Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
Characteristics of classroom assessment By Dr. Shazia Zamirshaziazamir1
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Classroom assessment involves collecting data on student performance through various strategies to diagnose learning problems, monitor progress, and provide feedback for improvement. It is a formative, ongoing process that is learner-centered and teacher-directed. Formative assessments are used during instruction while summative assessments are given at the end to evaluate student achievement and assign grades. Proper assessment requires clear thinking, effective communication, and matching the appropriate assessment method to the desired learning target.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
Characteristics of classroom assessment By Dr. Shazia Zamirshaziazamir1
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Classroom assessment involves collecting data on student performance through various strategies to diagnose learning problems, monitor progress, and provide feedback for improvement. It is a formative, ongoing process that is learner-centered and teacher-directed. Formative assessments are used during instruction while summative assessments are given at the end to evaluate student achievement and assign grades. Proper assessment requires clear thinking, effective communication, and matching the appropriate assessment method to the desired learning target.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Continuous assessment as a relevant tool to quality products of learners in e...William Kapambwe
The document discusses continuous assessment as a relevant tool for quality education. It defines key concepts like curriculum and assessment and examines the relationship between learning and assessment. Different assessment types and curriculum planning models are described. The principles of the process curriculum model emphasize developing learners through a variety of authentic and participatory assessments over time, making continuous assessment well-suited as it focuses on individual progress, understanding over rote knowledge, and both formative and summative feedback. Implementation of a continuous assessment pilot program in Zambia from 2006 to 2009 observed positive impacts from its use.
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Assessment of student learning outcomesalexies raoet
The document discusses principles of good practice in assessing student learning outcomes. It states that assessment should be aligned with an institution's mission and values, and have clear learning objectives. Assessment works best when it focuses on observable student activities and experiences that lead to learning outcomes, and when it is continuous, ongoing, and cumulative over time rather than episodic. The goal of assessment is to determine whether instruction, services, and activities are producing the desired student learning results.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
1. The document discusses assessing student learning outcomes to determine if students are gaining the intended skills and knowledge from instruction. It emphasizes that student learning outcomes should focus on what students can do rather than inputs like class activities.
2. Good student learning outcomes are measurable, teachable, identify changes in students, and can be used to improve instruction. Direct and indirect assessment methods are described.
3. The document recommends using Bloom's Taxonomy and other frameworks to design learning and assessment at different cognitive levels, and provides examples of assessment activities and pitfalls to avoid.
This document discusses principles for assessing learning. It outlines 12 guiding principles, including that assessment should be an integral part of the teaching and learning process, assessment tools should match learning objectives, results should be fed back to learners, and assessment should consider individual learning styles. The document also discusses assessing learning before, during, and after instruction using both traditional tests and more authentic tools like portfolios and performances. The overall message is that assessment of learning needs to be a valid, reliable, and meaningful way to evaluate student understanding and progress.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Classroom Assessment Techniques (CATs) are ungraded activities conducted in class to provide instructors feedback on student understanding before exams. CATs include techniques like minute papers, one-sentence summaries, and application cards that assess comprehension without grades. The feedback informs instructors to adjust pacing or address confusion to improve learning outcomes.
This document discusses student learning outcomes (SLOs) and their importance in guiding teaching and assessment. It states that clearly defined SLOs help both teachers and students understand what is expected for success. All assessment activities should begin with identifying and clarifying SLOs, as they serve as guidelines. SLOs come from various sources like an institution's mission, government standards, professional competencies, and general education competencies. Defining SLOs ensures graduates can meet expectations in their future work or studies.
Assessment is a systematic process of gathering and interpreting data related to student learning and experience to develop a deep understanding of what students know and can do, with the goal of improving subsequent learning. Formative assessment refers to ongoing evaluations conducted during lessons to assess comprehension and learning needs, while summative assessment evaluates learning at the end of an instructional unit against a standard. Diagnostic assessment measures students' strengths and weaknesses prior to instruction.
