The document discusses assessment procedures including diagnostic, formative, and summative assessment. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests. Teachers use both formative and summative evaluation techniques including observation, questioning, tests, and student work. Evaluation plays an important role in planning by informing teachers on learning objectives, diagnosing errors, and allowing progress feedback.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
5. Diagnostic
This relates to the diagnostic purpose of
assessment and is intended to help teachers
to determine the special needs of students and
plan their teaching accordingly. Under no
circumstances should diagnostic tests be
graded.
6. Formative
Are students making sufficient
progress?
This relates to formative assessment
embedded in the teaching and learning
programme. This include day to day
observation, teacher pupil discussion,
questioning and checking of class and home-
work.
7. Summative
Have students accomplished what was
expected?
This contribute to a judgment of
competence or mastery. It is also the final
evaluation for parental feedback in the form
of report cards.
8. Assessment Policy
The policy from pre-nursery to grade 2 will be
combination of theses three approaches.
There will be no formal tests or exams during
the year but the following areas will be
informally assessed by the teachers and
recorded on regular basis.
The child’s present attainment
Identification of strength and weaknesses
Physical skills
Social skills or emotional development
9. Assessment Policy
(cont.)
Language development( listening, speaking,
reading writing)
Mathematical learning
Scientific learning
Environmental awareness
Creativity through art
Handling of any given task
Thinking and doing
Fine motor skills development
10. Types of Evaluation
I. Formative Evaluation
Takes place during teaching. Techniques
used for formative evaluation are:
Observing pupil performance
Questioning pupils about their
understanding
Marking while supervising
Pupil presentation & demonstration
Pupil self-evaluation
11. II. Summative Evaluation
Takes place after teaching. Techniques used for
summative evaluation are:
Marking work exercise, assignments and files
collecting samples of work
Teacher made tests:
• Short answer
• Multiple-choice
• True false
• Matching
• Completion items and essay questions
• Interviews and demonstration
Types of Evaluation
(Cont.)
12. Methods of Assessment
What, Where, will, evidence, be obtained
From pupils talk ---------- Say
Pupils writing ---------- Write
Pupils activities ---------- Do
Talk gives evidence of how children are thinking ,the
extent of their knowledge and understanding of the
curriculum and their ability to exchange ideas and
attitudes.
Writing short responses e.g. tables, labeling of
diagrams, completing statements, maps
13. Practical Activities
Role play, drama, problem solving, art , craft science
activities in all the model , display, performance etc or
the process i.e. how pupils plan, tackle the problems
work together.
How? Methods Of Assessment?
There models for the teachers:
Orally
Observation
Analysis of documentary evidence
For the pupils:
Self assessment
Peer assessment
14. Teacher Assessment
Orally: via question and answer of
individual/groups or more instructed
Observation: either unstructured, informal
where teacher notes down
significant behavior in an ongoing
way.
Or structured where the teachers divided a task,
decides upon limited criteria to be observed,
devices a recording format ,sets aside a specific
time.
15. Evaluation Plays Vital Role In
Planning As It Can
Tell the teacher how effectively the pupils have
learned in terms of the learning objectives.
Assist the teacher to diagnose sources of error
to ascertain a starting or follow up point for
teaching.
Provide pupil with feedback about their
progress.
Help the teacher to compare pupil
performance.
16.
17. Pattern Of Assessment
Techniques are used for formative evaluation
are:
DAILY: Regular feedback to pupils about success and progress in their daily
work.
Weekly: Detailed information about any special tests written in weekly curricular
plans-theses should be set for specific purpose e.g. pre-topic/and topic.
Monthly : Teachers will take a closer look at the progress of each pupil to
identify any strengths and particular needs and where there unusual features of
learning these will be recorded.
Termly and at the beginning of each topic or block of work: Teachers will
plan their learning aims which will be focus for assessment. At this stage they
should also consider appropriate assessment stratifies. Each term ,teachers
should also reflect on previous assessment evidence in order to evaluate the
effectiveness of their teaching
At the end of each topic or block of work: Oral and written feedback
identifying success and progress given by the teachers to each pupil.
