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.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
The document outlines key principles for professional learning and effective classroom practice at The Cherwell School. It discusses 5 core elements of classroom practice: 1) setting clear learning objectives, 2) designing purposeful tasks and activities, 3) using success criteria and models, 4) providing feedback, and 5) teaching inclusively. The school aims to continuously improve teaching quality through reflection, sharing practices, and using research-based strategies that maximize student achievement.
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.
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
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.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
The document outlines key principles for professional learning and effective classroom practice at The Cherwell School. It discusses 5 core elements of classroom practice: 1) setting clear learning objectives, 2) designing purposeful tasks and activities, 3) using success criteria and models, 4) providing feedback, and 5) teaching inclusively. The school aims to continuously improve teaching quality through reflection, sharing practices, and using research-based strategies that maximize student achievement.
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.
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
Training program - assessment in education (PYP)NiketaSuri
The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.
This document discusses the uses of educational assessment. It states that assessment drives instruction by informing teachers what students know and still need to learn. Assessment also drives student learning by influencing what and how they study. Additionally, assessment informs students of their progress and helps teachers improve their practice by reflecting on student results. The conclusion emphasizes that the primary purposes of assessment are to enhance student learning and improve teaching methods.
Educational assessment is a process used to document students' knowledge, skills, attitudes, and beliefs through measurable terms. The overall goal of assessment is to improve student learning and provide information on student progress and achievement of learning outcomes. There are different types of assessment, including formative assessment used during instruction to monitor learning, summative assessment used at the end to evaluate learning and assign grades, and diagnostic assessment used at the beginning to identify student strengths and weaknesses. Effective assessment considers principles like validity, reliability, and fulfilling the intended purpose of the assessment.
Interview and presentation on assessment finalRamona Hamilton
This presentation compares how postsecondary instructors and training facilitators develop and use assessments. Both aim to improve instruction and determine if learners comprehend materials, but their approaches differ. Instructors gauge student growth with assessments and use fact-based exam questions, while facilitators focus on improving training quality and allowing learner feedback. Both seek to develop critical thinking through open-ended questions and scenarios requiring written responses. Their analysis of assessments informs curriculum adjustments to better prepare learners for life after education.
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
This document discusses different types of student assessment. It defines formative assessment as using tools and strategies to demonstrate knowledge through creative activities, providing ongoing feedback to understand skills. Summative assessment is described as the most common type, including paper tests as well as portfolios and projects. The document also discusses pre-assessment, qualitative and quantitative assessment, measurement, reliability, and norm-referenced versus criterion-referenced evaluation.
This document discusses revising instructional materials based on formative evaluation data. It covers analyzing different types of data from formative evaluations, including learner comments, performance on tests, and time spent on instruction. Data is analyzed to identify weaknesses in the materials and instruction. Revisions are then made based on the analyzed data, with the goal of improving learner achievement and making the materials more effective. The process of revision involves reexamining objectives, instructional strategies, and other components of the materials in light of the formative evaluation findings.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
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
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
The document discusses examination as an assessment tool. It defines assessment and outlines its key components, including formulating intended learning outcomes, developing assessment measures, creating experiences leading to outcomes, and using results to improve learning. The assessment cycle of plan, do, check, act is also described. Different types of assessments are explained such as formative, summative, norm-referenced, and multiple choice exams. Overall, the document provides an overview of assessment and its importance in evaluating student performance and progress.
Teachers should aim to mark student work regularly in order to provide feedback on progress, evaluate teaching, and inform next steps. Marking should reference student target levels and grades, and provide clear guidance on improvement. Both teachers and students should understand performance criteria and learning goals. Formative feedback should celebrate achievement, while constructive comments and new targets help students progress towards their goals. Regular target setting involves students in self-assessment to enhance commitment and a shared understanding of success criteria.
This powerpoint presentation is about Formative Assessment. It talks about What is FA?, Process of FA, Elements and the Use of FA. This PPT also talks about the 7 strategies of FA and what are some recommended strategies of FA. It also talks about the benefits and researchers that support Formative Assessment.
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
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The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.