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
The document provides questions to guide consideration of course assessment objectives, methods, and goals. It asks instructors to reflect on how they currently measure if students are meeting objectives, what materials and methods facilitate learning, and what active processes and assessments students engage in. It questions if current assessments foster learning or are a formality. It defines some goals of assessment as developing critical thinking, application and reflection skills. The bottom line is that learning outcomes should drive choice of assessment, not the available technology.
The document provides an overview of assessment strategies that can inform instruction. It discusses how assessment should define a teacher's approach and focus on student learning rather than coverage of content. Various formative assessment strategies are presented, including AFL strategies, open-ended assessments, gradual release of responsibility, and information/literature circles. The science of learning and theories around growth mindset and flow are connected to using assessment to understand students and adjust instruction. Throughout, the document emphasizes using assessment research to improve teaching practice.
The document discusses using assessment for learning (formative assessment) to improve student learning culture and academic achievement. It recommends focusing on assessment for learning in the upcoming year by incorporating self-assessment and reflection activities into formal tasks to promote student responsibility for learning and boost outcomes, especially for lower and middle ability students. Research shows significant learning gains can result from this approach.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
Continuous assessment as a relevant tool to quality products of learners in e...William Kapambwe
The document discusses continuous assessment as a relevant tool for quality education. It defines key concepts like curriculum and assessment and examines the relationship between learning and assessment. Different assessment types and curriculum planning models are described. The principles of the process curriculum model emphasize developing learners through a variety of authentic and participatory assessments over time, making continuous assessment well-suited as it focuses on individual progress, understanding over rote knowledge, and both formative and summative feedback. Implementation of a continuous assessment pilot program in Zambia from 2006 to 2009 observed positive impacts from its use.
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Assessment of student learning outcomesalexies raoet
The document discusses principles of good practice in assessing student learning outcomes. It states that assessment should be aligned with an institution's mission and values, and have clear learning objectives. Assessment works best when it focuses on observable student activities and experiences that lead to learning outcomes, and when it is continuous, ongoing, and cumulative over time rather than episodic. The goal of assessment is to determine whether instruction, services, and activities are producing the desired student learning results.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
1. The document discusses assessing student learning outcomes to determine if students are gaining the intended skills and knowledge from instruction. It emphasizes that student learning outcomes should focus on what students can do rather than inputs like class activities.
2. Good student learning outcomes are measurable, teachable, identify changes in students, and can be used to improve instruction. Direct and indirect assessment methods are described.
3. The document recommends using Bloom's Taxonomy and other frameworks to design learning and assessment at different cognitive levels, and provides examples of assessment activities and pitfalls to avoid.
This document discusses principles for assessing learning. It outlines 12 guiding principles, including that assessment should be an integral part of the teaching and learning process, assessment tools should match learning objectives, results should be fed back to learners, and assessment should consider individual learning styles. The document also discusses assessing learning before, during, and after instruction using both traditional tests and more authentic tools like portfolios and performances. The overall message is that assessment of learning needs to be a valid, reliable, and meaningful way to evaluate student understanding and progress.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Classroom Assessment Techniques (CATs) are ungraded activities conducted in class to provide instructors feedback on student understanding before exams. CATs include techniques like minute papers, one-sentence summaries, and application cards that assess comprehension without grades. The feedback informs instructors to adjust pacing or address confusion to improve learning outcomes.
This document discusses student learning outcomes (SLOs) and their importance in guiding teaching and assessment. It states that clearly defined SLOs help both teachers and students understand what is expected for success. All assessment activities should begin with identifying and clarifying SLOs, as they serve as guidelines. SLOs come from various sources like an institution's mission, government standards, professional competencies, and general education competencies. Defining SLOs ensures graduates can meet expectations in their future work or studies.
Assessment is a systematic process of gathering and interpreting data related to student learning and experience to develop a deep understanding of what students know and can do, with the goal of improving subsequent learning. Formative assessment refers to ongoing evaluations conducted during lessons to assess comprehension and learning needs, while summative assessment evaluates learning at the end of an instructional unit against a standard. Diagnostic assessment measures students' strengths and weaknesses prior to instruction.
