Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and informs decisions about students' future placements or programs. Effective assessment of learning requires teachers to provide a clear rationale for the assessment, descriptions of the intended learning, and processes for students to demonstrate competence. It also requires maintaining high-quality records to support credible reporting of student proficiency. An example is provided of a teacher assessing survival skills learned by students in an outdoor class, which involves students demonstrating skills and the teacher identifying mastered and non-mastered skills.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering daily information about student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The main purposes are to guide instruction and improve student learning. Effective assessment and evaluation are linked to curriculum outcomes and instructional practices.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
It covers a wider areas of discussion from paradigm shift in educational testing and assessment to purposeful assessment scenarios of language construct and its learning
1. The document discusses microteaching skills and their components, including pre-instructional, instructional, and post-instructional skills. Pre-instructional skills include lesson planning, while instructional skills cover tasks during teaching like presenting content. Post-instructional skills involve summarizing and assessment.
2. Specific skills discussed in more detail include introducing a lesson by gaining attention and linking to prior knowledge, as well as the skill of blackboard writing which should be legible, utilize space well, and include a summary.
3. Microteaching allows teaching skills to be analyzed and improved upon through practice and feedback in a controlled environment.
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering daily information about student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The main purposes are to guide instruction and improve student learning. Effective assessment and evaluation are linked to curriculum outcomes and instructional practices.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
It covers a wider areas of discussion from paradigm shift in educational testing and assessment to purposeful assessment scenarios of language construct and its learning
1. The document discusses microteaching skills and their components, including pre-instructional, instructional, and post-instructional skills. Pre-instructional skills include lesson planning, while instructional skills cover tasks during teaching like presenting content. Post-instructional skills involve summarizing and assessment.
2. Specific skills discussed in more detail include introducing a lesson by gaining attention and linking to prior knowledge, as well as the skill of blackboard writing which should be legible, utilize space well, and include a summary.
3. Microteaching allows teaching skills to be analyzed and improved upon through practice and feedback in a controlled environment.
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
This document outlines a formative assessment model. It defines formative assessment as ongoing feedback during teaching to close learning gaps. The model involves identifying learning goals and success criteria, eliciting evidence of student learning, interpreting evidence to identify gaps, and providing feedback and modifying instruction. Teachers use strategies like questioning and observation to gather evidence. They analyze evidence to determine if students are meeting goals and identify learning gaps. Teachers then provide descriptive feedback to students and adjust instruction to help students progress in their zone of proximal development.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP). It discusses the history and mission of the IB, describes the essential elements of the PYP curriculum including its transdisciplinary themes, concepts, and learner profile. It emphasizes that the PYP takes a constructivist, inquiry-based approach to teaching and learning with the goal of developing internationally-minded learners.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
The document discusses an integrated assessment program that consists of three solutions - Assessment Centre, Assessment Devices, and Skill Assessment Program. The Assessment Centre automates the entire assessment process and enables schools to conduct standardized assessments rapidly. Assessment Devices allow for formative assessments in the classroom through student response systems. The Skill Assessment Program holistically measures student development beyond academics.
The document discusses the differences between norm-referenced and criterion-referenced testing methods for determining student grades. Norm-referencing involves ranking students and curving grades to fit a predetermined distribution, while criterion-referencing compares student performance to clear standards and outcomes. The document argues that while criterion-referencing is more educationally sound, pure implementations of either approach have limitations, and that in practice, higher education uses a balanced mix of both methods.
The document discusses teaching and assessment strategies. It defines teaching as guiding students' development through imparting knowledge and skills in a systematic way to achieve learning goals. Various teaching strategies are described, including teacher-controlled, learner-controlled, and interactive approaches. Assessment strategies are meant to evaluate students' progress towards intended learning outcomes. Formative and summative assessments are discussed as well as continuous, norm-referenced, criterion-referenced, subjective, objective, and other approaches to evaluating students.
Authentic assessment for improving cognitive skill,critical creative thinking...Alexander Decker
This document discusses authentic assessment and its benefits. It defines authentic assessment as assessment used to holistically and continuously record students' achievement, including both product and learning process. Authentic assessment improves students' cognitive skills, critical-creative thinking, and meta-cognitive awareness. It involves meaningful, real-world tasks like portfolios, performances, and projects. Authentic assessment is continuous and provides feedback to improve learning, unlike traditional tests. It also develops higher-order thinking skills like analysis and problem-solving.
