Education 7 assessing learning
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This chapter discusses principles of assessing learning. It defines assessment of learning as communicating information about student achievement and progress. Assessment should be an integral part of teaching and cannot be separated from it. Both formative and summative assessments are important. Formative assessment is used to identify material that needs clarification while summative assessment determines if learning outcomes are met. Effective assessment strategies discussed include allowing students to reflect and revise work, using rubrics for self-assessment, and collecting feedback through exit slips.
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Assessing learning
This document discusses assessing student learning. It begins by stating that understanding is more challenging to assess than knowing a correct answer. The objectives are to analyze assessment purposes, discuss why assessment is important, recognize the importance of variety in assessment, examine methods for gathering and analyzing assessment data, and examine sample data. Several methods of assessment are discussed, including tests, quizzes, projects, self-assessment, and informal checks. The purposes of assessment include assisting student learning, identifying strengths, assessing instructional effectiveness, and assessing/improving curriculum. Both testing and non-testing methods should be used over time to get a reliable picture of learning. The document provides examples of different types of assessment items and tools for analyzing assessment data.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Formative Assessment Workshop
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
Assessment for learning
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
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Formative assessment: an important teaching tool for any subject
This document discusses formative assessment, which is an approach to assessment focused on improving student learning through collaboration between teachers and students. The key aspects of formative assessment are that it helps students answer three questions: where am I going, where am I now, and how do I get there. Teachers integrate formative assessment into their teaching by sharing learning goals, assessing student understanding, and providing feedback to guide future learning. When done effectively, formative assessment develops student independence and creates confident, engaged learners who know how to learn.
Introduction of teaching assessment
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Assessment types and tasks
This document discusses different types of assessment used to evaluate learner performance. Formal assessment includes tests and exams with numerical grades, while informal assessment observes learner skills through comments without grades. Self-assessment and peer assessment also allow learners to evaluate themselves and each other. Examples of assessment tasks that can be used formally or informally include gap fills, multiple choice questions, interviews, compositions and dictation. Tasks vary in what they measure, from communication skills to language accuracy, and in how easy they are to score objectively versus subjectively. Informal methods include observation, note-taking and self/peer evaluation sheets.
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Assessing learning
This document discusses assessing student learning. It begins by stating that understanding is more challenging to assess than knowing a correct answer. The objectives are to analyze assessment purposes, discuss why assessment is important, recognize the importance of variety in assessment, examine methods for gathering and analyzing assessment data, and examine sample data. Several methods of assessment are discussed, including tests, quizzes, projects, self-assessment, and informal checks. The purposes of assessment include assisting student learning, identifying strengths, assessing instructional effectiveness, and assessing/improving curriculum. Both testing and non-testing methods should be used over time to get a reliable picture of learning. The document provides examples of different types of assessment items and tools for analyzing assessment data.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Formative Assessment Workshop
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
Assessment for learning
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
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The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
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This document discusses different types of assessment used to evaluate learner performance. Formal assessment includes tests and exams with numerical grades, while informal assessment observes learner skills through comments without grades. Self-assessment and peer assessment also allow learners to evaluate themselves and each other. Examples of assessment tasks that can be used formally or informally include gap fills, multiple choice questions, interviews, compositions and dictation. Tasks vary in what they measure, from communication skills to language accuracy, and in how easy they are to score objectively versus subjectively. Informal methods include observation, note-taking and self/peer evaluation sheets.
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Assessment for learning by Dr. Goggi gupta
1. Assessment is embedded in the learning process and tightly interconnected with curriculum and instruction to inform teaching, guide student progress, and check achievement.
2. Formative assessment provides feedback to improve learning during instruction, while summative assessment evaluates learning at the end to assign grades and determine mastery of outcomes.
3. Diagnostic assessment identifies learning problems to determine needed actions for resolving issues.
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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.
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Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
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The document discusses student learning assessment. It emphasizes that assessment should be aligned with the institution's vision and values, and have clear learning outcomes. Assessment should focus on observable student activities and skills that will be relevant after schooling, not just abstract concepts. It should be continuous, use multiple assessment methods and sources of data, and provide specific feedback to students. The goal is to assess higher-order thinking and real-world application, not just out-of-context drills.
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The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
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The document discusses the fundamentals of curriculum design, including 10 axioms for curriculum designers and the key elements of curriculum design. It outlines the major components of curriculum design, which include objectives, content/subject matter, teaching methods, assessment/evaluation, and teaching-learning environment. Several behaviorist teaching methods are also described, such as direct instruction, guided instruction, mastery learning, and systematic instruction. The major components of course design and syllabus are summarized as intended outcomes, content/subject matter, methods/strategies, and evaluation.
