Assessment Strategies-objectives of assessment
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ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
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This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
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The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning involves summative evaluation to determine student achievement. Assessment for learning uses formative assessment to identify student needs and improve instruction. Assessment as learning involves students reflecting on their own work through self-assessment and peer assessment. Effective feedback for students should appreciate what they have achieved, explain the evaluation, and provide opportunities for students to improve based on the feedback.
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Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes learning through interaction between teachers and students.
2. It emphasizes data collection to diagnose problems, monitor progress, and provide feedback to improve student performance.
3. It involves multiple assessment strategies to obtain a variety of student information.
Purposes of Classroom Assessment.Week 3.pptx
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes greater learning through interaction between teachers and students to collect student performance data, diagnose issues, monitor progress, and provide feedback.
2. It informs and guides teaching and learning by indicating to teachers what students know and still need to learn to plan effective instruction.
3. It provides feedback and incentives to students about their understanding and how to improve.
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ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
PPT on curriculum
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
Learning and Assessment .pptx
The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning involves summative evaluation to determine student achievement. Assessment for learning uses formative assessment to identify student needs and improve instruction. Assessment as learning involves students reflecting on their own work through self-assessment and peer assessment. Effective feedback for students should appreciate what they have achieved, explain the evaluation, and provide opportunities for students to improve based on the feedback.
Purposes of Classroom Assessment.Week 3.pptx
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes learning through interaction between teachers and students.
2. It emphasizes data collection to diagnose problems, monitor progress, and provide feedback to improve student performance.
3. It involves multiple assessment strategies to obtain a variety of student information.
Purposes of Classroom Assessment.Week 3.pptx
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes greater learning through interaction between teachers and students to collect student performance data, diagnose issues, monitor progress, and provide feedback.
2. It informs and guides teaching and learning by indicating to teachers what students know and still need to learn to plan effective instruction.
3. It provides feedback and incentives to students about their understanding and how to improve.
Diagnostic assessment report pptshow
This document discusses key features and purposes of diagnostic assessment. It emphasizes that assessment should empower students as learners, provide guidance to teachers and students on next steps, and value developing long-term skills over short-term performance. Assessment should be formative, diagnostic, and promote self-esteem. It should use criteria-referenced and public standards to lead to diagnostic teaching and self-evaluation. Evidence comes from classroom activities. The document then provides examples of diagnostic assessment tools and strategies teachers can use, such as journals, self-assessments, interviews, and mind maps.
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This document discusses various assessment tools that can be used to evaluate student learning, both offline and online. It describes formative and summative assessments. Formative assessments measure student learning throughout a course, while summative assessments measure learning at the end. Offline tools include rubrics, curriculum mapping, interviews, surveys, and portfolios. Online tools include quizzes, essays, drag-and-drop activities, interviews, simulations, polls, games, peer evaluation, and forum posts. Each tool is described in terms of its purpose and how it can be used to assess students.
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This document discusses improving student engagement through authentic assessment. It begins with an introduction and agenda, then defines assessment and authentic assessment. Part one discusses the goals and types of assessment, including formative vs summative. Part two outlines the steps to develop a well aligned authentic assessment strategy, including identifying outcomes, skills, appropriate assessments, and rubrics. Part three discusses how the Canvas learning management system can help with assessment through features like quizzes, discussions, assignments and rubrics. The document provides resources for learning more about authentic assessment.Assessment and learning
The document discusses three types of assessment: assessment of learning, assessment for learning, and assessment as learning.
1) Assessment of learning is summative and determines students' level of learning at the end of a period. It provides evidence of achievement and is used for reporting to parents and institutions.
2) Assessment for learning is formative and occurs throughout learning to identify student needs and adapt teaching. Teachers collect information to help students progress and provide feedback.
3) Assessment as learning involves students reflecting on their work and setting goals. It helps students take responsibility for learning and improving with the teacher's guidance on self-assessment skills.
Educational Evaluation
Self-assessment involves analyzing one's own performance and progress in order to identify strengths and areas for improvement. Some techniques for self-assessment include keeping a reflection journal, creating self-quizzes, developing concept maps, and seeking feedback from others. Regular self-assessment allows people to track their learning over time and make adjustments to their learning strategies.
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The document discusses establishing clear classroom routines and procedures. It emphasizes that routines are necessary to ensure a smoothly run classroom. Students must understand what is expected of them. The document provides a list of potential routine times, such as entering/exiting class, turning in assignments, getting attention, and more. It stresses discussing the importance of routines with students and allowing them to help create procedures. When establishing routines, teachers should model, allow practice, and not overwhelm students. Routines may need revisiting throughout the year.