This document discusses theories of learning and their implications for teaching. It covers behaviorism and how it has influenced concepts like learning objectives and outcomes. It also discusses cognitive psychology, constructivism, and humanistic perspectives on learning. The document examines different views of how students learn and various theories that seek to explain the learning process. Overall, it provides an overview of the major theories of learning and how they can inform teaching practices.
School-based assessment (SBA) is proposed as an alternative to India's current summative assessment system. SBA would evaluate students in a more holistic way based on their understanding of concepts, critical thinking, creativity, and cognitive skills. It would provide descriptive feedback to help students choose careers and understand their strengths. However, SBA requires teachers to be trained in assessment techniques and use standardized tools. It also relies on teachers making objective judgements of students.
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
This document provides an overview of assessment and evaluation approaches. It discusses educational evaluation standards from organizations in the United States and Philippines. Evaluation approaches are classified based on epistemology, perspective, and orientation. Objectivist approaches use empirical inquiry while subjectivist approaches consider personal experiences. True evaluation determines value, quasi-evaluation may or may not, and pseudo-evaluation promotes views. Various evaluation methods are described like experimental research, testing programs, and accountability studies.
Outstanding learning - The Evaluation Schedule 2012douglasgreig
The document outlines new Ofsted criteria for 2012 that focuses on rapid and sustained student progress based on prior attainment. It discusses findings from lesson observations that showed evidence of student understanding of targets, assessment of current levels, and next steps. Key areas in the new criteria emphasize whole school literacy/numeracy development, appropriate homework, and assessment for learning to plan individualized learning and check understanding. Staff are instructed to complete observations using the new criteria and online forms to prepare for future evaluations.
This document maps principles of effective assessment and feedback to documentation from Ulster University. It identifies 11 key principles: clarify good performance; encourage time and effort; deliver high quality feedback; provide opportunities to act on feedback; encourage interaction and dialogue; develop self-assessment and reflection; give assessment choice; encourage positive motivational beliefs. For each principle, it lists the relevant guidelines and policies within Ulster documents that support implementing that principle in assessment practices.
Learning Assessment of the Students by Faculties in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- What is Assessment?
- The Role of Assessment
- Types of Assessment
- Purpose of Assessment
- - Relationship between Assessment and Learning
- What to assess?
- How to assess Skills?
- Outcomes-Based Assessment
- Assessment Methods
- Quality attributes of assessments
- Analysis of questions with Bloom’s Taxonomy
- TOS & Rubric
The rubric assesses capstone experiences used to evaluate program learning outcomes across four levels: initial, emerging, developed, and highly developed. It examines whether the relevant outcomes and evidence are clearly identified; whether the results are valid, reliable, and used; and whether students understand the purpose of the capstone experience. An effective capstone experience identifies concrete outcomes to assess, collects valid evidence using agreed-upon criteria, ensures reliable scoring through calibration, discusses results to improve student learning, and communicates the purpose to students.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and can influence students' futures. Effective assessment of learning requires teachers to provide a clear rationale, description of intended learning, processes for students to demonstrate competence, alternative assessment methods, and transparent interpretation of results. It is important assessments of learning are reliable, valid, and fair to ensure the information they provide about student proficiency can be used to make credible decisions.
Según polya para resolver un problema se necesitapedroflores57
El documento describe un proceso de 4 pasos para resolver problemas: 1) comprender el problema, 2) concebir un plan, 3) ejecutar el plan, y 4) examinar el plan. Proporciona preguntas para cada paso, incluyendo identificar la incógnita, los datos requeridos, y la relación entre los datos y la incógnita.
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
This document outlines a formative assessment model. It defines formative assessment as ongoing feedback during teaching to close learning gaps. The model involves identifying learning goals and success criteria, eliciting evidence of student learning, interpreting evidence to identify gaps, and providing feedback and modifying instruction. Teachers use strategies like questioning and observation to gather evidence. They analyze evidence to determine if students are meeting goals and identify learning gaps. Teachers then provide descriptive feedback to students and adjust instruction to help students progress in their zone of proximal development.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP). It discusses the history and mission of the IB, describes the essential elements of the PYP curriculum including its transdisciplinary themes, concepts, and learner profile. It emphasizes that the PYP takes a constructivist, inquiry-based approach to teaching and learning with the goal of developing internationally-minded learners.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
The document discusses an integrated assessment program that consists of three solutions - Assessment Centre, Assessment Devices, and Skill Assessment Program. The Assessment Centre automates the entire assessment process and enables schools to conduct standardized assessments rapidly. Assessment Devices allow for formative assessments in the classroom through student response systems. The Skill Assessment Program holistically measures student development beyond academics.
