Ciits+supporting+assessment+literacy+ppt
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The document provides guidance for using an item bank to design a formative assessment. It recommends identifying learning targets and selecting aligned assessment items to gather evidence of student understanding. When administering the assessment formatively, students should self-check their work using an answer key and reflect on incorrect answers to determine if they made a mistake or lack understanding. Teachers should then use the assessment information to consider next instructional steps, such as grouping for re-teaching or providing alternative assignments for students who have mastered the material.
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Design
The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.
Fs5 2
This document summarizes a student's field study experience observing assessment methods used by a teacher. It notes that the teacher used performance tests, oral questioning, and observation/self-reports to assess student learning in a Physics lesson. The student analyzed different assessment methods and reflected on ensuring assessments match student needs and abilities.
Question bank
The document discusses a seminar presentation on creating a question bank for nursing education. It defines a question bank as a planned library of test items designed for various purposes like improving teaching and evaluation. The objectives are to help examiners select appropriate questions and for teachers to prepare a large pool of valid questions. It provides examples of different question types that could be included in the bank like matching, short answer, true/false and discusses principles of bank planning and development.
Fs5 6
The document discusses a field study student's observations of grading practices at JH Cerilles State College. It describes how the student found multiple choice tests easiest to score but essays most difficult due to the subjective nature. It also notes how the school calculates grades from various assessments and communicates grades to parents through report cards and meetings. The student reflected on setting clear scoring criteria and avoiding bias when grading essays.
Topic 9 Reporting of Assessment Data
This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
Fs5 5
The document summarizes Ian Bayson's observations from visiting student portfolios at JH Cerilles State College. It notes that the most common portfolio was the documentation portfolio. It also found that not all elements of a portfolio were present, such as dates on entries and drafts of work. The document emphasizes that all elements are essential for proper assessment of student learning and progress over time.
Differentiation 2
Differentiated feedback allows students to receive targeted feedback based on their individual needs. Teachers can have students self-assess and request specific feedback, use codes that students must interpret, accept student questions via sticky notes, and provide feedback through questions to stretch thinking. Teachers can also group students based on areas for improvement to focus guidance and facilitate peer support.
Assessment for learning
This document contains summaries of two passages about assessment and feedback in education.
The first passage discusses assessment for learning, which helps teachers understand what students know and still need to learn. It notes benefits like motivating students and engaging them actively. The second passage distinguishes between formative and summative evaluation, and emphasizes the importance of feedback in helping students improve. It provides guidelines for giving feedback that encourages learners without making them feel discouraged or embarrassed.
Recommended
Design
The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.
Fs5 2
This document summarizes a student's field study experience observing assessment methods used by a teacher. It notes that the teacher used performance tests, oral questioning, and observation/self-reports to assess student learning in a Physics lesson. The student analyzed different assessment methods and reflected on ensuring assessments match student needs and abilities.
Question bank
The document discusses a seminar presentation on creating a question bank for nursing education. It defines a question bank as a planned library of test items designed for various purposes like improving teaching and evaluation. The objectives are to help examiners select appropriate questions and for teachers to prepare a large pool of valid questions. It provides examples of different question types that could be included in the bank like matching, short answer, true/false and discusses principles of bank planning and development.
Fs5 6
The document discusses a field study student's observations of grading practices at JH Cerilles State College. It describes how the student found multiple choice tests easiest to score but essays most difficult due to the subjective nature. It also notes how the school calculates grades from various assessments and communicates grades to parents through report cards and meetings. The student reflected on setting clear scoring criteria and avoiding bias when grading essays.
Topic 9 Reporting of Assessment Data
This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
Fs5 5
The document summarizes Ian Bayson's observations from visiting student portfolios at JH Cerilles State College. It notes that the most common portfolio was the documentation portfolio. It also found that not all elements of a portfolio were present, such as dates on entries and drafts of work. The document emphasizes that all elements are essential for proper assessment of student learning and progress over time.
Differentiation 2
Differentiated feedback allows students to receive targeted feedback based on their individual needs. Teachers can have students self-assess and request specific feedback, use codes that students must interpret, accept student questions via sticky notes, and provide feedback through questions to stretch thinking. Teachers can also group students based on areas for improvement to focus guidance and facilitate peer support.
Assessment for learning
This document contains summaries of two passages about assessment and feedback in education.
The first passage discusses assessment for learning, which helps teachers understand what students know and still need to learn. It notes benefits like motivating students and engaging them actively. The second passage distinguishes between formative and summative evaluation, and emphasizes the importance of feedback in helping students improve. It provides guidelines for giving feedback that encourages learners without making them feel discouraged or embarrassed.