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
The document provides questions to guide consideration of course assessment objectives, methods, and goals. It asks instructors to reflect on how they currently measure if students are meeting objectives, what materials and methods facilitate learning, and what active processes and assessments students engage in. It questions if current assessments foster learning or are a formality. It defines some goals of assessment as developing critical thinking, application and reflection skills. The bottom line is that learning outcomes should drive choice of assessment, not the available technology.
The document provides an overview of assessment strategies that can inform instruction. It discusses how assessment should define a teacher's approach and focus on student learning rather than coverage of content. Various formative assessment strategies are presented, including AFL strategies, open-ended assessments, gradual release of responsibility, and information/literature circles. The science of learning and theories around growth mindset and flow are connected to using assessment to understand students and adjust instruction. Throughout, the document emphasizes using assessment research to improve teaching practice.
The document discusses using assessment for learning (formative assessment) to improve student learning culture and academic achievement. It recommends focusing on assessment for learning in the upcoming year by incorporating self-assessment and reflection activities into formal tasks to promote student responsibility for learning and boost outcomes, especially for lower and middle ability students. Research shows significant learning gains can result from this approach.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
This presentation includes the following subtopics
• Norm- Referenced and Criterion Referenced Assessment
• Measures of Central Tendency
• Measures of Location/Point Measures
• Measures of Variability
• Standard Scores
• Skewness and Kurtosis
• Correlation
This document discusses key properties that make assessments valid, reliable, fair, practical and ethical. It defines validity as the degree to which a test measures what it is intended to measure. There are several types of validity including content, criterion, predictive and construct validity. Reliability refers to an assessment producing stable and consistent results over time and is measured through inter-rater reliability, test-retest reliability and internal consistency. Fairness means students understand learning targets and the assessment method. Practicality means teachers are familiar with assessments and they are not overly complicated to implement. Ethics in assessment refers to ensuring tests are fair and conform to professional standards of conduct.
Using Assessment Data for Educator and Student GrowthNWEA
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
The document discusses the important properties of assessment methods that teachers should consider, including validity, reliability, fairness, practicality, and ethics. Validity refers to how appropriate and meaningful the assessment conclusions are, and can be established through content, face, criterion-related, and construct validity. Reliability means the consistency of assessment results and can be measured through stability, internal consistency, and test-retest methods. Fairness means students understand expectations and the assessment supports learning. Practicality means the method is implementable without being too complex or time-consuming. Ethics requires consent and avoiding sensitive personal topics.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document discusses principles of great teaching. It covers having high expectations for students which builds their confidence, and the importance of having faith in yourself while also confronting brutal facts. The document emphasizes expecting students to succeed, asking the right questions, and using techniques like video review and the "five whys" to critically examine teaching practices. It stresses getting students to their goals while giving teachers credit for their work.
This document discusses differentiated instruction, which is an approach to teaching that involves providing different students with different avenues to learning based on their individual needs. It involves things like pre-assessing students, providing multiple ways for students to understand and process content, and making content accessible to all students at varying levels of ability and skill. The document suggests that differentiated instruction is not a formula but rather a flexible approach tailored to individual student needs.
Assessment objective and subjective dataNursing Path
1. The nurse collects data from multiple sources: primary (client) and secondary (family members, support persons, healthcare professionals and records)
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
Using Technology As A Remedial Resource To Improve student learningwaltmendez
Using technology can help improve student learning in three main ways. It allows students to learn about technology, learn from technology through interactive software, and learn with technology by working with others. Technology provides resources to help students with disabilities or English language learners. Educators should start by familiarizing themselves with technology, involve students, and have students teach each other while also seeking online support.
The document discusses how teachers can use learning analytics and data to improve teaching and learning. It defines learning analytics as measuring, collecting, analyzing, and reporting data about learners and learning environments to understand and optimize the learning process. It provides examples of how teachers can use grade book data, anonymous student surveys, outcome mapping, individualized learning tools, and assessment item analysis to gain insights and make improvements.
Using Data to Improve Student SuccessFaculty Development Model - Competency-B...Becky Lopanec
This document discusses using data to improve student success at three institutions: Western Governors University, Sinclair Community College, and Bellevue College. It describes how each institution implements data-driven feedback cycles at different levels - from individual students to courses to programs and institution-wide - to identify issues, target interventions, and continuously improve outcomes. Sinclair Community College's competency-based learning program is highlighted for its caseload-based student performance reporting and learner support model tailored to non-traditional students.