18. Suggestions For Gathering
Evidence
Observation
What can you do to develop your skill of observation?
to observe.
Some activities will be “closed”, others more
“open” and “investigating”
to observe.
Don’t be over ambitious
to observe
Normally over short periods of time.
to observe
Use of a day book.
DECIDE
WHAT
WHO
WHEN
HOW
19. Collecting And Recording
Evidence
The evidence may include:
Notes made by the teacher-an ‘ongoing
record’
A developing portfolio of selected pieces of
work.
Opportunities for pupils and parental
contributions.
Individual/ group/class discussion which
review objectives.
Performance on problem solving activities,
investigations, collaborative tasks.
20. The Child’s Self-Evaluation
Children should participate in the evaluation of
selected pieces of work or aspects of their own
learning. Clearly the recording process can
take a wide variety of forms and is an
important development area.
Children could be encouraged to interview
each other about progress on selected
activities to aid this process.
24. Self Assessment By Pupils
And Peers
Involve pupils in active learning
Encourages a sense of ownership
Encourages pupils to learn how to learn
It can help pupils
develop awareness of learning aims-What am I
going to learn ?
Consider learning outcomes-What have I learnt ?
Assess their own progress-What am I achieving ?
Assess their strengths-What do I do well ?
Identify areas of difficulty-What don’t I understand ?
Identify areas for future development-What do I
want to improve ?
25. When To Assess ?
During the lesson
At the end of the lesson
End of week/month
In child’s presence or absence
What use?
If evidence is to be used to demonstrate effectiveness of
learning to pupils:
How quickly can it be returned ?
How promote will feedback be ?
What signs show success or lack of success ?
What help will be given to overtake lack of success ?
26. Types of Evaluation
Formative Evaluation takes place during
teaching.
Techniques used for formative evaluation are:
Observing pupil performance
Questioning pupils about their understanding
Marking while supervising
Pupil Presentation and demonstration
Pupil self evaluation
27. Types of Evaluation
(cont.)
Summative Evaluation takes place after
teaching.
Techniques used for summative evaluation are:
Marking work exercises, assignments and
files
Collecting samples of work
Teacher made tests: short answer, multiple
choices, matching, true false, completion
items and essay questions
Interviews and demonstrations
28. Evaluation Plays A Vital Role
As It Can
Tell the teacher how effectively the pupils have
learned in terms of the learning objectives.
Assist the teacher to diagnose sources of error
to ascertain a starting or follow up point for
teaching.
Provide pupil with feedback about progress.
Help the teacher to compare pupil
29. Assessment Procedure
Promoting children’s learning is the principal aim of
school. It can yield a basis for planning the next
educational steps in response to student’s need.
The policy should cover basic three procedure.
Diagnostic Formative Summative
Assessment Procedure
30. Diagnostic
Are students able to benefit from
instructions ?
This relates to the diagnostic purpose of
assessment and is intended to help teacher to
determine the special needs of student’s and
plan their teaching accordingly. Under no
circumstances should diagnostic tests be
graded.
31. Formative
Are students marketing sufficient progress ?
This relates to formative assessment
embedded in the teaching and learning
programme. This would include day to day
observation, teacher pupil discussion
questioning and checking of class-work and
home-work.
32. Summative
Have students accomplished what was expected
of them ?
This contributes to a judgment of competence or
mastery. It is also the final evaluation for parental
feedback in the form of report cards.
There will be no formal tests or exams during the
year but the following areas will be informally
assessed by the teachers and recorded on a
regular basis.
The child’s present attainment
Identification of strength and weaknesses
Physical skills
33. Languages development( listening, speaking,
reading, writing)
Mathematical learning
Scientific learning
Environmental awareness
Creativity through art
Handling of any given task
Thinking and doing
Fine motor skills development
Manipulating materials
Summative (cont.)