Assessment practices in the middle school
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The document outlines plans to change assessment practices at a middle school. It will implement criterion-referenced grading using a 1-7 scale to assess student attainment of learning standards. The goals are to empower students, ensure accurate and consistent assessment, and provide transparency. Assessment for learning will use formative assessments to guide instruction, while assessment of learning will evaluate mastery through summative assessments within units. Common rubrics and a new grading framework aim to achieve these purposes.
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2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
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This document provides an overview of a presentation on 15 fixes for broken grades. The presentation is given by Ken O'Connor with assistance from three others. It defines key terms related to grading like marks, scores, and grades. It also discusses the purposes of grading and issues that can make grades broken if they distort achievement, are of low quality, involve inappropriate calculations, or don't support learning. Fifteen specific fixes are proposed to address these issues, and participants are invited to discuss the fixes.
A Users Guide To N Abler Grading Best Practices
The document discusses how N-Abler grading solutions can help lenders by providing independent loan assessments, analyses, and reporting. It outlines four key functions of N-Abler gradings: 1) bringing efficiencies to collections work, 2) helping maximize borrower bases, 3) helping maximize returns on capital, and 4) providing valuable extended reporting and analysis. Each N-Abler grade considers credit, security, economic factors to assess loan risk on a scale of 0.5 to 5.0. The grades can then guide collections strategies, customer relations, risk management, and business development efforts.
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1) Grades should provide feedback to students to help improve their performance, not be used as punishment. If students are failing, the grading policy needs to change rather than blaming students.
2) Toxic grading policies like using zeroes for missing work or averaging all scores distort students' actual abilities and learning. Alternatives include allowing students to make up missing work or representing their best work.
3) A single low score, like a zero, can unfairly bring down an overall grade even when other work is perfect. Grades should accurately reflect students' mastery of concepts.
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Download Link Found Here
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The document discusses assessment in K-12 classrooms. It defines assessment as a joint process between teachers and learners that facilitates higher-order thinking skills. Assessment should be an integral part of teaching and learning. There are different types of classroom assessments, including observable and invisible assessments, as well as various assessment methods that teachers can use to evaluate what students know and can do. The document also discusses effective feedback, which should be specific, timely, and help students improve, versus ineffective feedback that is vague or infrequent. Classroom assessment results should be reported to students, parents, and other teachers.
Content,performance standard
This document provides an overview of key concepts related to understanding the Language Arts and Multiliteracies Curriculum (LAMC) framework. It discusses how the LAMC is composed of five intertwined sub-strands (listening, speaking, reading, writing, and viewing) that serve to help students make meaning and communicate effectively. It also outlines how language skills are taught and revisited at increasing levels of complexity. The document then aligns the language and literacy domains to the five sub-strands and shows how the domains are funneled across grades K-12. Finally, it discusses the concepts of holistic assessment, including its proximity to actual language use, viewing language holistically, taking an integrative
Types of Tests.pptx
This document discusses objective and subjective tests. It defines objective tests as having a single correct answer, while subjective tests can have multiple correct answers. It provides examples of question types for each and notes advantages and disadvantages. Objective tests are preferred for standardized testing due to easier scoring but may limit what can be assessed. The document also discusses formative vs summative assessment and norm-referenced vs criterion-referenced tests, noting differences in purpose, content, and score interpretation for each.
Standards based approach
This document discusses standards-based assessment in language education. It defines standards as statements of what students should know and be able to do. There are three types of standards: content, performance, and proficiency. Standards are aimed at developing students' communication, culture, connections, comparisons, and communities. Teachers take on facilitator and assessment roles, while students are active partners in learning. Assessment focuses on authentic performance tasks to demonstrate competencies. Characteristics of standards-based classrooms include respect, diversity, maximizing learning time, and connecting lessons to experience. Supporters argue it measures outputs over inputs and ensures priority on standards, while critics say standards may be inappropriate or burden instructors.
Briargrove Elementary Assessment Policy 2013-2014
The Briargrove Elementary Assessment Policy outlines the school's approach to assessment. It aims to use assessment to gather student performance data to drive instruction and ensure mastery of learning goals. Assessments will evaluate students' acquisition of knowledge, understanding of concepts, and development of skills, attitudes, and actions. A variety of assessment strategies and tools will be used, including observations, formative and summative assessments, reflections, portfolios, and rubrics. Student progress will be communicated to parents through conferences, reports, and grades. The policy is meant to be implemented beginning in April 2014 and reviewed annually.
