The document discusses learning-oriented assessment and how it differs from formative and summative assessment. A learning-oriented approach involves collecting evidence of student performance to make judgments about further development and promote learning. While classroom assessment can be learning-oriented by setting clear objectives, observing performance, and adjusting teaching, large-scale assessment poses challenges to this approach when used for accountability purposes. The most effective forms of learning-oriented assessment involve teacher feedback, formative evaluation, and goal setting between teachers and students.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described.
Various approaches to allowing flexibility of CS assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and some of the results.
Conferencia de Belinda Cerdá, Assessment Group Manager en Cambridge English, sobre los principios de la evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described.
Various approaches to allowing flexibility of CS assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and some of the results.
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
Intro to Digital Storytelling (shorter version)Amy Goodloe
These are slides (minus playable video clips and speaker's notes) from my March 7th presentation on Digital Storytelling at the Norlin Library Learner's Lunch series at CU Boulder. For a longer version of this presentation, see: http://www.slideshare.net/PerpetualRevision/intro-todigitalstorytellingfor-pdf
Consulta pública sobre Atenção ao Parto Normal:
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É uma iniciativa importante de difusão das evidências científicas na atenção ao parto para qualificação da assistência à gestante e ao recém-nascido no Brasil e redução da morbimortalidade evitável, redução da violência obstétrica e institucional e resgate da boa experiência no parto. Ótima oportunidade para a participação ampliada da sociedade contribuindo com suas opiniões nessa consulta pública.
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An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Books that are heavily and richly illuminated are sometimes known as "display books" in church contexts, or "luxury manuscripts", especially if secular works. In the first millennium, these were most likely to be Gospel Books, such as the Lindisfarne Gospels and the Book of Kells. The Romanesque and Gothic periods saw the creation of many large illuminated complete bibles. The largest surviving example of these is The Codex Gigas in Sweden; it is so massive that it takes three librarians to lift it.
Other illuminated liturgical books appeared during and after the Romanesque period. These included psalters, and small, personal devotional books known as books of hours. These items were often richly illuminated with miniatures, decorated initials and floral borders. They were costly and therefore only owned by wealthy patrons.
As the production of manuscripts shifted from monasteries to the public sector during the High Middle Ages, illuminated books began to reflect secular interests.[7] These included short stories, legends of the saints, tales of chivalry, mythological stories, and even accounts of criminal, social or miraculous occurrences. Some of these were also freely used by storytellers and itinerant actors to support their plays.
The Byzantine world produced manuscripts in its own style, versions of which spread to other Orthodox and Eastern Christian areas. With their traditions of literacy uninterrupted by the Middle Ages, the Muslim world, especially on the Iberian Peninsula, was instrumental in delivering ancient classic works to the growing intellectual circles and universities of Western Europe throughout the 12th century. Books were produced there in large numbers and on paper for the first time in Europe, and with them full treatises on the sciences, especially astrology and medicine where illumination was required to have profuse and accurate representations with the text.
The Gothic period, which generally saw an increase in the production of illuminated books, also saw more secular works such as chronicles and works of literature illuminated. Wealthy people began to build up personal libraries; Philip the Bold probably had the largest personal library of his time in the mid-15th century, is estimated to have had about 600 illuminated manuscripts, whilst a number of his friends and relations had several dozen. Wealthy patrons, however, could have personal prayer books made especially for them, usually in the form of richly illuminated "books of hours", which set down prayers appropriate for various times in the liturgical day. One of the best known examples is the extravagant Très Riches Heures du Duc de Berry for a French prince.
Illuminated manuscripts housed in the 16th-century Ethiopian Orthodox Church of Ura Kidane Mehret, Zege Peninsula, Lake Tana, Ethiopia
Up to the 12th century, most manuscripts were produced in monasteries in order to add to the library or after receiving a commission from a wealthy patron. Larger
Training program - assessment in education (PYP)NiketaSuri
Presentation during an interactive training program for EYFS & PYP teachers, on Assessments and Evaluations in Education (Emphasis on IB PYP), during our orientation program.
Presentación del IES Galileo (Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del Colegio Árula (Alalpard, Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del IES Valdebernardo (Madrid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación del CEIP Nuestra Señora del Villar (Laguna de Duero, Valladolid) dentro de la sesión Buenas prácticas en Ciencias e Inglés, parte del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Virginia Díez y Joaquín Vera, asesores técnicos del INEE, sobre los resultados de TIMSS 2015 presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Lis Cercadillo, asesora técnica del INEE, sobre los resultados de PISA 2015 en España presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Conferencia de Alfonso Echazarra, analista de la OCDE, sobre los resultados de PISA 2015 y el futuro de esta evaluación presentada dentro del Simposio Ciencias e Inglés en la evaluación internacional. La cultura de la evaluación en Ciencias e Inglés.
