3. “La intel·ligència humana juga
amb dues funcions. La primera és
la producció d’idees, de càlculs,
de programes, de projectes. La
segona i definitiva és l’avaluadora.
De res ens serveix que tinguem
molt per escollir si no sabem
separar el gra de la palla”.
J.A. Marina a La Vanguardia (1/5/2010)
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
4. “La idea que els
alumnes tenen del
que han
d’aprendre, no
depèn tant del
que el/la mestre
diu, si no del que
té en compte a
l’hora d’avaluar, i
en relació a això
adopta la forma
d’aprendre.”
Neus Sanmartí
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
5. To think about ...
Allò que l’alumnat
aprèn i com ho aprèn
depèn de com es
planteja l’avaluació i,
molt especialment dels
valors que es
promouen a través
d’ella.
Neus Sanmartí
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
6. Starting point
Teachers correct for a
long time.
The same mistakes.
Frustrating for teachers
and students.
We keep correcting
because we know that we
learn from our
mistakes!!!!
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
7. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
No research provides
evidence that
students’ results
improve once get
their corrected papers
back
10. Assessment
‘Assessment is no longer something teachers
can ‘tack on’ at the end of the teaching and
learning.
It is an essential ongoing component of
instruction that guides the process of
learning.’
Simmons, R.: “The Horse before the Cart: Assessing for Understanding”
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
12. WHAT IS ASSESSMENT?
Collecting information (with or without instruments)
Analizing the information and judging it
Taking decisions according to the judgement
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Social:
classify, select,
Orientate
QUALIFICATION
ACREDITATION
Pedagogical:
Regulate the learning process
FOR AND AS LEARNING
13. activities to collect
information and evidences
to prove that the learning
outcomes are in the right
track or have been
fulfilled.
Assessment is ...
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
16. TYPES of evaluation: when
& what for
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Evaluation at the
beginning
INITIAL
Evaluation while
learning
FORMATIVE (for and
as learning)
Evaluation at the end
SUMATIVE
Diagnose and being aware of
the starting point
Identify dificulties and
understand the reasons.
Improve learning
Identify what has been
learnt and assess the
learning process quality.
17. Types of evaluation: how
Informal assessment: collecting information
under class conditions.
Formal assessment: exams.
Self-assessment: students measure their
own progress and performance.
EVALUATIONOFANDFORLEARNING-MONTSEIRUN
18. 1. Self assessment
Educational objective.
Impact on learning
Objective: activity to train strategies
(reflect on problems and
achievements).
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
19. 2. Formal assessment
Conditions far from real life
Prestige
Difficult to measure performance (knowing
how to)
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
21. Features of quality assessment
reliable
valid
practical
Positive backwash effect
EVALUATIONOFANDFORLEARNING-MONTSEIRUN
22. WHERE WE
COME FROM AND
WHERE WE ARE
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23. Beliefs in evaluation
Each teacher’s responsibility
Objective
Identification of errors and right answers
Students do not have enough knowledge to assess
themselves or each other.
Personal criteria no one argues about
More exams, more effort
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
24. Practices
Diagnostic evaluation:
◦ Not related to decision taking
Formative evaluation:
◦ Continuous evaluation = never ending
exams
Summative evaluation:
◦ Average of tests and papers
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
25. Used instruments
Exams: final mark
Papers, etc: shade the mark together with attitude
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
26. Curriculum Laws
LOGSE (1990)
◦ Stress importance of diagnostic and formative
assessment (constructivism)
◦ Summative assessment takes the 3 types of
content into account
LOCE (2002)
◦ More tests and controls
◦ External exams
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
27. Curricular reforms
LOE (2006):
◦ Evaluation for learning
◦ Evaluation of competences
◦ Diversification of instruments
◦ Assessment criteria
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
28. Results – Present day
contradictions
Differences PISA and country
◦ Fail PISA 18%
◦ Fail country 31%
◦ ESO but failing subjects: 26%
Teacher’s divergent assessment criteria
Changes in curricula but not in assessment instruments
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
29. COMPARISON BETWEEN THE TWO ASSESSMENT
MODELS
CONTENT EVALUATION COMPETENCE EVALUATION
Uses numbers Uses competence levels
Compares people Individual
Discover what they do not know Establishes level
There is no participation There is participation
Assesses at a specific time Assesses the whole process
Passive assessor Active assessor
Uses exercises Observes evidences
Assesses parts or learning outcomes Assesses process and globality
Restricted to the programme Includes knowledge acquired by
experience and out of school
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
30. BEFORE AND NOW
BEFORE
• Centered on knowledge
• Closed answers.