Flexible Assessment
Students have more choice and control over their assessments. They can choose the weight given to different assessments, conduct self and peer assessments, and select the format and content of assessments. This flexible assessment approach gives students agency in their learning and evaluation. It also provides opportunities for formative feedback to improve learning outcomes.
Audit your assessments for balance
The document discusses making changes to the ratio of formative to summative assessment used. Currently, the ratio is 0:100, with only summative assessment used in exams at the end of each unit. Ideally, formative assessment should be the main form of assessment, as both students and teachers benefit more from formative feedback. To make changes, assessment in the classroom needs to shift from solely summative exams to incorporating more formative assessment, like in-class activities for immediate feedback and discussions for students to explain knowledge to peers.
Designing and conducting formative evaluations
This document discusses formative evaluation, which is used to test instructional materials during the design process. It describes conducting one-on-one evaluations with learners to identify errors and get feedback. Next, small group evaluations are used to test revisions and see if learners can use the materials independently. Field trials then test the materials in the intended environment. Specialists in content, learning, and the target population provide reviews. Data is collected during field trials to evaluate clarity, impact, and feasibility. Formative evaluation helps ensure instructional materials meet their objectives before finalization.
Differentiation
This document outlines various differentiation strategies for gifted and talented students including buddy study, CEI (claim, evidence, interpretation), compacting, entry points, learning contracts, anchor activities, RAFT (role, audience, format, topic), menus, challenge lists, baseball menus, dinner menus, and tiered assignments. Buddy study involves 2-3 students sharing research and completing individual products. CEI uses different texts. Compacting assesses students' knowledge to skip material they have mastered. Entry points explore topics through different lenses. Learning contracts are written agreements for independent work. Anchor activities are ongoing assignments. RAFT and menus provide choice boards. Tiered assignments differentiate both content and process in 3 tiers from low to
Reflective journal unit 2 a
1) The document discusses the author's journal on assessment and reporting which focuses on topics like the Balanced Assessment System (BAS) and formative and summative assessment.
2) BAS refers to using formative and summative assessment to understand if students are learning and improving, and focuses on strengths and weaknesses through various assessment types.
3) Key steps for effective formative and summative assessment in BAS include understanding student needs, designing instruction, sharing learning targets, providing feedback, and guiding student progress.
Question bank
Teachers should teach the entire syllabus, examiners should evaluate the entire syllabus, and there should be coordination between teaching, learning, and evaluation. Question papers should cover the total syllabus and include application-level questions. Developing a question bank by collecting questions from previous papers and teachers can help ensure complete coverage of the syllabus, save time and effort, and avoid low-quality questions. Online and on-demand examinations enabled by a question bank could provide more accurate evaluation and better coordination between curriculum and teaching.
Pre and Post Assestment
Pre and post assessments are used to measure student learning and progress throughout a course. Administered at the beginning and end of a course, pre-assessments establish a baseline of students' prior knowledge while post-assessments evaluate learning gains. This allows instructors to identify topics requiring more instruction and students needing additional help. Well-written pre and post assessment questions tied to learning objectives facilitate analyzing course strengths and weaknesses to improve learning.
Assignment, Examination, Portfolio
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
Question bank
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
Episode 8
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
Fs5 1
1. The document summarizes a field study observation of a teacher's class and assessment of how the teacher applied principles of learning assessment.
2. It was observed that the teacher used both oral questions and math problems on the board to check student understanding and assess skills in accordance with principles that assessment should be integral to learning and match objectives.
3. Additionally, the teacher had students check their own assignments, returned papers for students to see their scores, considered different learning styles through group work and various assessments, and provided positive and constructive feedback, demonstrating application of several principles.
Prep
The document outlines a teacher's personalized action plan to develop their professional skills. It identifies several areas for growth based on lesson evaluations, reflections on practice, and feedback from mentors. The areas include challenging students to justify answers, using resources effectively, modeling joined-up handwriting, following assignment briefs, behavior management strategies, engagement techniques, helping students with emotional issues, and ensuring learning objectives are relevant to the curriculum. For each area, the teacher links it to teaching standards and outlines planned actions like practicing new strategies, researching approaches, observing other teachers, and exploring student work and school policies. The overall goal is to strengthen instructional planning and delivery through targeted self-reflection and improvement efforts.
4
Brittany conducts small group instruction daily based on ongoing assessment of student needs and strengths. Group composition changes weekly and between subjects. She also provides enrichment opportunities multiple times per week for all students to develop higher-level thinking skills regardless of skill level. Brittany applies daily intervention strategies targeting struggling students' needs in small groups or individually, collecting data on effectiveness to measure growth and adjust plans. She also mentors other teachers, shares resources online, and plans differentiated lessons with her team weekly.