The document discusses the differences between norm-referenced and criterion-referenced testing methods for determining student grades. Norm-referencing involves ranking students and curving grades to fit a predetermined distribution, while criterion-referencing compares student performance to clear standards and outcomes. The document argues that while criterion-referencing is more educationally sound, pure implementations of either approach have limitations, and that in practice, higher education uses a balanced mix of both methods.
The document discusses teaching and assessment strategies. It defines teaching as guiding students' development through imparting knowledge and skills in a systematic way to achieve learning goals. Various teaching strategies are described, including teacher-controlled, learner-controlled, and interactive approaches. Assessment strategies are meant to evaluate students' progress towards intended learning outcomes. Formative and summative assessments are discussed as well as continuous, norm-referenced, criterion-referenced, subjective, objective, and other approaches to evaluating students.
Authentic assessment for improving cognitive skill,critical creative thinking...Alexander Decker
This document discusses authentic assessment and its benefits. It defines authentic assessment as assessment used to holistically and continuously record students' achievement, including both product and learning process. Authentic assessment improves students' cognitive skills, critical-creative thinking, and meta-cognitive awareness. It involves meaningful, real-world tasks like portfolios, performances, and projects. Authentic assessment is continuous and provides feedback to improve learning, unlike traditional tests. It also develops higher-order thinking skills like analysis and problem-solving.
This document discusses theories of learning and their implications for teaching. It covers behaviorism and how it has influenced concepts like learning objectives and outcomes. It also discusses cognitive psychology, constructivism, and humanistic perspectives on learning. The document examines different views of how students learn and various theories that seek to explain the learning process. Overall, it provides an overview of the major theories of learning and how they can inform teaching practices.
School-based assessment (SBA) is proposed as an alternative to India's current summative assessment system. SBA would evaluate students in a more holistic way based on their understanding of concepts, critical thinking, creativity, and cognitive skills. It would provide descriptive feedback to help students choose careers and understand their strengths. However, SBA requires teachers to be trained in assessment techniques and use standardized tools. It also relies on teachers making objective judgements of students.
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
This document provides an overview of assessment and evaluation approaches. It discusses educational evaluation standards from organizations in the United States and Philippines. Evaluation approaches are classified based on epistemology, perspective, and orientation. Objectivist approaches use empirical inquiry while subjectivist approaches consider personal experiences. True evaluation determines value, quasi-evaluation may or may not, and pseudo-evaluation promotes views. Various evaluation methods are described like experimental research, testing programs, and accountability studies.
Outstanding learning - The Evaluation Schedule 2012douglasgreig
The document outlines new Ofsted criteria for 2012 that focuses on rapid and sustained student progress based on prior attainment. It discusses findings from lesson observations that showed evidence of student understanding of targets, assessment of current levels, and next steps. Key areas in the new criteria emphasize whole school literacy/numeracy development, appropriate homework, and assessment for learning to plan individualized learning and check understanding. Staff are instructed to complete observations using the new criteria and online forms to prepare for future evaluations.
This document maps principles of effective assessment and feedback to documentation from Ulster University. It identifies 11 key principles: clarify good performance; encourage time and effort; deliver high quality feedback; provide opportunities to act on feedback; encourage interaction and dialogue; develop self-assessment and reflection; give assessment choice; encourage positive motivational beliefs. For each principle, it lists the relevant guidelines and policies within Ulster documents that support implementing that principle in assessment practices.
Learning Assessment of the Students by Faculties in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- What is Assessment?
- The Role of Assessment
- Types of Assessment
- Purpose of Assessment
- - Relationship between Assessment and Learning
- What to assess?
- How to assess Skills?
- Outcomes-Based Assessment
- Assessment Methods
- Quality attributes of assessments
- Analysis of questions with Bloom’s Taxonomy
- TOS & Rubric
The rubric assesses capstone experiences used to evaluate program learning outcomes across four levels: initial, emerging, developed, and highly developed. It examines whether the relevant outcomes and evidence are clearly identified; whether the results are valid, reliable, and used; and whether students understand the purpose of the capstone experience. An effective capstone experience identifies concrete outcomes to assess, collects valid evidence using agreed-upon criteria, ensures reliable scoring through calibration, discusses results to improve student learning, and communicates the purpose to students.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and can influence students' futures. Effective assessment of learning requires teachers to provide a clear rationale, description of intended learning, processes for students to demonstrate competence, alternative assessment methods, and transparent interpretation of results. It is important assessments of learning are reliable, valid, and fair to ensure the information they provide about student proficiency can be used to make credible decisions.
