Diagnostic assessment report pptshow
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This document discusses key features and purposes of diagnostic assessment. It emphasizes that assessment should empower students as learners, provide guidance to teachers and students on next steps, and value developing long-term skills over short-term performance. Assessment should be formative, diagnostic, and promote self-esteem. It should use criteria-referenced and public standards to lead to diagnostic teaching and self-evaluation. Evidence comes from classroom activities. The document then provides examples of diagnostic assessment tools and strategies teachers can use, such as journals, self-assessments, interviews, and mind maps.
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Diagnostic assessment report pptshow
- 2. Values and Attitudes about Assessment 1. 2. 3. 4. Teachers value and believe in students. Sharing learning goals with the students. Involving students in self-assessment. Providing feedback that helps students recognize their next steps and how to take them. 5. Being confident that every student can improve. 6. Providing students with examples of what we expect from them.
- 3. KEY FEATURES OF ASSESSMENT • Assessment to empower pupils as learners. • Classroom assessment impacts significantly on the pupils’ sense of self, expectations, motivation and confidence. • Assessment should provide guidance to both teachers and pupils about what needs to be learned next. • Assessment should embody an approach to teaching and learning in which the development of long-term dispositions is more important than short-term performance.
- 4. KEY FEATURES OF ASSESSMENT • The purposes are to be diagnostic and formative, providing feedback and being educative. • Teaching should be adjusted in light of assessment evidence. • Assessment should promote, not damage, student motivation and self-esteem. • Assessment should be constructively critical and provide rich, positive feedback and feed forward. • The assessments should be criterion-referenced and the criteria should be public. • The assessments should lead to diagnostic teaching. • Assessment should promote student self-evaluation.
- 5. KEY FEATURES OF ASSESSMENT • The assessments should be built on evidence rather than on intuition. • Assessment data should be derived from everyday classroom activities. • Assessment opportunities should be sought in everyday classroom activities. • Semi-structured approaches to gathering data are recommended, generating words rather than numbers (measures). • Assessments should be linked to the student teacher’s and the student’s action planning and target setting.
- 6. KEY FEATURES OF ASSESSMENT • • • • Involve the students in the assessment process. Communicate the assessment criteria to students. Demonstrate validity and reliability. Demonstrate fitness for purpose in deciding the method(s) of gathering assessment data and setting assessment tasks. • Select assessment methods that accord strongly with everyday teaching and learning processes. Copyright Keith Morrison, 2004
- 8. DIAGNOSTIC ASSESSMENT IDEAS Journal • Personal record of responses • Used in all subject areas
- 9. DIAGNOSTIC ASSESSMENT IDEAS Self-Assessments • Gathers info and reflect on learning • Knowledge about the topic and previous experiences
- 10. DIAGNOSTIC ASSESSMENT IDEAS Test/Quiz • Criteria for success • Achievement of curriculum expectations • May use standardized testing
- 11. DIAGNOSTIC ASSESSMENT IDEAS Placemat Graphic Organizer • Write ideas and answers in the placemat
- 12. DIAGNOSTIC ASSESSMENT IDEAS Conference/Interview • Formal or informal • Explore student’s thinking and suggest next steps • Assess students level of understanding • Review, clarify, extend what student has already completed
- 13. DIAGNOSTIC ASSESSMENT IDEAS Poster • Students make a poster about a particular topic • It should include a variety of pictures, headings, and captions • Particularly helpful for a unit
- 14. DIAGNOSTIC ASSESSMENT IDEAS Student Survey • Students complete a survey about their ideas or understanding of a particular topic
- 15. DIAGNOSTIC ASSESSMENT IDEAS Graffiti Wall • Students with different colored markers writes in free form, draws, or demonstrates their understanding of a particular topic
- 16. DIAGNOSTIC ASSESSMENT IDEAS Word Splash • Students are given key words from the unit of study prior to learning
- 17. DIAGNOSTIC ASSESSMENT IDEAS KWL • Students are given a potential topic and a KWL chart • Students answer questions about what they already know about the topic, what they want to know, and what they have learned about the topic.
