Danielson 3 D Assessment
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Formative assessments provide information during instruction to help adjust teaching, while summative assessments evaluate learning at the end of a period through exams and grades. Students should be involved in self-assessment and monitoring their work against standards. Effective teachers actively elicit diagnostic information from students, provide timely feedback, and ensure students understand evaluation criteria.
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Assessment ppt
1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
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aSSESSMENT OF sTUDENT LEARNING
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Basics of Assessment
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
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Assessment ppt
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2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
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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.
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What task is being given for them to do?
Which animal will require less preparation for the task? Which animal will require more preparation for the task? Why?
Is the assessment method chosen by the assessor appropriate in this case? Who else can help determine what assessment method or strategy can be used?
- is a process in which teachers and students gather evidence of student performance to make decisions about further instruction and grading. The purpose of classroom assessment is both formative during instruction, to improve student learning, and summative, documenting student proficiency at the end of an instructional unit
What is an assessment test
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence of student learning to make informed judgements about how to improve instruction. There are three main types of assessment: formative assessment which is part of daily teaching to modify activities, summative assessment which evaluates student achievement at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. Assessment tests measure student knowledge, skills, and aptitude to check progress and help determine career options.
Assessment for, assessment as and assessment of learning are approaches that ...
Assessment for, assessment as and assessment of learning are approaches that enable teachers to gather evidence and make judgements about student achievement. These are not necessarily discrete approaches and may be used individually or together and formally or informally.
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
Assessment for learning:
reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
involves formal and informal assessment activities as part of learning and to inform the planning of future learning
includes clear goals for the learning activity
Assessment of Learning
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment of learning:
is used to plan future learning goals and pathways for students
provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
provides a transparent interpretation across all audiences.
Assessment as Learning
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.
Assessment as learning:
encourages students to take responsibility for their own learning
requires students to ask questions about their learning
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Assessment and evaluation serve different purposes in education. Assessment is used to provide feedback to improve teaching and learning, while evaluation judges student learning for grading purposes. Specifically, assessment involves collecting feedback from students to help instructors improve, through techniques like surveys, questions, and portfolios. In contrast, evaluation uses measures like exams, papers, and projects to appraise student understanding for assigning grades. The key difference is that assessment aims to enhance the learning process, whereas evaluation renders judgments on learning outcomes.
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This document provides an overview of assessing and evaluating student learning. It defines assessment as gathering information on student learning and evaluation as analyzing and making judgments based on assessment data. The aims of student evaluation are outlined, including providing feedback and modifying instruction. The document discusses formative, summative, and diagnostic evaluation. It also covers various tools for evaluation, including observation, records, checklists, rating scales, and examinations. The qualities of good tests and advantages and disadvantages of different test types like oral exams, practical exams, essays, and multiple choice questions are summarized.
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- 1. Domain III: Instruction Assessment
- 4. Students not only frequently assess and monitor the quality of their own work against the assessment criteria and performance standards but also make active use of that information in their learning. Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards. Students occasionally assess the quality of their own work against the assessment criteria and performance standards. Students do not engage in self-assessment or monitoring of progress. Student self-assessment and monitoring of progress Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Teacher’s feedback to students is timely and of consistently high quality. Teacher’s feedback to students is uneven, and its timeliness is inconsistent. Teacher’s feedback to students is of poor quality and not provided in a timely manner. Feedback to students Teacher actively and systematically elicits diagnostic information from individual students regarding their understanding and monitors the progress of individual students. Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information. Teacher monitors the progress of the class as a whole but elicits no diagnostic information. Teacher does not monitor student learning in the curriculum. Monitoring of student learning Students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria. Students are fully aware of the criteria and performance standards by which their work will be evaluated. Students know some of the criteria and performance standards by which their work will be evaluated. Students are not aware of the criteria and performance standards by which their work will be evaluated. Assessment criteria DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY Level of Performance ELEMENT DOMAIN 3: INSTRUCTION Component 3d: Using Assessment in Instruction Elements: Assessment criteria • Monitoring of student learning • Feedback to students • Student self-assessment and monitoring of progress