Presentación de los resultados del estudio TIMSS en España en relación con los países de la OCDE y de la Unión Europea a cargo de técnicos del Instituto Nacional de Evaluación Educativa (Ministerio de Educación, Cultura y Deporte).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Silvia Montoya, Directora del Instituto de Estadística de la UNESCO.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Maciej Jakubowski, Director del Evidence Institute y profesor en la Universidad de Varsovia (Polonia).
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Antonio España Sánchez, Director del Colegio Nuestra Señora del Recuerdo.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Carmen Peña Jaramillo, Directora del IES Atenea.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Isabel Couso Tapia y Gillermo Gil Escudero, del Instituto Nacional de Evaluación Educativa.
Ponencia del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Tue Halgreen y Javier Suárez-Álavarez, analistas del Directorate for Education and Skills (OCDE).
Conferencia inaugural del curso "Perspectivas actuales nacionales e internacionales en evaluación educativa" a cargo de Andreas Schleicher, Director del Directorate for Education and Skills (OCDE).
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
11. A learning-oriented approach to assessment
“…involves the collection and interpretation of
evidence about performance so that
judgements can be made about further language
development”
…to promote learning.
Purpura 2004
13. After a day at school, which of the statements
below are you more likely to think of?
A Question:
• Today what I taught was…
• Today what my student learned was…
16. Observed evidence
has to exist in relation to something else
– previous performance
– learning goals and objectives
– assessment criteria
– writing and speaking exemplars
– can do statements
– course curricula
18. A learning-oriented approach to assessment
“…involves the collection and interpretation of
evidence about performance so that
judgements can be made about further language
development”
…to promote learning.
Purpura 2004
20. At this level, can ride a bike.
At this level, can count from one to ten.
At this level, can swim 100m using the breaststroke.
At this level, can order pizza for delivery.
At this level, can skip rope.
At this level, can determine value of x in an algebraic
equation.
C2
C1
B2
B1
A2
A1
21. C2
C1
B2
B1
A2
A1
At this level, can calculate integrals and derivatives.
At this level, can determine mathematical probabilities.
At this level, can determine value of x in an algebraic
equation.
At this level, can perform multiplication and division.
At this level, can perform addition and subtraction.
At this level, can count from one to ten.
28. Yes No
Using large scale assessment for accountability purposes (i.e.
students’ performances used to evaluate their teachers)
Reporting assessment outcomes in norm referenced fashion
(i.e. relative to other students in the class)
Reporting assessment outcomes as a letter/number
Reporting assessment outcomes in terms of grammatical
structures a student has mastered/not mastered
Are these consistent with an LOA approach?
32. Effect
Students taking frequent tests
Teacher providing feedback to students
Formative evaluation by teachers
Teaching test preparation
Students self questioning
Teacher/student setting goals for learning
Effective learning-oriented assessment? Rate the
impact 0 - 5
Hattie 2009
33. Effect
Formative evaluation by teachers 4.0
Teacher providing feedback to students 3.3
Students self-questioning 2.9
Teacher/students setting goals for learning 2.5
Students taking frequent tests 1.5
Teaching test preparation 1.0
More effective learning-oriented assessment?
Hattie 2009
36. Question:
In your classroom context, could you use the
following to make learning-oriented
assessment practical?
weekly tests, peer assessment, online tools,
self-assessment, writing samples, other ideas?
37. A learning-oriented approach to assessment
“…involves the collection and interpretation of
evidence about performance so that
judgements can be made about further language
development”
…to promote learning.
Purpura 2004
When we first started to explore the concepts underpinning LOA, the comment that kept coming back to us from colleagues was
“So … LOA, that’s a kind of formative assessment isn’t it?”
This is a really interesting proposition for two reasons, colleagues were:
Building meaning from the term LOA but also …
Attempting to locate LOA alongside two popular concepts in assessment
Summative assessment
Formative assessment
The discourse of assessment it seems is conceptually grounded within these two notions. So it seems that a good place to start is with:
A baseline review of formative and summative assessment because these are the terms that serve as our ‘conceptual touchstone’ about assessment
…. and to propose the possibility that this distinction is a false dichotomy in fact …
2. We may be restricting our thinking by locating concepts of assessment into either the formative or summative camp
So let’s orientate ourselves with general interpretations of SA and FA
When we first started to explore the concepts underpinning LOA, the comment that kept coming back to us from colleagues was
“So … LOA, that’s a kind of formative assessment isn’t it?”
