This document summarizes a pedagogical morning held at Ag Adghar Brahim High School in Ankouf, Tamanrasset, Algeria on assessment. The morning included icebreaker activities to reflect on assessment experiences, tasks to classify different types of assessment and strategies used, and a group activity to suggest formative assessment strategies for speaking. The goal was to help teachers effectively assess student learning through various tasks and provide feedback to support improvement.

1. THE PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA
MINISTRY OF NATIONAL EDUCATION
• A Pedagogical Morning
• on:
• Assessment
• Ag Adghar Brahim High School
• Ankouf _Tamanrasset
• 14th November,2017

2. Ice Breaker
• Procedure:
• Individually ,draw a house.
• Now listen to the following criteria and mark your
sheet.
• Pass your sheet to your peer to mark it on his/her
turn.
• Who gets the full mark?
• How many are above the average?

3. • Reflect on the steps followed. What works well?
What hinders?
_Did you have any uncomfortable or unpleasant
experiences with grading as a student?
_Did you ever receive a grade that you felt was
unfair? Why was it unfair?
_As a teacher, have you ever had difficulty
assigning a grade to a particular students’
work? Or to a particular activity? How did you
resolve the problem?

4. Pre-Task: Give one ,take one
• When you get in to your class, what is the
suitable practice you do first to know about
your learners’ needs?
• Write one idea then move around the room to
share it with your colleagues and get theirs to
fill in as many boxes as you can.
• Select one idea that all participants agreed on
and write it on the board.

5. Task 1:Think,Pair,
Share
- Answer these questions:
• Why do you assess?
• When do you assess?
• What do you assess?
• How do you assess?

7. Task2: Word Cloud
• Look at the word cloud on
assessment in the coming slide and
pick out all the terms that can be
associated together then present
them on a mind map .

10. Assessment

11. Task3:The Four Corners
• Choose the corner representing your
daily class practice when assessing your
LLs’ achievements.
• Justify your choice.

12. I measure my LLs’ achievements at
the end of the lesson
I measure my LLs ’ I measure my LLs’
Achievements through tests achievements at the end
of the term
I measure my LLs’ achievements
during the lesson

13. Task4: Jigsaw
-Stick the definitions under their appropriate assessment
type. Which type is most used in the class?
Each group presents the work on a flipchart
Types of
assessment
Definitions
Formative assessment
Diagnostic assessment
Summative assessment
Continuous assessment
Self assessment
Peer assessment
Assessment

14. Types of assessment: Definitions / correction
Type of
assessment
Diagnostic
assessment
Continuous
assessment
Formative
assessment
Peer
assessment
Self-
assessment
Summative
assessment
Assessment
Définitions
It is a form of
pre-assessment
that allows a
teacher to
determine
students'
individual
strengths,
weaknesses,
knowledge, and
skills prior to
instruction. It is
primarily used to
discover student
difficulties and to
guide lesson and
curriculum
planning.
This is
subjective,
often carried
out during
normal lesson
activities.
Teachers
observe
learners
carrying out
tasks and
make
judgments on
how well they
are
performing.
Learners are
assessed
regularly
throughout
their course,
to provide
both teachers
and learners
information
on what they
can do and
identify any
areas of
weaknesses.
Learners
provide
feedback to
their
classmates on
their work.
Learners
monitor their
own progress
and decide how
well they are
doing and which
aspects they
need to work
on.
.This takes place
at the end of a
large chunk of
learning. It
involves a
collection of
information about
LLs’ attainment at
the end of a
course or school
year through
grades
assignment to
report
achievement or
failure.
It is the
process of
gathering,
interpreting,
recording, and
using
information
about pupils’
responses to
an
educational
task and
informing
about the
process of
teaching
learning in the
perspective of
improvement
source of definitions: TKT training module

15. Reflect on the two pictures.
What type of assessment can be
identified in each picture?(AFL – AOL)

16. 1.

17. • 2

18. Task 5: GW
• Here are some characteristics of AOL and AFL.
Classify them under the correct heading:

19. 19
Assessment OF
Learning (Summative)
Assessment FOR
Learning (Formative)

20. Assessment in the classroom:
Consider the picture and do task 6

21. Task6: Diagram Completion
Complete the diagram below with the
procedure needed to assess your LLs
Plannin
g
What do
I want
students
to learn?
Practice
How
will
student
s get
there?
Assessing
How do I
know
when my
students
get
there?
Feedback +
remediatio
n
Where
are my
students
now?

23. • Task 7 :In pairs, answer the following:
What tasks or strategies can be
implemented in the class for both
formative and summative assessment?
Share your findings with your group then
select the ones you agreed on and write
them down.

24. Formative assessment
tasks/ strategies
Summative assessment
tasks/ strategies

25. Formative assessment tasks Summative assessment
tasks
-Open ended questions
- Quizzes
-Summarising
-Four corners
-Reflection task
-Think,Pair,Share
- Reordering
- Pair work
……………
…………….
-Tests
-Exams
-Questionnaire
-Essays
-Written report
- Projects
- Demonstration
…………..
…………..
……………
……………….

26. Post Task: Effective Strategies and Tasks for
Formative Assessment
The following sequence of a suggested lesson
plan shows the use of some assessment strategies
by the teacher.
T. draws 7 balloons on the board ( to be / verb /
personal pronouns /possessive adjectives
/prepositions / punctuation / capital letters ) and
distributes flashcards on which the following
words are written:
Is /am /are /in /from/ at/ live/ you’re /my ? . ! ,
Ahmed/ Algeria/ Blida

27. • T. asks learners to go to the board and stick the
flashcard in the right balloon
• T. asks learners to sit in groups of 4 and provides them
with a set of captions,
• Five groups are provided with questions
• Five Groups are provided with answers
• Learners order the words to get correct questions
and answers
• A member from each group goes to the board and sticks
his question
• A member from the other group has to go and stick the
answer ( the one who has the answer)
• The learners are asked to reorder the questions and
the answer to build a coherent conversation.

28. • On your turn, suggest strategies / tasks to
assess your LLs’ speaking skill.

29. THANK YOU