This document discusses effective strategies for supervising teacher instruction to improve student learning. It emphasizes that administrators should analyze teacher performance data to provide meaningful feedback that enhances teaching practices. To maximize student learning, administrators must hold teachers accountable for providing well-planned, diverse programs of instruction tailored to student needs. The document also reviews procedures for gathering and evaluating classroom observation data and conferencing with teachers to guide instructional improvements.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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.
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.
Before effective instruction can occur, the instructor must consider student readiness by evaluating their knowledge, skills, and abilities. The instructor should design assessments to measure student readiness and assign tasks based on ability. Learning objectives should be clearly defined and broken into smaller tasks. Evaluation and remediation should occur frequently to provide feedback and ensure students can perform tasks before moving on. Reducing student-teacher ratios and using reminders, unifiers, and team-based activities can also improve academic achievement.
it is about teacher training. What was the traditional method of teaching and formerly the role of teacher. But nowadays when the resources are available ,new technologies are introduced, new methods are being used.We the teachers ponder over our teaching methods and try to modify it to get better learning.
The document discusses a study that aimed to establish the extent to which subject mastery enhances quality teaching for student-teachers during teaching practice. The study found that:
1) Subject mastery allows student-teachers to effectively arrange teaching materials and develop ideas to enrich their content knowledge.
2) Both student-teachers and supervising teachers agreed some students faced difficulties mastering content, hindering quality teaching and curriculum delivery.
3) Improving conditions like classroom size and learning materials could help create an environment more conducive to teaching quality.
This reflection document discusses the use of portfolio assessment rubrics to evaluate students. The teacher notes that students were previously assessed only on theoretical knowledge, not practical skills. To address this, the teacher plans to modify the portfolio to include practical skills assessment. Research on portfolio assessment highlighted its benefits over traditional testing. Classroom observations of other teachers provided ideas on instructional strategies to incorporate. The portfolio modification and use of rubrics improved student assessment scores, showing the effectiveness of this approach.
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
The document discusses the purposes and types of assessment, including formative assessment which aims to develop student understanding through feedback, and summative assessment which evaluates learning at a point in time. It emphasizes that effective assessment involves students, supports teaching and learning goals, and provides feedback to modify instruction and help students improve. Assessment should be planned, communicated clearly to students, and suited to its intended purpose of developing understanding.
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Using assessment data
1. Using
assessment data
for improving teaching practice
For teachers to respond to student learning needs they need
detailed information about what their students know and can
do through high-quality assessment data, but they also need
opportunities to develop their knowledge as they delve into the
assessment information, says Helen Timperley.
For a long time we’ve known more about the poten- needed to know and do to improve teaching prac-
tial for using assessment data to improve teaching tice in ways that benefitted students. This has now
practice and student learning than actually how to changed. We now know what’s required if assess-
do it. Even 10 years ago, we didn’t have the right ment data is to have a useful impact:
assessment tools, didn’t know enough about their • the data needs to provide teachers with
use to make a difference to teaching practice and curriculum-relevant information
didn’t know what else teachers and their leaders
24 australian college of educators • acer
2. • that information needs to be seen by teach- know and can do, and what they need to know
ers as something that informs teaching and learn- and do to satisfy the requirements of the cur-
ing, rather than as a reflection of the capability riculum or other outcomes valued by the relevant
of individual students and to be used for sorting, community. You need curriculum-related assess-
labelling and credentialling ment information if you want a detailed analysis
• teachers need sufficient knowledge of the of students’ learning needs. These kinds of data
meaning of the assessment data to make appropri- are more useful for the purposes of diagnosing
ate adjustments to practice students’ learning needs than assessments focused
• school leaders need to be able to have the on identifying normative achievement, but not
conversations with teachers to unpack this mean- related to the curriculum.