Assessment of learning
1. The document discusses principles for assessing student learning, including that assessment should be an integral part of the teaching process, tools should match objectives, and results should be fed back to learners.
2. It also notes the importance of considering different learning styles and intelligences through varied assessments, and providing both positive and critical feedback to build a culture of success.
3. Assessment should emphasize self-assessment, avoid a bell curve mentality, and never be used as punishment.
Formative assessment
This document discusses formative assessment strategies used by educators. Formative assessments are designed to provide feedback to teachers and students to improve learning, as opposed to summative assessments which make judgments about performance. The document outlines several formative assessment strategies used by a high school math teacher, including observation, performance tasks, questioning, and quizzes/tests. These strategies help the teacher understand students' thinking processes and identify areas needing improvement to modify instruction.
Abcsassessment
The document discusses how assessments help teachers understand students and inform instruction. It explains that assessments provide data to identify student strengths and weaknesses, and inform modifications to meet student needs. The document outlines different types of assessments and tools, and how they fit together as part of an assessment system to monitor student progress and determine if interventions are effective.
Grader assessment and evaluation policy
The document outlines an assessment and evaluation policy for The Graders School of Learning. The policy acknowledges students who are attempting assignments and still developing critical thinking skills. It aims to provide clear expectations, rubrics, and feedback to help students understand requirements and improve. Students will participate in self-evaluations and peer feedback to take responsibility for their learning. Formative assessments will cultivate critical thinking, broaden perspectives, and teach self-reflection to strengthen essential skills.
DEPED Order no. 8, s. 2015
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Designing and Conducting Formative Evaluation
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
FA Trad II
Formative assessments are the most effective way to raise student achievement. They provide feedback to students on their progress while learning, rather than grades. Formative assessments gather information during a course to improve student learning. They are designed to give students and teachers feedback on what is being learned. Formative assessments are important in online courses because they help gauge student understanding without nonverbal cues and allow for guidance without in-person interaction. The document outlines how to implement effective formatative assessments in online courses through tools like discussion boards, blogs, individual sessions, and synchronous contact.
Standard i
This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
IDM
The document outlines the key elements of an effective lesson plan, including:
1. Having clear objectives and standards for what students will learn
2. Grabbing students' attention and relating the lesson to their interests
3. Providing instruction and examples to help students achieve the objectives
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Flexible Assessment
Students have more choice and control over their assessments. They can choose the weight given to different assessments, conduct self and peer assessments, and select the format and content of assessments. This flexible assessment approach gives students agency in their learning and evaluation. It also provides opportunities for formative feedback to improve learning outcomes.
Audit your assessments for balance
The document discusses making changes to the ratio of formative to summative assessment used. Currently, the ratio is 0:100, with only summative assessment used in exams at the end of each unit. Ideally, formative assessment should be the main form of assessment, as both students and teachers benefit more from formative feedback. To make changes, assessment in the classroom needs to shift from solely summative exams to incorporating more formative assessment, like in-class activities for immediate feedback and discussions for students to explain knowledge to peers.
Designing and conducting formative evaluations
This document discusses formative evaluation, which is used to test instructional materials during the design process. It describes conducting one-on-one evaluations with learners to identify errors and get feedback. Next, small group evaluations are used to test revisions and see if learners can use the materials independently. Field trials then test the materials in the intended environment. Specialists in content, learning, and the target population provide reviews. Data is collected during field trials to evaluate clarity, impact, and feasibility. Formative evaluation helps ensure instructional materials meet their objectives before finalization.
Differentiation
This document outlines various differentiation strategies for gifted and talented students including buddy study, CEI (claim, evidence, interpretation), compacting, entry points, learning contracts, anchor activities, RAFT (role, audience, format, topic), menus, challenge lists, baseball menus, dinner menus, and tiered assignments. Buddy study involves 2-3 students sharing research and completing individual products. CEI uses different texts. Compacting assesses students' knowledge to skip material they have mastered. Entry points explore topics through different lenses. Learning contracts are written agreements for independent work. Anchor activities are ongoing assignments. RAFT and menus provide choice boards. Tiered assignments differentiate both content and process in 3 tiers from low to
Reflective journal unit 2 a
1) The document discusses the author's journal on assessment and reporting which focuses on topics like the Balanced Assessment System (BAS) and formative and summative assessment.
2) BAS refers to using formative and summative assessment to understand if students are learning and improving, and focuses on strengths and weaknesses through various assessment types.