Según polya para resolver un problema se necesitapedroflores57
El documento describe un proceso de 4 pasos para resolver problemas: 1) comprender el problema, 2) concebir un plan, 3) ejecutar el plan, y 4) examinar el plan. Proporciona preguntas para cada paso, incluyendo identificar la incógnita, los datos requeridos, y la relación entre los datos y la incógnita.
The document discusses Hays, a global recruiting firm. It places around 250,000 candidates annually through its 247 offices across 32 countries. Hays focuses on recruiting qualified professionals in 20 areas of specialism. The company values ambition, passion for people, inquisitiveness, and expertise.
Según polya para resolver un problema se necesitapedroflores57
El documento describe un proceso de 4 pasos para resolver problemas: 1) comprender el problema, 2) concebir un plan, 3) ejecutar el plan, y 4) examinar el plan. Propone hacer preguntas para comprender la incógnita, los datos requeridos y disponibles. También sugiere formular un plan mediante preguntas sobre experiencias y relaciones previas con problemas similares y entre los datos y la incógnita. Requiere paciencia al ejecutar el plan y una revisión retrospectiva es fundamental para verificar los resultados y razonamientos.
This presentation reviewed user-driven acquisitions in general and how the collection development practices and policies at Texas A&M University have shifted to address them.
This document provides a table of contents for a guide about ADD/ADHD. It outlines 12 chapters that will cover topics such as definitions and causes of ADD/ADHD, types of ADD/ADHD, distinguishing myths from facts, how children with ADD/ADHD learn, parenting and treatment options. The guide is intended to help readers understand ADD/ADHD and find effective treatment by addressing common misconceptions and providing tailored information.
Según polya para resolver un problema se necesitapedroflores57
El documento describe un proceso de 4 pasos para resolver problemas: 1) comprender el problema, 2) concebir un plan, 3) ejecutar el plan, y 4) examinar el plan. Proporciona preguntas para cada paso, incluyendo identificar la incógnita, los datos requeridos, y la relación entre los datos y la incógnita.
Según polya para resolver un problema se necesitapedroflores57
El documento describe un proceso de 4 pasos para resolver problemas: 1) comprender el problema, 2) concebir un plan, 3) ejecutar el plan, y 4) examinar el plan. Propone hacer preguntas en cada etapa para analizar la incógnita, los datos, y la relación entre ellos para concebir y ejecutar con éxito el plan.
Sarah Adams completed a summer internship from May to September at Sullivan Custom Planning in Providence, Rhode Island. Sullivan Custom Planning is a small event planning firm that specializes in corporate events, destination management, and meeting management. During her internship, Sarah's responsibilities included researching venues and activities, preparing proposals, updating venue lists, and assisting with events including coordinating tours and transportation. She gained experience in skills like communication, organization, and negotiation. Sarah felt the internship provided a valuable learning experience and set her up well for her future career.
Teže povrede obaveza učenika; Izveštaj o učinjenoj težoj povredi; Zahtev za pojačanim vaspitnim radom; Rešenje o pojačanom vaspitnom radu; Plan rada sa učenikom u procesu pojačanog vaspitnog rada; Izveštaj o pojačanom vaspitnom radu; Zahtev za pokretanje vaspitno-disciplinskog postupka; zaključak o pokretanju vaspitno-disciplinskog postupka;
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document provides guidance for teachers on assessing, evaluating, and reporting student progress. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions, often for reporting purposes. The key principles outlined state that assessment and evaluation should be planned, continuous, derived from curriculum outcomes, and help students improve.
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses evaluation and assessment in education. It defines evaluation as judging the worth or value of an individual's achievements and characteristics. Evaluation is a decision-making process aimed at improving effectiveness and efficiency. Assessment focuses more on measuring personal attributes using objective instruments and numerical values. The purposes of evaluation include determining if educational objectives are being met, diagnosing strengths and weaknesses, and improving instruction. A variety of principles and techniques are discussed for conducting effective evaluations.
