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This is the slide of CAS ,what I have coordinated in ETC,Dhanusha during the 2071-1-15 to 2071-1-21.
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classroom assessment
Classroom assessment is an integral part of curriculum implementation that allows teachers to track learner progress, adjust instruction, and inform learners and parents of performance. There are two types of classroom assessment: formative assessment which is used for learning and adjusting instruction, and summative assessment which evaluates learning at the end of a period using tools like tests, projects, and portfolios. Grades are calculated based on weighted scores from written work, performance tasks, and quarterly assessments administered throughout the term. The most important assessments happen during learning so teachers can identify issues and help students before the end of the period.
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The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
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This document discusses classroom assessment and authentic assessment. It begins with a glossary of key terms and then discusses integrating needs analysis and authentic assessment. Authentic assessment involves real-world tasks that demonstrate application of essential knowledge and skills. It describes the four steps of authentic assessment and compares traditional and authentic assessment. Authentic assessment drives the curriculum by first determining tasks students will perform to demonstrate mastery. The document then covers defining attributes, alternative names, benefits, and types of authentic tasks including constructed response, products, and performances. It concludes by discussing rubrics and portfolios as assessment tools.
Importance of evaluation
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
Types of assessment
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
Lecture 4 Penaksiran Akademik
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
What is assessment
Assessment is the systematic gathering and analysis of information about student learning or program effectiveness. It is used to improve student learning outcomes and inform instruction. Assessment includes tests, but also broader methods of evaluating student progress, skills, knowledge and motivation. The key purposes of assessment are to improve student learning, inform teaching, and evaluate program results against objectives. Assessment can be formative, summative, or for diagnostic purposes. Authentic assessment evaluates students' ability to apply skills in real-world contexts through tasks and projects.
Types of assessment
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
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classroom assessment
Classroom assessment is an integral part of curriculum implementation that allows teachers to track learner progress, adjust instruction, and inform learners and parents of performance. There are two types of classroom assessment: formative assessment which is used for learning and adjusting instruction, and summative assessment which evaluates learning at the end of a period using tools like tests, projects, and portfolios. Grades are calculated based on weighted scores from written work, performance tasks, and quarterly assessments administered throughout the term. The most important assessments happen during learning so teachers can identify issues and help students before the end of the period.
Assessment process
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
Lecture 3 Penaksiran Akademik
This document discusses classroom assessment and authentic assessment. It begins with a glossary of key terms and then discusses integrating needs analysis and authentic assessment. Authentic assessment involves real-world tasks that demonstrate application of essential knowledge and skills. It describes the four steps of authentic assessment and compares traditional and authentic assessment. Authentic assessment drives the curriculum by first determining tasks students will perform to demonstrate mastery. The document then covers defining attributes, alternative names, benefits, and types of authentic tasks including constructed response, products, and performances. It concludes by discussing rubrics and portfolios as assessment tools.
Importance of evaluation
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
Types of assessment
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
Lecture 4 Penaksiran Akademik
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
What is assessment
Assessment is the systematic gathering and analysis of information about student learning or program effectiveness. It is used to improve student learning outcomes and inform instruction. Assessment includes tests, but also broader methods of evaluating student progress, skills, knowledge and motivation. The key purposes of assessment are to improve student learning, inform teaching, and evaluate program results against objectives. Assessment can be formative, summative, or for diagnostic purposes. Authentic assessment evaluates students' ability to apply skills in real-world contexts through tasks and projects.
Types of assessment
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
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The document discusses formative and summative assessment. Formative assessment involves gathering information during instruction to help teachers and students adjust teaching and learning, while summative assessment evaluates student learning after instruction. Formative assessment provides feedback to help students improve, while summative assessment measures achievement for accountability purposes. Both have important roles to play in a comprehensive assessment system.
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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.
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This document discusses assessment and evaluation in education. It defines assessment as using student data to improve learning and programs, involving planning learning goals, teaching effectively, checking outcomes, and acting on lessons learned. Evaluation judges a program's effectiveness and examines its operation, outcomes, and longer-term impacts. The key difference is that assessment focuses on instruction and student learning while evaluation examines the program as a whole.
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This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
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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.
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Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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Classroom assessment involves collecting data on student performance through various strategies to diagnose learning problems, monitor progress, and provide feedback for improvement. It is a formative, ongoing process that is learner-centered and teacher-directed. Formative assessments are used during instruction while summative assessments are given at the end to evaluate student achievement and assign grades. Proper assessment requires clear thinking, effective communication, and matching the appropriate assessment method to the desired learning target.
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The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
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This document provides examples of common phrasal verbs in English and their meanings. Some examples of phrasal verbs included are: get along (like each other), get back (return), give away (reveal hidden information), go ahead (start or proceed), go over (review), and grow out of (get too big for). A total of 38 phrasal verbs and their definitions are listed.
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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 and importance of assessment and evaluation
This document discusses assessment and evaluation in education. It defines assessment as using student data to improve learning and programs, involving planning learning goals, teaching effectively, checking outcomes, and acting on lessons learned. Evaluation judges a program's effectiveness and examines its operation, outcomes, and longer-term impacts. The key difference is that assessment focuses on instruction and student learning while evaluation examines the program as a whole.