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This presentation compares how postsecondary instructors and training facilitators develop and use assessments. Both aim to improve instruction and determine if learners comprehend materials, but their approaches differ. Instructors gauge student growth with assessments and use fact-based exam questions, while facilitators focus on improving training quality and allowing learner feedback. Both seek to develop critical thinking through open-ended questions and scenarios requiring written responses. Their analysis of assessments informs curriculum adjustments to better prepare learners for life after education.
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
This document discusses different types of student assessment. It defines formative assessment as using tools and strategies to demonstrate knowledge through creative activities, providing ongoing feedback to understand skills. Summative assessment is described as the most common type, including paper tests as well as portfolios and projects. The document also discusses pre-assessment, qualitative and quantitative assessment, measurement, reliability, and norm-referenced versus criterion-referenced evaluation.
This document discusses revising instructional materials based on formative evaluation data. It covers analyzing different types of data from formative evaluations, including learner comments, performance on tests, and time spent on instruction. Data is analyzed to identify weaknesses in the materials and instruction. Revisions are then made based on the analyzed data, with the goal of improving learner achievement and making the materials more effective. The process of revision involves reexamining objectives, instructional strategies, and other components of the materials in light of the formative evaluation findings.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
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
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This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
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4. WHAT IS ASSESSMENT
Process by which assessment
information is used by teachers to
adjust their teaching strategies and by
students to adjust their learning
strategies.
5. WHY DO WE NEED TO ASSESS STUDENTS?
Pass or fail
Rank ordering the students
Measuring improvement over a period of time.
Providing feedback to students and teachers
about area learnt well and area requiring further
attention.
Maintaining quality of educational programs.
7. FOR TEACHERS
Plan and modify teaching and learning programmes
for individual students , group o students and the
class as a whole.
Pinpoint students strength so that both teachers
and students can build on them.
Identify students’’ learning needs in a clear and
constructive way so that can be addressed.
If necessary then involve parents.
8. FOR STUDENTS
Assessment of learning provides students
with information and guidance so they can
plan and manage the next steps in their
learning
10. TYPES OF ASSESSMENT
Formative or Summative Assessment
Criterion or Norm Referenced Assessment
11. FORMATIVE ASSESSMENT
Refers to assessment conducted with the primary
purpose of providing feedback to students and
teachers.
Not be used for final certification.
Teachers can identify deficiencies of the students
and undertake remedial action.
13. SUMMATIVE ASSESSMENT
The goal of summative assessment is to Evaluate
Students Learning at the end of an instructional
unit by comparing it against some standard or
benchmark.
14. EXAMPLES :
A MID TERM EXAM
A FINAL PROJECT
A PAPER
A FINAL EXAM
15. TOOLS OF ASSESSMENT
Essay/ Assignment/ Project
Examination
Viva
Performance
Self and Peer Assessment
16. ASSESSMENT SHOULD BE RECOGNIZED AS
CENTRAL TO CLASSROOM PRACTICE
Assessment… part of everyday classroom
practice…. Involve both teachers and learners in
reflection , dialogue and decision making
17. ASSESSMENT SHOULD BE SENSITIVE AND
CONSTRUCTIVE BECAUSE ANY ASSESSMENT
HAS AN EMOTIONAL IMPACT
Comments that focus on the work rather than the
person are more constructive for both learning and
motivation.
18. LEARNERS SHOULD RECEIVE
CONSTRUCTIVE GUIDANCE ABOUT HOW TO
IMPROVE
Teachers should:
- pinpoint the learner’s strengths and advice
how to develop them.
-be clear and constructive about any
weakness and how to improve.
19. ALIGNING WITH OBJECTIVES
‘Alignment’ refers to setting up a learning
environment that supports the learning activities
appropriate to achieving the desired learning
outcomes.
It should be happen as often as possible: in fact experts suggest that it should be almost continuous. And since the purpose is diagnostic and remedial, it should be able to bring out the strengths and weakness of students. If students disguise their weakness and try to bluff the teacher, the purpose of formative assessment is lost. This feature has imp. Implications in designing assessment for formative purpose. With the help of this teachers can identify deficiencies of the students and undertake remedial action.