Unit 1.Introduction of Assessment in Education.pptxTanzeelaBashir1
The document discusses assessment in education. It defines assessment as the process of gathering information from multiple sources to develop an understanding of what students know and can do, with the goal of improving learning. Assessment involves teachers evaluating students' knowledge, skills, and abilities through various methods. It can be formative, to guide instruction, or summative, to evaluate learning at the end of a period. Effective assessment provides timely feedback, is integrated with teaching, and uses diverse valid measures to benefit student performance.
This document provides an overview of evaluation in an educational context. It defines evaluation as determining the extent to which objectives are being achieved by careful appraisal. Evaluation is distinguished from measurement in being qualitative rather than quantitative. The purposes of evaluation include improving instruction, providing feedback, and predicting student success. Evaluation covers cognitive, affective, and psychomotor outcomes through a continuous process of establishing goals and making judgments about progress.
Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
This document discusses assessment of student learning. It defines assessment as a process of systematically gathering information about student learning to improve instruction and help students achieve learning goals. The document outlines various principles of assessment, including using different methods to account for diverse learning styles and providing feedback to students. It also describes different types of assessment, such as formative and summative, and methods like tests, projects, and observations. The overall goal of assessment discussed is improving teaching and learning.
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.
This document outlines the course content for a class on assessment for learning. The 6-unit course covers topics such as the basic concepts of assessment, formative and summative evaluation, assessment tools and techniques, issues in classroom assessment, assessment for inclusive practices, and reporting quantitative assessment data. Key concepts that will be addressed include the roles and purposes of assessment, principles of effective assessment practices, and using different types of assessment to support student learning.
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
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.pptxshaziazamir1
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.
The document discusses the differences between assessment, measurement, and evaluation. Assessment is gathering data about a student's knowledge, measurement is quantifying traits, and evaluation is analyzing evidence to make judgments or decisions. The document also discusses that evaluation can occur prior to assessment and measurement by evaluating a student's abilities. Different types of assessment, measurement, and evaluation are also outlined.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should primarily be formative and focus on supporting student learning. Effective assessment provides clarity for students by setting clear learning intentions and success criteria. Teachers need skills like using a variety of assessment methods, analyzing data, and involving students in the assessment process through self-assessment and peer assessment. The goal is to help students understand their own progress and set new learning goals.
Note on Evaluation and Assessment in Nursing Education (Part - 01)Babitha Devu
The document discusses evaluation and assessment in nursing education. It defines evaluation as a process of making judgments to establish goals and determine if they are being achieved. Assessment focuses on individual learners and learning outcomes. The purposes of evaluation in nursing include determining students' knowledge, clinical performance, strengths and weaknesses to guide learning. Formative evaluation monitors student progress, while summative evaluation determines if learning objectives were met at the end of a course. Criterion-referenced and norm-referenced evaluation are described. Principles of evaluation include determining objectives in advance and using various techniques.
Note on Evaluation and Assessment in Nursing Education (Part - 01)
Ch5
1. Chapter 5
Assessment of Learning
Reflection:
What Is Assessment of Learning?
Think about an
example of Assessment of learning refers to strategies designed to confirm what
assessment of
learning in your own students know, demonstrate whether or not they have met curriculum
teaching and try outcomes or the goals of their individualized programs, or to certify
to develop it
further as you proficiency and make decisions about students’ future programs or
read this placements. It is designed to provide evidence of achievement to parents,
chapter.
other educators, the students themselves, and sometimes to outside
groups (e.g., employers, other educational institutions).
Assessment of learning is the assessment that
becomes public and results in statements or symbols
The purpose of assessment that typically comes at the end of a
course or unit of instruction is to determine the extent to which about how well students are learning. It often
the instructional goals have been achieved and for grading or contributes to pivotal decisions that will affect
certification of student achievement. students’ futures. It is important, then, that the
(Linn and Gronlund, Measurement and Assessment in underlying logic and measurement of assessment of
Teaching) learning be credible and defensible.
Teachers’ Roles in Assessment of Learning
Because the consequences of assessment of learning are often far-reaching and
affect students seriously, teachers have the responsibility of reporting student
learning accurately and fairly, based on evidence obtained from a variety of
contexts and applications. Effective assessment of learning requires that teachers
provide
• a rationale for undertaking a particular assessment of learning at a particular
point in time
• clear descriptions of the intended learning
• processes that make it possible for students to demonstrate their competence
and skill
• a range of alternative mechanisms for assessing the same outcomes
• public and defensible reference points for making judgements
Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d • 55
2. Chapter 5
• transparent approaches to interpretation
• descriptions of the assessment process
• strategies for recourse in the event of disagreement about the decisions
With the help of their teachers, students can look forward to assessment of
learning tasks as occasions to show their competence, as well as the depth and
breadth of their learning.