3) Key steps for effective formative and summative assessment in BAS include understanding student needs, designing instruction, sharing learning targets, providing feedback, and guiding student progress.
Question bank
Teachers should teach the entire syllabus, examiners should evaluate the entire syllabus, and there should be coordination between teaching, learning, and evaluation. Question papers should cover the total syllabus and include application-level questions. Developing a question bank by collecting questions from previous papers and teachers can help ensure complete coverage of the syllabus, save time and effort, and avoid low-quality questions. Online and on-demand examinations enabled by a question bank could provide more accurate evaluation and better coordination between curriculum and teaching.
Pre and Post Assestment
Pre and post assessments are used to measure student learning and progress throughout a course. Administered at the beginning and end of a course, pre-assessments establish a baseline of students' prior knowledge while post-assessments evaluate learning gains. This allows instructors to identify topics requiring more instruction and students needing additional help. Well-written pre and post assessment questions tied to learning objectives facilitate analyzing course strengths and weaknesses to improve learning.
Assignment, Examination, Portfolio
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
Question bank
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
Episode 8
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
Fs5 1
1. The document summarizes a field study observation of a teacher's class and assessment of how the teacher applied principles of learning assessment.
2. It was observed that the teacher used both oral questions and math problems on the board to check student understanding and assess skills in accordance with principles that assessment should be integral to learning and match objectives.
3. Additionally, the teacher had students check their own assignments, returned papers for students to see their scores, considered different learning styles through group work and various assessments, and provided positive and constructive feedback, demonstrating application of several principles.
Prep
The document outlines a teacher's personalized action plan to develop their professional skills. It identifies several areas for growth based on lesson evaluations, reflections on practice, and feedback from mentors. The areas include challenging students to justify answers, using resources effectively, modeling joined-up handwriting, following assignment briefs, behavior management strategies, engagement techniques, helping students with emotional issues, and ensuring learning objectives are relevant to the curriculum. For each area, the teacher links it to teaching standards and outlines planned actions like practicing new strategies, researching approaches, observing other teachers, and exploring student work and school policies. The overall goal is to strengthen instructional planning and delivery through targeted self-reflection and improvement efforts.
4
Brittany conducts small group instruction daily based on ongoing assessment of student needs and strengths. Group composition changes weekly and between subjects. She also provides enrichment opportunities multiple times per week for all students to develop higher-level thinking skills regardless of skill level. Brittany applies daily intervention strategies targeting struggling students' needs in small groups or individually, collecting data on effectiveness to measure growth and adjust plans. She also mentors other teachers, shares resources online, and plans differentiated lessons with her team weekly.
Assessment of learning
1. The document discusses principles for assessing student learning, including that assessment should be an integral part of the teaching process, tools should match objectives, and results should be fed back to learners.
2. It also notes the importance of considering different learning styles and intelligences through varied assessments, and providing both positive and critical feedback to build a culture of success.
3. Assessment should emphasize self-assessment, avoid a bell curve mentality, and never be used as punishment.
Formative assessment
This document discusses formative assessment strategies used by educators. Formative assessments are designed to provide feedback to teachers and students to improve learning, as opposed to summative assessments which make judgments about performance. The document outlines several formative assessment strategies used by a high school math teacher, including observation, performance tasks, questioning, and quizzes/tests. These strategies help the teacher understand students' thinking processes and identify areas needing improvement to modify instruction.
Abcsassessment
The document discusses how assessments help teachers understand students and inform instruction. It explains that assessments provide data to identify student strengths and weaknesses, and inform modifications to meet student needs. The document outlines different types of assessments and tools, and how they fit together as part of an assessment system to monitor student progress and determine if interventions are effective.
Grader assessment and evaluation policy
The document outlines an assessment and evaluation policy for The Graders School of Learning. The policy acknowledges students who are attempting assignments and still developing critical thinking skills. It aims to provide clear expectations, rubrics, and feedback to help students understand requirements and improve. Students will participate in self-evaluations and peer feedback to take responsibility for their learning. Formative assessments will cultivate critical thinking, broaden perspectives, and teach self-reflection to strengthen essential skills.
DEPED Order no. 8, s. 2015
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Designing and Conducting Formative Evaluation
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
FA Trad II
Formative assessments are the most effective way to raise student achievement. They provide feedback to students on their progress while learning, rather than grades. Formative assessments gather information during a course to improve student learning. They are designed to give students and teachers feedback on what is being learned. Formative assessments are important in online courses because they help gauge student understanding without nonverbal cues and allow for guidance without in-person interaction. The document outlines how to implement effective formatative assessments in online courses through tools like discussion boards, blogs, individual sessions, and synchronous contact.