Formative evaluation
The document discusses formative evaluation in education. It defines formative evaluation as a method used during instruction to provide feedback and modify teaching and learning activities to improve student outcomes. The key purposes of formative evaluation are to identify deficiencies, foster development and improvement, and shift the focus from grades to learning. Formative assessment techniques include quizzes, tests, and practical exercises. Research shows significant learning gains when formative assessment is used.
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Education 7 assessing learning
- 1. CHAPTER VI: ASSESSING LEARNING EDDIE T. ABUG University of Rizal System Cainta Rizal
- 2. THIS BRIEF, CONCLUDING CHAPTER SHALL ACQUAINT YOU WITH SOME BASICS PRINCIPLES ON ASSESSMENT OF LEARNING AND WITH FEW EFFECTIVE ASSESSMENT STRATEGIES
- 3. The process of communicating information about students’ achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’.
- 4. BASIC PRINCIPLE : ASSESSMENT AS AN INTEGRAL PART OF TEACHING
- 5. TEACHING CANNOT BE WHOLE AND COMPLETE WITHOUT YOU ASSESSING LEARNING AND YOU DOING SOMETHING AFTER YOU HAVE ASSESSED STUDENTS’ LEARNING
- 6. 1. THE USE OF THE TRADITIONAL PAPER-AND-PENCIL TEST IS NOT ADEQUATE TO MEASURE THE MANY TYPES OF LEARNING
- 7. Tomlinson argues the commitment to cater for individual differences, In A differentiated classroom multiple ongoing assessments are used, yet in a traditional classroom assessment is used to see “who got it” (Marsh 2004).
- 8. 2. AN AUTHENTIC ASSESSMENT CONSISTS IN LOOKING DIRECTLY INTO THE PERFORMANCE THAT WE VALUE.
- 9. Traditional ------ Authentic Selecting a Response -------- Performing a Task Contrived ----------------------- Real-life Recall/Recognition --------- Construction/Application Teacher-structured ---------- Student-structured Indirect Evidence ------------ Direct Evidence
- 10. : 3. ASSESSMENT IS FORMATIVE AND SUMMATIVE. iT IS NOT WISE TO RESERVE ASSESSMENT ONLY AT THE END OF EACH GRADING PERIOD. IT WILL BE QUITE LATE, IF ONLY BY THEN YOU DISCOVER THAT SOME PREREQUISITE SKILLS WERE NOT LEARNED AT THE BEGINNING.
- 11. Formative assessment Utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.
- 12. Summative assessment Cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program.
- 13. FORMATIVE Draw a concept map in class to represent their understanding of a topic Submit one or two sentences identifying the main point of a lecture SUMMATIVE a midterm exam, a final project a paper, a senior recital
- 14. 4. SELF-ASSESSMENT A PEDAGOGICALLY SOUND PRACTICE.
- 15. Self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement. Sedikides (1993)
- 16. BUILD COMFORT INTO LEARNING TO MAKE YOUR STUDENTS RESPOND POSITIVELY
- 17. WHEN YOUR STUDENTS ARE INVOLVED IN THE ASSESSMENT PROCESS, THEY TAKE GREATER INTEREST IN THEIR OWN LEARNING.
- 18. SOME TEACHER-TESTED (EFFECTIVE) ASSESSMENT STRATEGIES
- 19. 1. REFLECT AND REVISE GIVE STUDENTS A CHANCE TO REFLECT ON AND REVISE PREVIOUSLY COMPLETED WORK WILL HELP ENSURE THAT THEY DO, ULTIMATELY, MASTER CONTENT OBJECTIVES.
- 20. 2. USE RUBRICS STUDENTS CAN USE THE SAME TOOL TO SELF-AND-PEER-ASSESS ASSIGNMENTS THAT TEACHERS EMPLOY TO ASSESS THEIR WORK. IF STUDENTS WRITE A SUMMARY OF AN ARTICLE THEY READ, FOR EXAMPLE, THEY CAN USE A RUBRIC TO DETERMINE HOW WELL THEIR WORK MEETS THE ESTABLISHED CRITERIA FOR THE ASSIGNMENT.
- 22. 3. THE EXIT SLIP GIVE STUDENTS A CHANCE TO ASSESS THE TEACHER, TOO. TEACHERS CAN GIVE STUDENTS A FORM TO FILL OUT AND TURN IN AT THE END OF THE CLASS.
- 24. THANK YOU.