Planning Assessment of Learning
Why am I
assessing?
The purpose of assessment of learning is to measure, certify, and report the level
of students’ learning, so that reasonable decisions can be made about students.
There are many potential users of the information:
• teachers (who can use the information to communicate with parents about
their children’s proficiency and progress)
• parents and students (who can use the results for making educational and
vocational decisions)
• potential employers and post-secondary institutions (who can use the
information to make decisions about hiring or acceptance)
• principals, district or divisional administrators, and teachers (who can use the
information to review and revise programming)
What am I
assessing?
Assessment of learning requires the collection and interpretation of information
about students’ accomplishments in important curricular areas, in ways that
represent the nature and complexity of the intended learning. Because genuine
learning for understanding is much more than just recognition or recall of facts
or algorithms, assessment of learning tasks need to enable students to show the
complexity of their understanding. Students need to be able to apply key
concepts, knowledge, skills, and attitudes in ways that are authentic and
consistent with current thinking in the knowledge domain.
56 • Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d
3. Assessment of Learning
What assessment
method should I
use?
In assessment of learning, the methods chosen need to address the intended
curriculum outcomes and the continuum of learning that is required to reach the
outcomes. The methods must allow all students to show their understanding and
produce sufficient information to support credible and defensible statements
about the nature and quality of their learning, so that others can use the results in
appropriate ways.
Assessment of learning methods include not only tests and examinations, but
also a rich variety of products and demonstrations of learning—portfolios,
exhibitions, performances, presentations, simulations, multimedia projects, and a
variety of other written, oral, and visual methods (see Fig. 2.2, Assessment Tool
Kit, page 17).
Graduation Portfolios
Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise
collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of
their competence in skills that are not measured in examinations.
Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of
graduation portfolios:
• Students will adopt an active and reflective role in planning, managing, and assessing their learning.
• Students will demonstrate learning that complements intellectual development and course-based learning.
• Students will plan for successful transitions beyond Grade 12.
Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and
standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to
assess student evidence and assign marks.
There are three major components of a graduation portfolio:
1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design
(respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a
service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or
volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense
physical activity).
2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements.
3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process.
(Portfolio Assessment and Focus Areas: A Program Guide)
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4. Chapter 5
How can I ensure
quality in this
assessment process?
Assessment of learning needs to be very carefully constructed so that the
information upon which decisions are made is of the highest quality. Assessment
of learning is designed to be summative, and to produce defensible and accurate
descriptions of student competence in relation to defined outcomes and,
occasionally, in relation to other students’ assessment results. Certification of
students’ proficiency should be based on a rigorous, reliable, valid, and equitable
process of assessment and evaluation.
Reliability
Reliability in assessment of learning depends on how accurate, consistent, fair, and
free from bias and distortion the assessment is. Teachers might ask themselves:
• Do I have enough information about the learning of this particular student to
make a definitive statement?
• Was the information collected in a way that gives all students an equal
chance to show their learning?
• Would another teacher arrive at the same conclusion?
• Would I make the same decision if I considered this information at another
time or in another way?
Reference Points
Typically, the reference points for assessment of learning are the learning
outcomes as identified in the curriculum that make up the course of study.
Assessment tasks include measures of these learning outcomes, and a student’s
performance is interpreted and reported in relation to these learning outcomes.
In some situations where selection decisions need to be made for limited
positions (e.g., university entrance, scholarships, employment opportunities),
assessment of learning results are used to rank students. In such norm-referenced
situations, what is being measured needs to be clear, and the way it is being
measured needs to be transparent to anyone who might use the assessment
results.
Validity
Because assessment of learning results in statements about students’ proficiency
in wide areas of study, assessment of learning tasks must reflect the key
knowledge, concepts, skills, and dispositions set out in the curriculum, and the
statements and inferences that emerge must be upheld by the evidence collected.
58 • Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d
5. Assessment of Learning
Record-Keeping
Whichever approaches teachers choose for assessment of learning, it is their
records that provide details about the quality of the measurement. Detailed
records of the various components of the assessment of learning are essential,
with a description of what each component measures, with what accuracy and
Resource: against what criteria and reference points, and should include supporting
Marzano, evidence related to the outcomes as justification.