ing Previous assumptions were that once teachers
• teachers need improved pedagogical con- had this kind of information, they would be able
tent knowledge to make relevant adjustments to to act on it in ways that enhanced student learn-
classroom practice in response to the assessment ing. The problem, though, is that many teach-
information ers’ previous training and approaches to teaching
• school leaders need to know how to lead the practice didn’t require them to interpret and use
kinds of change in thinking and practice that are these kinds of data, because assessment informa-
required for teachers to use the data, and tion was about labelling and categorising students,
• all within the school need to be able to not about guiding and directing teaching practice.
engage in systematic, evidence-informed cycles The interpretation and use of assessment data for
of inquiry that build the relevant knowledge and guiding and directing teaching requires a mind
skills identified above. shift towards professional learning from data and
None of this is easy, but examples of how they a new set of skills.
can be achieved have been identified in my 2008 To enable that, teachers need to ask, with the
best evidence synthesis of professional learning and help of relevant experts, what knowledge and skills
development with Aaron Wilson, Heather Barrar, they require in order to address students’ identi-
and Irene Fung of the international evidence of fied needs, and then more detailed questions. How
the kinds of professional learning experiences that have we contributed to existing student outcomes?
have resulted in improved student outcomes, as What do we already know that we can use to pro-
well as in my investigation with Judith Parr of the mote improved outcomes for students? What do
outcomes of a professional development project in we need to learn to do to promote these outcomes?
New Zealand involving 300 schools. What sources of evidence or knowledge can we
In this professional development project, stu- utilise?
dent achievement gains have occurred at a rate In doing this, teachers begin a formative
beyond that expected over the two years of the assessment cycle that mirrors that of students.
schools’ involvement in the project, particularly Answering these questions requires further use
for the lowest-performing students. The average of assessment data. Considering teachers’ contri-
effect size gain for all schools that focused on writ- bution to existing student outcomes, for exam-
ing was 1.20 and for reading it was 0.92, which is ple, requires teachers to unpack student profiles
pretty good when you compare it with expected within the data and relate them to emphases and
average annual effect size gains, using national approaches in their teaching practices. Student
normative cross-sectional sample data, of 0.20 for profiles of, say, reading comprehension on differ-
writing and 0.26 for reading. ent assessment tasks can help teachers to identify
what they teach well and what requires a different
TeacHer inqUiry and knowledge or new emphasis. By co-constructing the evidence
bUilding cycles to answer the questions, with relevant experts,
Engaging in systematic evidence-informed cycles teachers can identify what it is they need to know
of inquiry that build relevant professional knowl- and do to improve outcomes for students.
edge, skills and dispositions is a cycle that begins
by identifying the knowledge and skills students
need to close the gaps between what they already
3. research
deepening professional knowledge in Linda Darling-Hammond’s Preparing Teachers
and refining skills for a Changing World.
The next part of the cycle requires teachers to The third is the principle that you need to
deepen their professional knowledge and refine provide multiple opportunities to learn and apply
their skills. In synthesising the evidence of the new information and to understand its implica-
kinds of teacher learning that are associated with tions for teaching practices. Interpreting assess-
changes in teaching practice that usefully affect ment information, understanding the implications
student outcomes, I’ve identified three fundamen- for practice and learning how to teach in different
tal things embedded in the content of professional ways in response to that information is a complex
learning. undertaking. It typically takes one to two years,
The first is a focus by the teacher on the links depending on the starting point, for professional
between particular teaching activities, how differ- learning to deepen sufficiently to make a differ-
ent groups of students respond to those activities, ence to student outcomes.
and what their students actually learn. Without Part of the reason for this is that using assess-
such a focus, teachers can’t tell whether changes ment data for the purposes of improving teaching
in their teaching practice are necessarily related to and learning requires changing prior assumptions
positive impacts on student learn- about the purposes of assessment information. If
ing. teachers’ prior theories are not engaged, it’s quite
Interpreting assessment The second is the principle that possible, as Cynthia Coburn has pointed out, that
the knowledge and skills developed they’ll dismiss the new uses as unrealistic and
information, are integrated into coherent prac- inappropriate for their particular practice con-
tice. Knowledge of the curriculum text or reject the new information as irrelevant.