- 18. DIAGNOSTIC ASSESSMENT IDEAS Concept Cartoon • Promote thinking and discussion • Can use ‘blank’ bubbles and allow students to fill them in then have other students interact with them
- 19. DIAGNOSTIC ASSESSMENT IDEAS Mind Maps • Students write one word or short phrases that relate to the main topic in the center of the page
Editor's Notes
- ROLE OF ASSESSMENT1. Summative Role (“Making Sure”) to determine to which extent of the learning objectives for a course are met and why.2. DIAGNOSTIC ROLE (“Finding Out”)To determine the gaps in learning or learning processes, hopefully to be able to bridge these gaps - it detects students’ learning difficulties which are not revealed by formative tests or checked by remedial instruction and other instructional adjustments)DiagnosticProvides feedback to students and teachers on - strengths and weaknesses- difficulties- misconceptions3. Formative Assessment (“Checking in; feedback; student involvement”) allows the teacher to redirect and refocus the course of teaching a subject matter4. Placement to determine the appropriate placement of the student both in terms of achievement or aptitude (where a student will most likely excel or do well)Assessment are interconnected. They seldom stand alone in construction or effect.
- A response journal is a student’s personal record containing written, reflective responses to material he or she is reading, viewing, listening to, or discussing. The response journal can be used as an assessment tool in all subject areas.Guidelines:Specify to students the purpose of the journalGive clear directions to students on how to get started (prompts for instance “I was very happy when…)Give guidelines on length of each entryBe clear yourself on the principal purpose of the journalHelp students to process your feedback, and show them how to respond to your responses
- Self assessment is a process by which the student gathers information about, and reflects on, his or her own learning. It is the student’s own assessment of personal progress in terms of knowledge, skills, processes, or attitudes. Self assessment leads students to a greater awareness and understanding of themselves as learners.For diagnostic purposes, students can reflect on what they know about a topic and previous experiences with this topic. This would work well with skills that are repeated and refined year after year such as comprehension strategies.Self and peer-assessments samplesOral production-student self-checklist, peer checklist, offering and receiving holistic rating of an oral presentation Listening comprehension- listening to TV or radio broadcasts and checking comprehension with a partnerWriting-revising work on your own, peer-editingReading- reading textbook passages followed by self-check comprehension questions, self-assessment of reading habits(page 416, Brown, 2001)
- Also known as PRE-TEST Sometimes uses forced choice questions (multiple choice)Thinking about the criteria for success and the achievement of the curriculum expectations teachers can design questions they want students to answer by the end of the learning cycle.Teachers can then administer the quiz again at the end of the learning cycle to compare students results to determine student learning.
- Placemat organizer is given to a group of students Each student gets their own section on the organizerStudents write their ideas and answers in their own portion of the placemat.As each group member shares with rest of group, the person to the right of speaker summarizes and records speaker’s main points in circle.
- The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999).Conference characteristicsCommonly used when teaching writingOne-on-one interaction between teacher and studentConferences are formative assessment as opposed to offering a final grade or a summative assessment. In other words, they are meant to provide guidance and feedback.
- Assess student learning from student individual and group research projects Creation of an individual poster/brochure or team poster/brochure as a weekly assessment to primarily ensure weekly objectives are understood. A poster presentation guides the student through the basics of the study, freeing the presenter to focus on discussion of essential elements of the work. Decisions about poster format and design contribute to efficient and accurate transfer of information using this medium
- A wordsplash is a set of key terms or concepts related to a given concept, typically displayed in an interesting visual presentation. Used as a pre-reading strategy, wordsplash can tap into students’ prior knowledge about a topic before they encounter it in the classroom. This technique can help teachers become acquainted with what students already know before beginning a lesson, and can engage students by enabling them to contribute before the lesson gets off the ground. Wordsplash can also be used as a helpful summarizing device to help students synthesize information as they read or after they finish reading.As a pre-reading Strategy To use as a pre-reading strategy, select a group of key terms from an assigned reading before students read it. Use the terms to create a wordsplash on a large piece of newsprint or an overhead transparency — put the central topic in the center, and “splash” the key terms around it. Project or display it in the classroom.Put students into small groups, and have them generate complete sentences that explain the relationship they expect to find between each term and the central topic. After the statements have been created, have the students complete the assigned reading, pausing after each paragraph to compare their statements with the information in the reading. As the students encounter each term in the reading, have them modify their list of statements. For statements that are neither confirmed nor denied by the text, have students mark the statements with a question mark.
- Promote thinking and discussionOften allow for the surfacing of common misconceptions—diagnosticWork well in both small groups and whole classCan use ‘blank’ bubbles and allow students to fill them in then have other students interact with them*Not all Concept Cartoons have a ‘right answer.’
- Students place the central topics in the center of the pageAround this topic students write one word or short phrases that relate to the main topicTeachers can assess how much students know about a particular topic Student can photocopy and return to the copy to students who can add new learning to this mind map later