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This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
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The document outlines the key elements of an effective lesson plan, including:
1. Having clear objectives and standards for what students will learn
2. Grabbing students' attention and relating the lesson to their interests
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This presentation discusses formative evaluations and how to design and conduct them. Formative evaluations are used during instructional design to improve effectiveness and identify problems. They involve subject matter experts, learning specialists, and learners. One-to-one and small group evaluations identify obvious errors. Field trials test the instruction in its intended context. Data is collected to evaluate clarity, impact, feasibility, and whether objectives are met. Concerns that influence formative evaluations include the context, learners, and outcomes. Problem solving is used to improve weak units based on evaluation data.
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This document outlines the process and purposes of formative evaluation for instructional materials and instructor-led instruction. Formative evaluation involves collecting feedback from target learners at various stages - including one-on-one evaluations, small group evaluations, field trials, and evaluations of selected or adapted materials - to identify problems and improve the effectiveness and efficiency of instruction before full implementation. The goals are to ensure materials are appropriate, clear, motivate learners, and can be implemented as intended. Feedback is gathered on content accuracy, type of learning, and relevance from subject matter experts, learning specialists, and those familiar with the target audience.
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The document discusses the implementation of a new assessment pattern with 6 key competencies: 1) critical thinking and problem solving, 2) collaboration and creative thinking, 3) evaluation and inference, 4) value/ethical applications, 5) project and viva, and 6) organizer/portfolio. It defines assessment as the collection of information used to make decisions about students' learning progress. Assessment can be formative to enhance teaching and learning, or summative to evaluate achievement. The new assessment scheme aims to identify gaps, provide feedback, and measure achievement through competency-based evaluations rather than only exams.
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The document outlines steps for analyzing the instructional context as part of the analysis phase of instructional design. It involves determining:
1) Characteristics of teachers/trainers who will use the materials, including their experience, preferences, and feelings about technology-based instruction.
2) Existing curricula the instruction must fit into and their underlying philosophy.
3) Common hardware available in the learning environments.
4) Characteristics of the classes, facilities, school/organization where the instruction will take place.
5) The mission and decision-makers of the school/organization and how the instruction relates.
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The document discusses assessment strategies that teachers can use to guide instruction. It recommends that assessments include both formative and summative components and use multiple types of assessments. Teachers should design effective authentic assessments and rubrics to evaluate student work. When using standardized tests, teachers should help students prepare and help parents understand the tests. The document also discusses using authentic assessments to focus on learning and guide instructional decisions. It provides examples of authentic assessments and strategies for managing grading workload.
Designing and conducting formative evaluations
This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers:
- Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners.
- One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended.
- Evaluating instructional strategies, materials, instructor-led instruction, and the performance context.
- Important concerns like the evaluation context, learners, outcomes, and implementation.
- Using evaluations to solve problems and make decisions about instructional components.
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The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Chapter 10 Designing and Conducting Formative Evaluations
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
FS 5 - Episode 2
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
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This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
Differentiated instruction ten common questions and answers
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
Lesson Planning - ELEM 4525
The document provides guidance on writing an effective lesson plan, outlining six key steps: 1) Focus and Review to engage students and review prior knowledge, 2) Statement of Objective to clearly state the learning goal, 3) Teacher Input where teaching and checking for understanding occurs, 4) Guided Practice for students to practice with support, 5) Independent Practice for students to apply their learning independently, and 6) Closure to summarize key concepts and check final understanding. It also discusses evaluating the lesson plan through reflecting on student and teacher performance and determining what could be improved.
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- 8. From: Classroom Assessment for Student Learning, 2011
- 9. Using the Item Bank to Design an Assessment for Formative Use 1. Consider users and uses. If it is to be used FORMATIVELY, it should allow for feedback to students so they can self- assess and set goals for further learning AND it should provide teachers with info to differentiate next learning steps to meet needs. 2. Identify the learning targets/standards for which you wish to gather evidence of student understanding. 3. Select congruent/aligned items to the targets/standards you have identified. Consider the number of items needed to provide enough information for assessing student mastery of each target/standard. 4. Administer the assessment. Since it is to be used FORMATIVELY, consider letting the students do a self-check by providing the answer key, then asking them to reflect on any that were incorrect—indicating if it was a ‘simple mistake’ or that they really don’t understand or have the necessary knowledge or skills. 5. Use that information to consider next instructional steps. (How to group for ‘mini- lessons’, what to plan for the kids who already ‘get it’, how to provide alternative ways for kids to demonstrate the learning, etc.)