Transforming
Classroom Grading When teachers keep records that are detailed and descriptive, they are in an
excellent position to provide meaningful reports to parents and others. Merely a
symbolic representation of a student’s accomplishments (e.g., a letter grade or
percentage) is inadequate. Reports to parents and others should identify the
intended learning that the report covers, the assessment methods used to gather
the supporting information, and the criteria used to make the judgement.
Guidelines for Grading
1. Use curriculum learning outcomes or some clustering of these (e.g., strands) as the basis for grading.
2. Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome,
they get the grade. (NO bell curves!)
3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example,
separately, unless they are a stated curriculum outcome. Any penalties (e.g., for late work, absences), if used, should not distort achievement or
motivation.
4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative
performance using words, rubrics, or checklists, not grades.
5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment
opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities.
6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within
the final grade to ensure that the intended importance is given to each learning outcome.
7. Make sure that each assessment meets quality standards (e.g., there should be clear targets, clear purpose, appropriate target-method match,
appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e.g., in portfolios, at conferences, on
tracking sheets).
8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process.
(Adapted from O’Connor, How to Grade for Learning)
How can I use the
information from
this assessment?
Feedback to Students
Because assessment of learning comes most often at the end of a unit or learning
cycle, feedback to students has a less obvious effect on student learning than
assessment for learning and assessment as learning. Nevertheless, students do
Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d • 59
6. Chapter 5
rely on their marks and on teachers’ comments as indicators of their level of
success, and to make decisions about their future learning endeavours.
Differentiating Learning
In assessment of learning, differentiation occurs in the assessment itself. It would
make little sense to ask a near-sighted person to demonstrate driving proficiency
without glasses. When the driver uses glasses, it is possible for the examiner to get
an accurate picture of the driver’s ability, and to certify him or her as proficient. In
much the same way, differentiation in assessment of learning requires that the
necessary accommodations be in place that allow students to make the particular
learning visible. Multiple forms of assessment offer multiple pathways for making
student learning transparent to the teacher. A particular curriculum outcome
requirement, such as an understanding of the social studies notion of conflict, for
example, might be demonstrated through visual, oral, dramatic, or written
representations. As long as writing were not an explicit component of the outcome,
students who have difficulties with written language, for example, would then have
the same opportunity to demonstrate their learning as other students.
Although assessment of learning does not always lead teachers to differentiate
instruction or resources, it has a profound effect on the placement and promotion of
students and, consequently, on the nature and differentiation of the future instruction
and programming that students receive. Therefore, assessment results need to be
accurate and detailed enough to allow for wise recommendations.
Reporting
There are many possible approaches to reporting student proficiency.
Reporting assessment of learning needs to be appropriate for the audiences for
Reflection:
whom it is intended, and should provide all of the information necessary for
What forms do your them to make reasoned decisions. Regardless of the form of the reporting,
reports of student
proficiency take? however, it should be honest, fair, and provide sufficient detail and contextual
How do these information so that it can be clearly understood. Traditional reporting, which
differ according relies only on a student’s average score, provides little information about that
to audience?
student’s skill development or knowledge. One alternate mechanism, which
recognizes many forms of success and provides a profile of a student’s
level of performance on an emergent-proficient continuum, is the parent-
student-teacher conference. This forum provides parents with a great deal of
information, and reinforces students’ responsibility for their learning.
The Communication System Continuum: From Symbols to Conversations
Grades Report cards Infrequent Parent-teacher Report cards Frequent Student-involved Student-led
(grades and informal interviews with expanded informal conferencing conferencing
brief comments) communications comments communication
(O’Connor, How to Grade for Learning)
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7. Assessment of Learning
An Example of Assessment of Learning
Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the
Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at
the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to
adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit
people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a
person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles
that were nurtured and developed from birth, and taught and reinforced in daily living.
Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both
traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the
information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of
times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted.
Why am I assessing?
I want to know which survival skills each
student has mastered and their readiness to
survive in the natural environment.
Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural
environment.
What am I assessing?
I am assessing each student’s performance of
traditional and modern survival skills.
Elijah assessed each student on each survival skill (e.g., making fire the traditional way, tying the knots required for the
qamutik cross-pieces on a sled).
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8. Chapter 5
What assessment method should I use?
I need an approach in which students can
demonstrate the traditional survival skills that they
learned. The method I choose should also allow me
to identify which skills they did not master.
Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When
students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of
Elders, who then (individually, then in consensus) determined if the performance was satisfactory.