Year plan
The document discusses year plans and unit plans for teaching. It defines a year plan as planning for the whole year's work, including ensuring proper use of inputs, matching subjects to curriculum and time, and scheduling evaluations. It notes unit plans provide a meaningful overview of a teaching unit through analyzing objectives, content, learning experiences, strategies, aids and evaluations. The document outlines the principles, steps and format for developing year plans and unit plans, and provides a specimen unit plan template.
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This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
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This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
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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.
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The document discusses learning outcomes, expectations, and indicators for various subjects. It explains that learning outcomes define what a child will learn from the curriculum and are measured by learning indicators, which are attributes used to assess a child's learning. Learning expectations are goals for what a child should know and be able to do. The document then provides examples of learning outcomes, expectations, and indicators for subjects like EVS and science, mathematics, Hindi, English, and social sciences. It outlines key concepts and skills children are expected to understand in these subjects at different grade levels.
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This document discusses the evaluation of teaching. It argues that evaluating teaching is important for several reasons: to improve teaching and learning experiences, engage in professional development, and provide data to benchmark quality. Effective evaluation of teaching involves collecting data from multiple sources, including student ratings, peer reviews, administrator observations, self-ratings, and literature. The benefits of evaluation include improving teaching practices and the learning environment. The evaluation process should be valid, reliable, and indicate directions for improvement. Rather than relying on a single method, evaluations are best done by obtaining feedback from students, colleagues, literature, and self-reflection.
Classroom assessment
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
Education and evaluation
This document defines educational evaluation and continuous and comprehensive evaluation (CCE). It states that educational evaluation is a systematic and continuous process to determine if educational objectives are being met and how effective learning experiences are. CCE assesses all aspects of a student's development throughout the year, including scholastic subjects and co-scholastic areas like arts, sports, and life skills. It involves evaluating students' communication skills, attitudes, teamwork, emotional management, respect for values, and performance in co-curricular activities. Students are also encouraged to self-evaluate their work.
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Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Classroom assessment
Classroom assessment involves collecting data on student performance through various strategies to diagnose learning problems, monitor progress, and provide feedback for improvement. It is a formative, ongoing process that is learner-centered and teacher-directed. Formative assessments are used during instruction while summative assessments are given at the end to evaluate student achievement and assign grades. Proper assessment requires clear thinking, effective communication, and matching the appropriate assessment method to the desired learning target.
Evaluation in Education
Evaluation -What it is? -Definitions
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How it is done ? - Levels
Criteris
Types
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The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
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Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
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Assessment
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
Examination and Evaluation-ppt presentation.pptx
The document defines key concepts related to assessment including tests, measurements, evaluation, and assessment. It outlines the purposes of assessment as improving student learning and program/institutional improvement. It also describes different frames of reference for interpreting test scores such as ability-referenced, growth-referenced, norm-referenced, and criterion-referenced. The document further discusses types of assessments including formative vs summative and screening vs diagnostic. It also covers Bloom's taxonomy of educational objectives for the cognitive, affective and psychomotor domains.
8602 ch 1
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
8602 unit 1-1.pptx
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
B.ed unit 1.pptx
Classroom assessment plays an important role in the teaching and learning process. It can be formative, to improve instruction, or summative, to evaluate learning. Formative assessment uses tools like observations and questions to assess students throughout instruction. Summative assessment evaluates learning at the end through exams or projects. Effective classroom assessment is clearly aligned to objectives, diagnostic of strengths and weaknesses, well-planned, and flexible. It serves to motivate students and diagnose problems, while also grading performance and improving instruction.
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Cas, presentation note
- 1. What is the meaning? “Sir/Madam why are we taught for a whole year and then given a one-and-half hour paper to determine whether or not we know the subject?”
- 2. Think about • Would a one short examination adequately assess what a learner has learnt over a long period of schooling? • How would you grade a learner who happens to fall ill and could not write the final examination?
- 3. Understanding CAS • Mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account of all their performances during a given period of schooling (Falayalo, 1986).
- 4. Understanding • Airsian (1991) describes continuous assessment as an assessment approach which should depict the full range of sources and methods teachers use to gather, interpret and synthesize information about learners; information that is used to help teachers understand their learners, plan and monitor instruction and establish a viable classroom culture.
- 8. CAS is a task of communicating to: • the students ( feedback to their learning) • the teachers (feedback on their teaching) • the curriculum designer ( feedback on the curriculum) • the administrator ( feedback on the use of resources) • the employers ( quality of job applicant)
- 9. Problems: Associated with teachers • Skills in test construction and administration • Attitudes toward the continuous assessment approach and • Record keeping • Assess own teaching ( Missing Part)
- 10. Why do we assess? • To determine that the intended learning outcomes of the course are being achieved • To provide feedback to students on their learning, enabling them to improve their performance • To motivate students to undertake an appropriate work • To support and guide learning • To describe student attainment, informing decisions on progression and awards • To demonstrate that appropriate standards are being maintained • To evaluate the effectiveness of teaching
- 13. A checklist for good feedback … 1. clear and unambiguous; 2. specific; 3. supportive, formative and developmental; 4. timely; 5. understood; 6. delivered in an appropriate environment” (Jonathan Tummons, 2005, p. 76).
- 15. Stages of CAS • Planning • Instructional (teaching learning) • Student's assessment ( evaluation) • Remedial activities
- 16. Individuals need to know to: • think critically • solve problems • work both in groups and independently • combine knowledge and skills from different subjects • communicate verbally and in writing