Benchmarking as an assessment
Benchmarking is an interim assessment used to identify students' academic strengths and weaknesses to guide future instruction. It is conducted twice during a term or unit - at the beginning and end. Benchmarking assessments are created at different levels to assess each student's current understanding. The results provide information on student performance and common errors to modify instruction and curriculum to meet student needs. Benchmarking helps teachers understand student pre-knowledge, interests, and barriers to create a differentiated learning experience.
K to 12 classroom assessment ppt
This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
Assessment: Achieving improved efficiency, effectiveness, educational integri...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Learning Assessmentm PPT.pptx
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
Unit 5.pptx
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
Assessment presentation final2
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
K to 12
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
Companion Materials Looking Through the Lens of Rubrics
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
Assessing Students performance by Angela Uma Biswas, student of Institute of ...
This document discusses assessment of student performance. It defines assessment as a systematic process of gathering data about student learning to make inferences and provide feedback. Assessment for learning promotes achievement by informing students of their progress. Effective assessment involves developing learning objectives, aligning the curriculum, collecting and using data to improve programs. The purpose of assessment is to help students track progress, receive feedback, and achieve learning goals. Teachers can assess through assignments, exams, classroom techniques, and self-assessment. Formative assessment occurs during instruction while summative assessment occurs at the end. Good assessment is valid, reliable, practical, fair, and useful for students. Feedback is also important to help students improve.
Crafting-OBE-Syllabus.ppt for education.
The document summarizes a seminar-workshop on crafting outcomes-based syllabi that will take place on February 13, 2024. The agenda includes discussing the Philippine Qualification Framework and developing learning outcomes and aligning them with qualification levels. By the end of the workshop, faculty should be able to integrate the qualifications framework, review and rewrite learning outcomes using Bloom's Taxonomy, and finalize syllabi. The document then provides details on the qualification framework structure, defining learning outcomes, and judging outcome levels. It also discusses using Bloom's Taxonomy to develop outcomes for skills like analysis at different qualification levels.
Differentiation Instruction
General Curriculum is the established plan of instruction for all students in a Local Education Agency. It is based on state standards and allows students with disabilities access to the same curriculum as other students at a level they can understand. Teachers must make accommodations so all students can learn from the general curriculum. The document discusses differentiating instruction, providing accommodations, and the need for special education and general education teachers to collaborate to meet the needs of all students.
Assessment for learning
This document discusses principles of effective assessment design for active learning. It emphasizes integrating assessment into the learning process through careful planning of assessment load, timing, and types across a course. Formative assessment and feedback are highlighted as important for building students' skills and confidence. Fairness is ensured through clear communication of grading and assessment criteria to students. The overall goal is for assessment to support learning rather than be done to students.
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Assessment practices in the middle school
- 1. Assessment Practices in the Middle School October 22nd, 2015
- 2. Agenda Why Now? Why change? New Framework: Criterion Referenced Grading Definition of levels Application of the 1-7 scale Assessment FOR learning vs Assessment OF learning
- 3. Why Now? Why Change? We want to empower students to take control of their own learning Assessment FOR learning We want to ensure that we are accurately assessing student attainment and progress We want to ensure that everyone is assessing student progress consistently We want to ensure assessments are based on multiple samples of student work We want to ensure transparency in grading
- 4. What is Criterion Referenced Grading? Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. It involves the use of common rubrics which utilize common language to ensure a common approach.
- 6. Levels 1-7 1 Student has not met minimum requirements. Does not demonstrate necessary concepts or skills 2 Student produced work of a limited quality, minimal application of concepts or skills 3 Student produced work of an acceptable quality. Some misunderstandings or gaps in concept and skill acquisition, still requires support 4 Student produced good quality work. Communicates basic understanding of concepts and skills requires minimal support 5 Student produced high quality work. Communicates secure understanding of concepts and skills. Beginning to transfer knowledge to other domains 6 Student produces high quality work. Communicates extensive understanding of concepts in different contexts. Demonstrates creative thinking and application in unfamiliar and real world situations. 7 Student has mastered all required skills and communicates comprehensive and nuanced understanding of concepts in various contexts. Frequently transfers skills with independence and expertise in a variety of complex classroom and real world situations.
- 7. Application of the 1-7 scale (Link to Rock climbing presentation)
- 8. Assessment for vs assessment of learning
- 9. Assessment for Learning vs Assessment of learning Formative assessment for learning ongoing used by teachers to differentiate and direct student learning feedback communicated with students so they know the areas that they need to improve occurs multiple times in many modalities individual and group activities Summative assessment of learning occurs multiple times in a unit (built into the course of the unit, not just at the end) small projects authentic individual and group activities accompanied by a rubric, given ahead of time so students know what they are working towards communicated on report cards