understanding the and how to teach it effectively must Engaging teachers’ existing ideas means discuss-
implications for practice accompany greater knowledge of the ing how those ideas differ from the ideas being
interpretation and use of assessment promoted and assessing the impact that the new
and learning how to information. Identifying students’ approaches might have on their students. If they
learning needs through assessment cannot be persuaded that a new approach is valu-
teach in different ways information is unlikely to lead to able and be certain of support if they implement
in response to that changes in teaching practice unless
teachers have the discipline, cur-
it, teachers are unlikely to adopt it – at least, not
without strong accountability pressures to do so.
information is a complex riculum and pedagogical knowl-
edge to make the relevant changes assessing THe impacT of cHanged
undertaking. to practice. Understanding theories acTions
underpinning assessment informa- The final part of the cycle also involves knowl-
tion, theories underpinning the cur- edge about and the use of assessment information.
riculum and those underpinning effective teaching Given the varied context in which teachers work,
allow teachers to use these understandings as the there can be no guarantee that any specific activity
basis for making decisions about practice. A skills- will have the anticipated result, because impact
only focus doesn’t develop the deep understandings depends on the context in which those changes
teachers need if they’re to change teaching practice occur. In our best evidence synthesis of profes-
in ways that flexibly meet the complex demands sional learning and development, Aaron Wilson,
of everyday teaching and to link the assessment Heather Barrar, and Irene Fung and I identified
data to requirements for new teaching approaches. that the effectiveness of particular changes depends
In fact, without a thorough understanding of the on the knowledge and skills of the students, their
theory, teachers are apt to believe they are teach- teachers and their leaders. Judging impact requires
ing in ways consistent with the assessment infor- the use of assessment information on a daily, term-
mation or they have promoted change in practice by-term and annual basis. To be effective, teach-
when those relationships are typically superficial, ers need a range of ways to assess their students
as Karen Hammerness and her colleagues explain informally and formally.
in their chapter, ‘How teachers learn and develop,’
26 australian college of educators • acer
4. research
leading cHange knowledge and skills to check the impact must
Recent research analyses demonstrating that it is become part of the cycle of inquiry.
teachers who have the greatest system influence When teachers are provided with opportuni-
on student outcomes have led to an increasing ties to use and interpret assessment data in order to
focus on what happens in classrooms and how to become more responsive to their students’ learn-
promote teacher professional learning. For more ing needs, the impact is substantial. Teachers,
on this, see the introduction to Linda Darling- however, can’t do this alone, but require system
Hammond, John Bransford and Pamela LePage’s conditions that provide and support these learning
Preparing Teachers for a Changing World, the work opportunities in ways that are just as responsive
on teacher effects by Barbara Nye and colleagues, to how teachers learn as they are to how students
and the work on instructional and school effective- learn.
ness indicators of Jaap Scheerens and colleagues.
Teachers, however, cannot achieve these REFERENCES
changes alone, but require the kinds of organi- Bransford, J., Darling-Hammond, L. & LePage, L.
sational conditions in which learning from data (2005). Introduction. In L. Darling-Hammond &
becomes an integral part of their practice. A recent J. Bransford (Eds.), Preparing Teachers for
meta-analysis by Viviane Robinson, Claire Lloyd a Changing World: What teachers should
and Ken Rowe identifies school leaders have the
greatest influence on improving student outcomes
learn and be able to do (pp. 1-39). San
Francisco: Jossey Bass.
Changing teaching
through their promotion of and participation in Coburn, C.E. (2001). Collective sense- practice in ways that
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where assessment data is considered to be infor- Wiley & Sons.
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make to their practice. 635-674. include policy, leadership
To undertake this change, teachers need Scheerens, J, Vermeulen, C. & Pelgrum, W. J. and professional learning in
opportunities to develop their knowledge as they (1989). Generalizability of instructional and school education.
delve into the assessment information, to find out effectiveness indicators across nations. International
what it means for their own learning and to engage Journal of Educational Research, 13(7): 789-799. This article is based on
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edge and skills. Changing teaching practice in ence from policy to practice in the New Zealand lit- fourteenth annual research
ways that benefit students means we have to check eracy strategy. Research Papers in Education. conference of the Australian
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professional educator • vol 8 no. 3 • september 2009 27