The document discusses assessment practices and formative assessment. It provides an overview of assessment types including summative, formative, and diagnostic assessments. Formative assessment identifies student needs and guides ongoing instruction, while summative assessment evaluates learning at the end of a unit. The key steps in assessment are determining where students are headed learning-wise, where they are currently, and how to help them progress. Formative assessment and feedback are emphasized as having strong positive effects on student learning.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
This Presentation is based on Understanding the Basics of Assessment in Medical Education.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
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 is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
This presentation was used with participants who had copies of the Solution Tree book:
Motivating Students
25 Strategies to Light the Fire of Engagement
http://www.solution-tree.com/motivating-students.html
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
This Presentation is based on Understanding the Basics of Assessment in Medical Education.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
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 is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
This presentation was used with participants who had copies of the Solution Tree book:
Motivating Students
25 Strategies to Light the Fire of Engagement
http://www.solution-tree.com/motivating-students.html
This slideshow was used for teacher training workshops I conducted in the fall of 2011 at the Center for English as a Second Language, University of Arizona (Tucson, USA).
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Uptown School is an authorised International Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 10 starting in September 2014 with Grades 11 and 12 to be added in 2015 and 2016.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
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.
2. Goals of Session
• Examine current research findings and
recommendations associated with
assessment practices
• Provide teachers with an overview of a
variety of assessment options
• Create a shared vision for use of data
from formative assessments
3. Enduring Understandings
• Student learning improves through
interaction with teachers skilled in the use
of a variety of assessment options.
• How assessment information is used is
more important than its format.
• Formative assessment has a positive
effect on student learning.
4. Agree or Disagree with the Statement
• Responses to teacher questions posed to
the class are an invaluable source of
assessment data.
• Written preassessments provide the best
evidence of student skill and knowledge.
• Nature of feedback is more important than
the quantity of feedback.
6. Where the Learner is Headed
• Mastery of VBCPS
Curriculum Goals
• Critical and Creative
Thinker, Innovator,
and Problem Solver
• Effective
Communicator and
Collaborator
• Globally Aware,
Independent,
Responsible Learner
and Citizen
• Life-Long Learner
7. Where the Learner is Right Now
• Mastery of learning
goals, 21st Century
Skills
• Diagnostic
assessments
• Division-wide
assessments
• Summative
assessments
• Formative
assessments
• Informal assessments
by teacher
• Classroom
assessments
• Common
assessments
• Performance
assessments
• Professional
judgment of the
teacher
8. How to Get There
• Analysis of data from
formative assessments
• Use of formative
assessment to
differentiate instruction
• Additional support for
students who
have/have not
mastered content and
skills
• Ongoing teacher
support
• Support from peers
through collaborative
work
• Peer review of work
• Timely and appropriate
feedback
• Variety of instructional
materials and
approaches
• Student understanding
of learning goals and
how to get there
10. Summative Assessment
Assessment of learning
Documents student learning at the end
of an instructional unit
Provides grades for accountability
purposes
Has a weak, fleeting effect on learning
12. Formative Assessment
• Used to inform instruction
• Assessment becomes formative when it is
used to adapt teaching to meet learning
needs
13. Formative Assessment
Assessment for learning
Identifies students’ needs and
guides instruction on an ongoing
basis
Provides specific, timely feedback
to improve student learning
Has a strong, positive, and long-
lasting effect on learning
15. The Power of Feedback
Students given marks are likely to see it as
a way to compare themselves with others;
those given only comments see it as
helping them to improve. The latter group
outperforms the former.
Wiliam and Black
16. Use of Assessments
• The same assessment can be used for
a variety of purposes
• Examine the assessment on the next
slide.
• Could it be used for
– a diagnostic or pre-assessment?
– Formative assessment?
– Summative assessment?
17. Which sentence uses correct subject-verb
agreement?
A) The orchestra is playing all of Mozart’s
compositions while Jan and Natasha
sings.
B) Bacon and eggs is a breakfast that
everyone on the committee enjoys.
C) Hats and scarves are items the team
wear on wintry days.
D) Bill and Janet say the deer herd are in
the garden, but nobody seems to care.
18. Role of the Teacher
• Clarifying and sharing
learning intentions
and success criteria
• Engineering effective
classroom discussion
and tasks
• Providing feedback
that moves learners
forward
• Activating students as
owner of their
learning
• Activating students as
instructional
resources for one
another.
Dylan Wiliam
19. Research Recommends
• Questioning
• Use of formative assessment data to
modify instruction
• Active involvement of students in the
learning and assessment process
• Use of summative assessments
formatively
• Descriptive feedback
20. Questioning
• How does a teacher gain information
about student learning by asking
questions?
21. Research Recommends
• The questions matter
• Spend more time formulating higher-level
questions
• Increase wait time so students have longer
think time
• Expect all students to answer questions
• Consider adopting a “no hands” policy
Dylan Wiliam
22. How could this be used?
• Circle all of the
items associated
with the American
Revolution
• taxation
• representation
• Robert E. Lee
• Samuel Adams
• Patrick Henry
• Boston
• Appomatox
Courthouse
• Yorktown
23. A Formative Assessment?
• After instruction have students complete
some “test” items
• Review student work, but do not mark
particular items as correct or incorrect
• Indicate number of correct answers on
the paper
• Return the papers and have students
identify and correct their work in
collaborative teams
Here are some features of summative and formative assessment that describe some basic differences.(CLICK)(PAUSE FOR A MOMENT TO ALLOW PARTICIPANTS TO READ)(CLICK)(PAUSE FOR A MOMENT TO ALLOW PARTICIPANTS TO READ)A sports analogy is commonly used to distinguish between formative and summative assessment. Players and coaches use practice, or formative assessment, to prepare for the big game, which is the summative assessment. (CLICK)
Provide overview of video and what to look for. Discuss
