotin
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2) Training allows the application of psychological concepts from areas like educational psychology, cognitive psychology, and social interaction to improve learning.
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Reflective teaching k1
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Pg cert lthe assessment 2012 bb
1. The learning outcomes are not specific enough and do not clearly articulate what students are expected to learn. They do not provide enough detail about the expected level, depth, or scope of learning.
2. The verbs used in the learning outcomes do not align well with the higher cognitive levels described in Bloom's taxonomy or SOLO taxonomy. For example, some outcomes focus on lower levels like recalling or stating rather than applying, analyzing or evaluating concepts.
3. The learning outcomes do not provide transparency to students on how their learning and understanding will be assessed. They do not clearly link the intended learning to appropriate assessment methods or criteria.
Formative Assessment
This document discusses different types of assessment used in education. It describes formative assessment as assessment conducted during instruction to inform teaching and help students improve. Summative assessment evaluates student learning at the end of a unit. Pre-assessment determines what students already know before instruction. The document provides examples of assessment methods and strategies for each type and emphasizes using assessment to drive instruction rather than solely for grading.
Alison Bone - closing the loop
Closing the loop: linking assessment criteria to feedback/feedforward for students
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University of Brighton
HEA conference MMU 8 May 2012
Elements invest
The document discusses transforming pedagogy and space through investigating and implementing leading educational approaches. It encourages schools to identify strengths and weaknesses, explore best practices, and provide training and professional development for staff. Staff then trial various methodologies, like collaborative teaching and inquiry-based learning, through action research projects to build teaching capacity and support transformed learning.
Why assessment?
This document discusses assessment in education. It defines assessment as making judgements about students' skills, knowledge, potential and progress. There are different types of assessment, including initial/diagnostic assessment at the start of a program, formative assessment during a program, and summative assessment at the end to check learning. Formative assessment uses informal methods like peer and self-assessment to provide feedback and guide improvement. The document emphasizes that assessment should be for learning, not just of learning, and highlights key principles of assessment for learning like determining what students know, where they need to go, and how to get there.
Classroom assessment powerpoint ch.2 and 3
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
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Assessment For Learning V2
- 1. Assessment for Learning Using Moodle CHERYL COX E-LEARNING LECTURER PROFESSIONAL DEVELOPMENT INNOVATION IN TEACHING & LEARNING TAFE SA NORTH ADELAIDE SOUTH AUSTRALIA
- 2. Assessment for Learning FIVE KEY STRATEGIES ... AND ONE BIG IDEA !!!
- 3. Sharing learning expectations Assessment for Learning Questioning 5 key strategies Feedback Self assessment Peer assessment 1 big idea Use evidence about learning to adapt instruction to meet learner needs
- 4. Major Drivers Black, Harrison, Lee, Marsh Black & Wiliam (1999) all & Wiliam (2002)
- 5. Terminology Refined Assessment OF learning Assessment FOR learning also known as summative also known as formative carried out at the end takes place throughout judgement on performance focus on self assessment marks / grades focused used as feedback to modify teaching and learning activities results reported and evaluated against others used to improve learning
- 6. “ Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. ” Assessment for Learning Assessment Reform Group (2002)
- 7. Sharing Learning Expectations PICTURE OF COMPETENCE GUILD KNOWLEDGE
- 8. 1 ... good practice? ... competent? ... requirements? ... examples? ... modelling? Sharing Learning Expectations
- 9. Questioning PREPARE COLLABORATE
- 10. 2 ... wait time? ... open or closed? ... deepen thinking? ... inform planning? ... move learners? ... created by learners? Questioning
- 11. Self Assessment REFLECTION RECOGNISE SUCCESS ACTIVE LEARNING
- 12. 3 ... criteria clear? ... model process? ... set own criteria? ... what is the learning? ... how to improve? Self Assessment
- 13. Peer Assessment COLLABORATION DISCUSSION
- 14. 4 ... criteria clear? ... model process? ... time allowed? ... pick their own peer? ... focus on learning? ... how to improve? Peer Assessment
- 15. Feedback HOW TO CLOSE THE GAP COMMENTS ONLY AVOID COMPARISONS
- 16. 5 ... stimulate thinking? ... against criteria? ... what done well? ... what needs work? ... how to improve? ... time to respond? Feedback
- 17. My Project EXPLORE THE FIVE KEY STRATEGIES OF “ASSESSMENT FOR LEARNING" IN AN E-LEARNING CONTEXT USING MOODLE AS THE APPLICATION.
- 20. Self Assessment ... wins ... intentions ... challenges ... barriers ... opportunities ... outcomes ... useful aspects ... commitments ... needs
- 22. Picture of Competence ... modelling ... introducing tools ... how to find resources ... commenting ... conversations
- 23. ccox888 ... twitter ... skype ... facebook ... flickr ... youtube ... diigo ... gmail Thank You