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The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
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The document discusses assessment of information literacy learning. It defines assessment as identifying, gathering and interpreting information about student achievement and progress to guide teaching. Assessment provides data to compare student knowledge against standards. It notes assessment takes many forms including observation, tasks, and comparing evidence of achievement. The document also discusses authentic assessment, where students demonstrate real-world skills, and the roles library staff can play in developing assessments.
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The document discusses three types of assessment: assessment of learning, assessment for learning, and assessment as learning.
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Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
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The document discusses continuous and comprehensive assessment (CCA), which aims to shift the focus from testing to holistic learning. CCA assesses students' scholastic and co-scholastic development using various techniques on a continuous basis. It helps develop students' cognitive, psychomotor and affective skills while de-emphasizing memorization. CCA involves formative assessment during instruction and summative assessment at the end to evaluate students' learning and make improvements to teaching strategies. While CCA provides benefits, it also faces challenges in implementation such as lack of teacher training, resources and standardized assessment tools.
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I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
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This session delivers an adequate insight into assessment and the strategies that could be used with early learners and upper elementary learners. I would like to share my experience and knowledge on what is assessment and how to go about assessment during an online session that fits your requisites. A few examples of online assessment tools and strategies that fit the curriculum. Hoping to share my knowledge and insight on assessment.
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The document discusses the purposes of classroom assessment according to Dr. Shazia Zamir. It outlines that assessment is meant to modify future instruction based on current student abilities and knowledge. It then discusses the key questions of why, what, how, when, who, and how much to assess. Specifically, it notes assessment is used to ensure learning goals and objectives are being met, to evaluate current student skills and knowledge, to account for individual differences, and to provide feedback throughout the learning process. Overall, the document conveys that assessment should be an integral part of the teaching and learning cycle aimed at improving instruction.
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Assessment and Evaluation.pptx
This document discusses assessment, measurement, and evaluation in education. It defines assessment as a systematic process of collecting and analyzing data to make inferences about student learning. Measurement is assigning a numerical value to student performance for educational decisions. Evaluation determines the value or worth of a process or product through appraisal. The document also describes different types of assessment including self, peer, and teacher assessment. It outlines formative and summative evaluation and their purposes in the learning process. Placement, diagnostic, and formative evaluation are also defined.
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The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
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Assessment Strategies-objectives of assessment
- 2. WRITE DOWN YOUR IMMEDIATE THOUGHTS WHEN YOU HEAR THE WORD ASSESSMENT. This Photo by Unknown author is licensed under CC BY-NC.
- 3. What is an assessment? • Assessment is the systematic collection, review, and use of qualitative and quantitative data to improve student learning and development.
- 4. Why do we need to assess ? • It enhances students to engage and motivate towards learning. • Provides opportunities for teachers and parents to gather evidence about student's achievement in reaching the learning outcomes. • Enables students to demonstrate what they know, comprehend, apply, and evaluate. This Photo by Unknown author is licensed under CC BY-SA.
- 5. Purpose of Assessment • Diagnosing weakness and strengths of students • Identifying difficulties and their causes • Monitoring student progress. • Providing feedback to students, teachers, parents. • Contributing to evaluate teacher performance, Program evaluation and learning. This Photo by Unknown author is licensed under CC BY-SA-NC.
- 6. Tools for Assessment Quiz Observation Examinations Projects Tests Activities Assignments Self Assessment Practical work Discussion Interview https://youtu.be/G8CsWNzkBVc?si=Zj2Eb9Hdk0swz8FM
- 7. Types of Assessment Formative Assessment Summative A ssessment Assessment for Learning Assessment of learning
- 10. ACTIVITY # 1- IN SIDE AND OUT SIDE CIRCLE The Inside-Outside Circle (Kagan, 1994) is a technique in which students move around and interact with each other. It can be used as a cooperative strategy and a summarizing strategy Students respond to teacher questions or note-card prompted questions and then rotate to the next partner. The activity encourages community building among students while incorporating movement and interaction.
- 11. ACTIVITY #2 BINGO Ask students to draw a 4x4 grid on a piece of paper, then write your vocabulary words in the boxes. Distribute chits or other markers. Read the definitions of the words out loud. Students put a chit on the cards when they see the word that matches the definition.
- 13. Summative assessment strategies for keeping tests clear and fair • Use a rubric • Design clear, effective questions • Try blind grading • Create a final test after, not before, teaching the lessons a balanced assessment system that takes advantage of assessment of learning and assessment for learning.”
- 16. THANK YOU