• Quantity of information and
knowledge by heart
NOW
• Centered on competences.
• Portfolios, learning
contracts
• Quality of knowledge
comprehension, of
competences.
• Transference ability.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
32. New beliefs
Teachers’ and students’ responsibility
Worry to communicate and share
Students’ effort
Attempt to understand the reasons
Assessment criteria = where student is and what is
missing
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
33. IMPORTANCE OF ASSESSMENT IN THE WHOLE PROCESS
WE ARE HEADING TOWARDS AN ASSESSMENT
AS LEARNING
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
34. New conceptions
Qualifying assessment
◦ Relation to objectives
◦ Student’s progression
Formative and continuous assessment:
◦ Formative evaluation
Diagnostic evaluation:
◦ Learning unit
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
35. Avaluar per aprendre (Ordre D’AVALUACIÓ)
FINALITATS
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Regular el procés Valorar el procés
FORMATIVA
les decisions
les pren
fonamentalment
el professor
FORMADORA
les decisions
les pren
fonamentalme
nt l’alumne
(Auto i
coavaluació)
QUALIFICADORA
les decisions
comporten
diferenciar graus
d’aprenentatge i
orientar
En qualsevol activitat plantejada
als alumnes se’ls avalua per
regular el procés.
2
En moments
puntuals se’ls
qualifica.
36. Ordre d’avaluació
□ Informes dels centres
□ Una avaluació final (qualificacions)
□ Els resultats s’expressen en:
– no assoliment (NA),
– assoliment satisfactori (AS),
– assoliment notable (AN) i
– assoliment excel·lent (AE).
□ Es preveu equivalència numèrica
□ Comentaris qualitatius als butlletins de notes fent
referència a les dimensions, competències o criteris
d’avaluació.
□ Coherència amb el model de primària.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
37. Treball en equip per donar coherència al
llarg de l’etapa
Departaments i altres òrgans de coordinació didàctica
□ Coherència pedagògica en la distribució dels continguts
i les competències.
□ Consens en la priorització de les competències dels
àmbits i les transversals.
Equips docents
□ Coherència global dels continguts, programació,
metodologies, criteris i instruments d’avaluació.
□ Òrgan col·legiat en tot el procés d’avaluació i en
l’adopció de les decisions que en resultin.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
38. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Assessment according to the law
◦ Identificant les necessitats educatives de cada alumne
(Av.Inicial)
◦ Informant sobre els processos d’E/A
(Av. Contínua i Formativa / Formadora)
◦ Comprovant els progressos de l’alumnat
(Av. Contínua i Sumativa)
◦ Orientant el professorat perquè ajusti la seva tasca docent al
progrés dels alumnes i les alumnes
COM
S’AVALUA
de forma
contínua,
global,
integradora
QUÈ S’AVALUA:
l’assoliment de les
Competències Bàsiques d’àrea
-QUÈ s’aprèn
-COM s’aprèn
A partir de Criteris
d’avaluació
39. Sequence of the learning process
Present day level of competence
Initial
evaluation
Individualized Planning
Final
evaluation
Formative
evaluation
Competence-based learning:
Basic to all and maximum to each one
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
45. Estratègies imprescindibles de l’avaluació
formativa
□ Compartir objectius de
l’activitat
□ Compartir criteris
d’avaluació
□ Formulació de bones
preguntes (no reproductives,
donen pistes, context)
□ Ús de l’error com element
intrínsec de l’aprenentatge
□ Retroalimentació efectiva
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Ajuden a
l’alumnat a
ser
conscient
del seu
procés
aprenentatge.
46. Implica
Centre: Departaments,
Coordinació pedagògica i
Equip docent
□ Planificar coordinadament
A l’aula
□ Compartir criteris d’avaluació amb els
alumnes.