How can I ensure quality in this
assessment process?
Ensuring quality with this approach involves clear
criteria: either the student performs the skill
successfully or does not.
I need to provide adequate opportunities for the
student to demonstrate the skills under various
conditions and at various times.
A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying
is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust.
How can I use the information from
this assessment?
Now that I know which skills each of the students
has mastered, I can report this information to the
students and their parents. I can use this
information to identify a learning path for each
student.
As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with
each student and his or her parents in a final report, as shown here.
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9. Assessment of Learning
Report on Survival Skills
Student: _______________________________________________ Date: _______________________
Traditional Survival Skills Modern Survival Skills Adaptability Attitude Success Next Steps
to the Seasons
1) Skills
Building a fire / means of keeping warm:
• fuel sources • propane heaters, stoves
• getting a spark • clothing
Shelters:
• emergency shelters • tents
• igloo building4
• qamaq5
Transportation needs:
• making the knots required for the • fixing a snowmobile (spark plugs,
qamutik cross pieces on a sled repairing track, drive belt)
• building a kayak/umiak • keeping a boat seaworthy
Navigational issues:
• reading the land • using GPS
• reading the sky • map reading
• understanding seasonal variations
• reading inuksuit
Preparation for land travel:
• packing a qamutiq (sled) • letting others know where you are
• load, balance going
• necessities: snow knife, rope, food, • necessary tools, supplies,
water, heat source snowmobile parts, fuel
• using communication devices
Food sources:
• plants and their nutritional properties • kinds of food to take on the land,
• hunting, skinning, and cutting up and their nutritional properties
seal, caribou, etc.
2) Relationship to the Seasons
Assessing conditions / recognizing Climatic changes:
danger signs: • weather changes and how this
• seasonal changes affects the land and water
• land changes • knowledge of animals and their
• water changes characteristics and behaviours
• wind changes
• weather changes
3) Attitudinal Influences (Having the right attitude to learn)
• respect for the environment (cleaning up a campsite upon leaving, dealing with
the remains of an animal, not over-hunting/fishing)
• respect for Elders and their knowledge
• ability to learn from Elders
____________________
4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow-
knife.
5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas.
Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d • 63
10. Chapter 5
Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut
environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers,
parents, and family members would need to provide input before a comprehensive assessment could be made. The
assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop
working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge,
and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified
other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or
she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students.
64 • Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d
11. Assessment of Learning
Summary of Planning Assessment of Learning
Assessment for Learning Assessment as Learning Assessment of Learning
Why Assess? to enable teachers to determine next to guide and provide opportunities for to certify or inform parents or
steps in advancing student learning each student to monitor and critically others of student’s proficiency in
reflect on his or her learning, and relation to curriculum learning
identify next steps outcomes
Assess What? each student’s progress and learning each student’s thinking about his or her the extent to which students can
needs in relation to the curricular learning, what strategies he or she uses apply the key concepts,
outcomes to support or challenge that learning, knowledge, skills, and attitudes
and the mechanisms he or she uses to related to the curricular
adjust and advance his or her learning outcomes
What Methods? a range of methods in different modes a range of methods in different modes a range of methods in different
that make students’ skills and that elicit students’ learning and modes that assess both product
understanding visible metacognitive processes and process
Ensuring • accuracy and consistency of • accuracy and consistency of student’s • accuracy, consistency, and
Quality observations and interpretations of self-reflection, self-monitoring, and fairness of judgements based
student learning self-adjustment on high-quality information
• clear, detailed learning expectations • engagement of the student in • clear, detailed learning
• accurate, detailed notes for considering and challenging his or expectations
descriptive feedback to each student her thinking • fair and accurate summative
• students record their own learning reporting
Using the • provide each student with accurate • provide each student with accurate • indicate each student’s level
Information descriptive feedback to further his or descriptive feedback that will help of learning
her learning him or her develop independent • provide the foundation for
• differentiate instruction by learning habits discussions on placement or
continually checking where each • have each student focus on the task promotion
student is in relation to the and his or her learning (not on • report fair, accurate, and
curricular outcomes getting the right answer) detailed information that can
• provide parents or guardians with • provide each student with ideas for be used to decide the next
descriptive feedback about student adjusting, rethinking, and steps in a student’s learning
learning and ideas for support articulating his or her learning
• provide the conditions for the
teacher and student to discuss
alternatives
• students report about their learning
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