This is a really interesting proposition for two reasons, colleagues were:
Building meaning from the term LOA but also …
Attempting to locate LOA alongside two popular concepts in assessment
Summative assessment
Formative assessment
The discourse of assessment it seems is conceptually grounded within these two notions. So it seems that a good place to start is with:
A baseline review of formative and summative assessment because these are the terms that serve as our ‘conceptual touchstone’ about assessment
…. and to propose the possibility that this distinction is a false dichotomy in fact …
2. We may be restricting our thinking by locating concepts of assessment into either the formative or summative camp
So let’s orientate ourselves with general interpretations of SA and FA
Paul Newton, educational researcher, in 2007, questions whether the formative/summative distinction is meaningful at all? He argues that the distinction is “spurious” and that there is a need for greater clarity …
… and that instead of focussing on the nature of the assessment, we need to be thinking about the purpose and the use to which the assessment is put.
In which case it can be argued that:
Formative assessment is a kind of purpose guiding what happens next in the classroom
Summative assessment is a kind of judgement, a score
But to find out whether there is really a difference between them – let’s ask the question..
Yes, it can.
How? We can use those test scores to inform what we do next in the lesson, curriculum
So this dichotomy is not a good one, not mutually exclusive categories
It’s like building a wall – good guys and bad guys
Not helpful distinction
Whatever we are dealing with, perhaps a more enlightened way of dealing with it is to say they are actually both about learning
All assessments should have as a key aim to help learning
But to find out whether there is a difference between them – let’s ask the question..
Yes, it can. So this dichotomy is not a good one, not mutually exclusive categories
Perhaps this is a more helpful term…
By necessity, as Jim Purpura says …
Learning-oriented assessment
“involves the collection and interpretation of evidence about performance so that judgements
can be made about further language development”
To promote learning
Be honest, ask yourself this
Not even thought about learners!
On the other hand, a different model could be – what my student learnt. And this would be understood by observing and interpreting student performance.
The question is:
How can we interpret what we observe?
To reflect on student performance, we need a framework of reference. This could involve these things….
Using a framework of reference brings about a full reflective learning oriented assessment cycle
Harder but more rewarding!
By necessity, as Jim Purpura says …
Learning-oriented assessment
“involves the collection and interpretation of evidence about performance so that judgements
can be made about further language development”
To promote learning
These can do statements don’t have anything to do with each other – what’s needed can dos which have a good theory of ability
Quantitative (measurement) dimension
Qualitative (individual) dimension: individualisation
In this example, this relates to a theory of mathematical theory
Quantitative (measurement) dimension
Qualitative (individual) dimension: individualisation
Can do statements in CEFR
Gathered these statements, expert judgement, easy to hard.
In and of themselves do not have a theory but they do relate to a theory of language ability
Cambridge English’s approach is the socio cognitive approach – theory of what actually might be happening in each skill
See the four SILT volumes – one about Listening, Reading, Writing and Speaking
This slide shows the theory of reading which underpins the Cambridge reading tests
Grey bit – what goes on in your head in the process of reading
On right, what knowledge you need
On left what happens just before and as you start to read – Goal setter - what kind of reading? Contract? Specific reading?
This provides a testable theory
Several texts – forces reader to figure out relationship ideas
Good theory = good rationale for level based test design
If you have a well-developed test, then teaching to the test is not a bad thing!
Language tests can be developed that are aligned with public scales
Cambridge English Scale makes the relationship between levels more transparent.
We’ve looked so far at how classroom assessment can be learning oriented and whether large scale assessment can be learning oriented. Now we are going to see if we can put these two concepts together.
No! Shifts focus from learning to teaching. Shifting focus to themselves! Will either give the students the answers or not put students into the exam.
Pitches students against each other – not saying what an individual student has learned. You could knee cap another student and you come out top!
It can have an impact on learning –… can affect motivation but in and of itself a number or a letter can’t really give helpful feedback – you need some sort of descriptor about what someone knows ‘can do….’
Not just grammatical structures!
Remember that we need the quantitative (measurement) dimension – and also the qualitative (individual) dimension: individualisation
At the heart of LOA
Learning oriented assessment as reflective teaching practice: external and internal assessment integrated
Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
Rate the impact 0 = nothing , 5 -= very positive impact
Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
Using a framework of reference brings about a full reflective learning oriented assessment cycle
In the survey, 80 of you answered the question about what you do with the evidence obtained from assessments – you already have lots of ideas!
By necessity, as Jim Purpura says …
Learning-oriented assessment
“involves the collection and interpretation of evidence about performance so that judgements
can be made about further language development”
This is teaching and learning, as two sides of the same coin.
To promote learning