□ Aprenentatge cooperatiu, auto i
coavaluacions, compartir resultats,
retroalimentació efectiva.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
47. How can we enhance assessment for
learning?
By helping students
a) Perceive the learning
objectives
b) Anticipate and plan the
action
c) Perceive the
assessment criteria
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
48. We have all seen a weather forecast on TV.
What do we need to make a real weather
forecast for our excursion next week?
Students learn how to record a weather
forecast
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
49. list
A weather map
A pointer
Words related to the weather
Look for the predictions
How to make prediction on English
Say hello and goodbye
Weather symbols
…
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
50. Shared Objectives
(after the talk)
• Read a weather map and predict the
weather.
• Make a prediction
• Talk about the weather
• Speak fluently in front of a càmera
• ...
*It does not mean that the objectives are attained.
They will need benchmarks form time to time.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
51. After carrying out
several learning
activities, students
agree what to think of
and / or do every time
they have to predict
the weather. This is
done in a cooperative
way.Planning
action
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
52. From the objectives they can deduce the
assessment criteria and they can apply them to
self assess or peer assess their productions
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
53. “Em vaig equivocar perquè vaig fer anar el
present tota l’estona com si fos el que passa
sempre. Havia d’haver fet anar el will. Una altra
cosa que crec que he de fer la propera vegada
és assajar més i comprovar que pronuncio bé
totes le paraules. Pensava que sense assajar
sortiria bé. Ara en canvi crec que és millor
assajar”.
Revision of a task
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
54. “En Marc té una mica de raó i s’ha
adonat del perquè s’ha equivocat. No
ho ha assajat suficient i algunes
paraules no s’entenien. El mapa era
molt xulo i els símbols molt ben
dibuixats. També crec que la
despedida ha estat molt bona.
Semblava un professional”
Peer assessment
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
55. As competencial tasks are often
complex, the problema is knowing
what ‘very well’, ‘good’, ‘fair
enough’, and ‘wrong’ mean.
It is for this reason that
rubrics appear
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
56. ERRORS
Point of departure
Indicator of obstacles to be solved
The cause must be understood and “go for
it”.
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Learning is revising initial conceptions
and re thinking them.
57. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
Only the student
himself can
correct his errors.
The teacher’s task
is teaching him to
detect them and
to find ways to
overcome them.
59. Assessment implies posing
questions
What do I expect my
students to learn?
EVALUATION OF AND FOR LEARNING - MONTSE IRUN
What do I expect to
achieve?
How will I check they
have achieved it?
To what level?
COMPETENCES
(learning objectives)
ATTAINMENT LEVEL
ASSESSMENT CRITERIA
QUALIFICATIONS
60. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
The student
• has the knowledge
• activates the adequate strategies
• achieves correct solutions
• is aware of how to achieve it
“Enunciat que expressa el tipus i grau d’aprenentatge que s’espera
que hagin assolit els i les alumnes en un moment determinat i en
relació amb els objectius d’etapa, d’àrea o de la unitat didàctica
d’avaluació”
61. Assessment indicators
A specific action that is observed when carrying out a
task: an expression, a sentence with a specific idea or
an action that is carried out.
Ex: Oral presentation
◦ Vocabulary
◦ Body language
◦ Content
◦ Fluency
◦ Accuracy
◦ Introduction and ending
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62. EVALUATION OF AND FOR LEARNING - MONTSE IRUN
CompetencE 4:
Aplicar estratègiesde comprensió per a obtenir información I interpretar el contingut de
textos escrits d’estructura clara de la vida quotidiana, dels mitjans de comunicació i de l’àmbit
acadèmic.
Assessment criteria:
Utilitzar estratègies de lectura per tal d’obtenir la informació global, literal i
detallada discriminant les idees principals de les secundàries.
Assessment activities:
Blog post with summary and personal opinion of a book (s)he has just read. (rubric
needed)
Gradation
1.- Student can summarise and give an appropriate title
2.- Student can distinguish secondary and main ideas.
3.- Student can relate secondary and main ideas and can give his/her own ideas.
63. How do we link competence-
based activities to the currículum?
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