This document discusses assessment for learning. It defines assessment as measuring student skills and determining the transfer of knowledge. Assessment includes both formative and summative evaluations to monitor progress and structure future assignments. Assessments should match learning objectives and accommodate student needs. Assessments are used to place students in appropriate levels, measure their progress, and motivate advancement. The document also discusses developing lifelong learning through work experience, reflection, communication skills, technical skills, and more.

1. ASSESSMENT FOR LEARNINGPresented by Katty Hidalgo

2. INTRODUCTIONWhatis ASSESSING?Tomeasuretheskills of thestudents determine the transfer of modularization and credit transfer.Teacher’s Training2

3. Generally it is used to make a particular educational decision. The objective and learning targets should match, and the selected assessment techniques should accommodate the specific needs of the learner to whom it is applied.2/7/20113

4. Assessment includes testing, evaluation and measurement. It uses both summative and formative evaluation to monitor student progress and structure future assignments that may be beneficial to the student. 4Teacher’s Training

5. WHAT SHOULD BE ASSESSING?To put students in the appropriate levelTo place students and enrol them in the correct job or occupationTo measure their progress and motivate them to advance higher levelsTeacher’s Training5

6. TodocumentprogrammeefectivenessTodemonstratelearnersgain in ordertomeetaccountabilityrequirementswhenworkingwithcreditsTo determine goals and needsfortheirownprogress2/7/2011Free template from www.brainybetty.com6

7. Knowledge needed to be an educated person It is not precise, we can not limit education nor operate such many instructional courses that they can finish dizzy with what they are learning.Teacher’s Training7

8. But we can say that to make our students educated we need to have a reliable assessment that it scores consistently our population of students working on their future job needs to be put on practice in their future lives.Teacher’s Training8

9. THE DEVELOPMENT OF A BASE FOR A LIFELONG LEARNINGThe following can be distinguished:First hand work experience in a variety of settingsDevelopment of the ability to reflect on and learn from practical experiencesTeacher’s Training9

10. Development of mental competences including numeracy, quick assimilation of large information and analysis of issues from different perspectives Development of communication skills including oral presentation and report writingTeacher’s Training10

11. Development of technicalskillsincluding use of generic software, communicationstechnologies and foreignlanguagesDevelopment of personal qualitiesincluding drive, self-motivation, time management, workingwithoutclosesupervision, leadership, enterprise, initiative.2/7/2011Free template from www.brainybetty.com11

12. Development of appliedskillssuch as working in a group, problemsolving, evlauatingrisk and consequencesUnderstandingthenature of change and preparednesstoadaptappropriately2/7/201112

13. The General Educational ExperienceThe provision of an educational experience can be broken into sub-components such as:Teacher’s Training13

14. A trainedmindTheexposuretodifferentdomains of knowledgeThevaluesthatdeveloptheaffective, moral and creativeaspects of personality and cognitiveissuesTheestablishment of a lifelonglearningeducation2/7/2011Free template from www.brainybetty.com14

15. Preparation for a specific profession or occupationThe purpose can be separated in:Integration of theoretical knowledge Acquisition of expertise Development of skillsAdquisition of the norms, attitudes, personal qualities and collegial waysUnderstanding and demonstration of ethical codes and procedures15

16. Ability to reflect on one´s own practice16Preparation for general employmentPrepare students to fulfil the expectations of the employers and the collaboration of their colleagues.17THANK YOU