Assessment and Evaluation - Developing Teaching Plans PDF

Assessment and evaluation Developing Teaching Plans Group 5 Lesson Content: Introduction to Assessment and Evaluation ⚬ Definition of assessment ⚬ Formative vs. Summative assessment ⚬ Assessment for learning ⚬ Assessment vs. Evaluation Class Asses...

Assessment and evaluation Developing Teaching Plans Group 5 Lesson Content: Introduction to Assessment and Evaluation ⚬ Definition of assessment ⚬ Formative vs. Summative assessment ⚬ Assessment for learning ⚬ Assessment vs. Evaluation Class Assessment Tools ⚬ Assessment rubrics ⚬ Student portfolio ⚬ Self-assessment ⚬ Peer-assessment Reflective Practice ⚬ Definition of reflective practice ⚬ The reflective practice ASSESSMENT PURPOSE defined as any systematic The central purpose of procedures for collecting, assessment is to reviewing and using provide information on information about learners’ achievement learners, so as to make and progress and set the direction for an on- improvement where going improvement in necessary. the teaching/learning process. Functions Some key functions of assessment include the following: to identify learners’ current performance to aid learning for review, transfer and certification to check on the overall efficacy of the teaching/learning program to determine any particular learners’ stage of development to gain information about learners’ specific instructional needs to identify any concepts or procedures which may need to be re-taught or reviewed 4 to motivate and direct learning to provide feedback to learners on their performance  formative assessment Formative assessment is carried out throughout a course or project to aid learning. Formative assessments helps teachers understand a learner’s learning while they teach and adjust their teaching strategies accordingly. ⚬ Some examples of formative assessment include: ⚬ student portfolios; ⚬ class discussions; ⚬ regular quizzes Summative Assessment Summative assessment is generally carried out at the end of the course or project, semester or unit. It is evaluative and primarily used to assign learners a course grade. Typically summative assessment occurs at the end of an educational activity and is designed to judge the learner’s overall performance.  Assessment for learning A s s e s s m e n t f o r l e a rn i n g f o c u s s e s o n t h e l e a rn e r s and emphasizes a s s e s s m e n t a s a p ro c e s s of metacognition (knowledge of one’s own t h o u g h t p ro c e s s e s ) f o r l e a rn e r s. The five The active involvement of learners in their own learning. principles The provision of effective feedback to for learners. “Assessme Adjusting teaching to take account of the results of assessment. nt for Recognition of the profound influence Learning” assessment has on learner’s motivation and self-esteem. include: The need for learners to be able to assess themselves and understand how to improve.  Assessment focuses on the learning and teaching Assessme processes and outcomes, and provides information nt vs. for improving them. Evaluation Evaluation is therefore described as the structured interpretation and giving of meaning to results. few steps involved in the process of evaluation 1.I d e n t i f y i n g a n d d e fi n i n g g e n e r a l o b j e c t i v e. 2.S e l e c t i n g t e a c h i n g p o i n t s 3.P l a n n i n g s u i t a b l e t e a c h i n g a n d l e a r n i n g activities 4.E v a l u a t i n g 5.U s i n g t h e r e s u l t s a s f e e d b a c k  ASSESSMENT RUBRICS A rubric is an assessment tool used to clearly state what is expected from the learner. Rubrics can be used for pre-assessment to clarify expectations and grading methods, for assessment to help evaluators focused and objectively assess the learners on the pre-defined expectations and for post- assessment to give learners a clear explanation of their results.  STUDENT PORTFOLIO A student portfolio is a systematic collection of learner work and related material that depicts a learner's activities, accomplishments and achievements in one or more subjects. Learner’s work (assignments, assessments, evaluations, score sheets, sample products, attendance sheets). Reflections, teacher observations, conference records, progress reports, worksheets, artefacts (poems, letter, reading logs and audio/videotape recordings, photos, sketches).  SELF-assessment Self-assessment is a meaningful exercise that helps learners to critique their own work and form judgments about their strengths and weaknesses. It also informs the teacher about learners’ thoughts on their progress, and gives the teacher feedback on how learners are internalizing the course material.  EXECUTION Provide clear targets and criteria against which learners can measure their own performance. 1. 2.Guide learners in defi ning their own personal and achievable short-term learning goals. 3.Guide the learners to ensure they provide suffi cient evidence to support their self-assessment, in line with the set criteria or rubric. 4.Allow time for learners to share their self-assessments with a peer or in a small group. 5. Repeat the self-assessment exercise several times until Tips Weaker learners tend to mark themselves up with the self- assessment technique. To tackle this issue self- assessment can be PEER Assessment Peer assessment is a process in which students provide feedback to other students. The purpose of this feedback is to help classmates improve their learning. Peer-assessment involves learners reciprocally evaluating each other’s work.  PEER Assessment Evaluating peers’ work enhances the evaluators’ own learning and self-confidence. Peer-assessment empowers learners to take responsibility and manage their own learning and develop life- long assessment skills. It also enhances learners’ learning through knowledge sharing and encourages them to engage withcourse material more deeply.  EXECUTION Identify activities for which learners might benefi t from peer feedback. Design guidelines or rubrics with clearly defi ned tasks for the reviewer. During in-class peer review sessions, give directions and time limits and discuss with learners the rubrics’ criteria. ip onsider having learners evaluate anonymous assignments for more objective feedback. REFLECTIVE PRACTICE Reflective Reflective practice is the ability to reflect on your own actions in order to engage in Practice a process of continuous learning. It is a way of studying your own experiences to improve the way you teach. It is very useful for teachers who want to carry on professional learning throughout their teaching career. The act of reflection is a great way to increase confidence and become a more proactive and qualified professional.  Examining your own practice is one of the best way to improve it.  A teacher should be able to observe her/his behaviour, feelings, thoughts, skills, attitudes, biases from an objective viewpoint. It offers teachers a more thorough understanding of dilemmas in their classroom and promotes new ways of thinking. Some of the functionalities of reflective practice are the following: It can help teachers recognize and continue good practices. It can make teachers become aware of aspects of current practices that could be improved. It can help teachers identify areas that require considerable attention.  Graham Gibbs a sociologist and psychologist, developed a tool for reflective practice, called ‘Reflective Cycle’. It is a circle model which is structured in phases and breaks down the experience, allowing you to reflect upon an experiences as it happened. This tool allows you to better your performance as it is happening, as well as improving it for the future.  Description Feelings The first step of the Reflect upon what was thought Reflective Cycle is to and felt during the process. It is important to ask the questions: describe the learning How did you feel before the process in detail. It is process? important to ask yourself the What did you feel while it was questions: taking place? What happened and who How were you feeling afterwards? was there? How do you think the other What did you do? participants felt? What was the result?  Evaluation Conclusion Once the experience has been Thirdly, it is important to evaluated, you can start evaluate the experience. Ask drawing conclusion about what happened. Ask yourself the yourself the following following questions: questions: If you were faced with the What was successful same situation again, what during the activity and why? would you do differently. What didn’t go well? What skills do you need to What did you contribute? develop, so that you can handle How did others contribute? this type of situation better?  Action You should now have some possible actions to deal with similar situations more effectively in the future. Once you have a plan and identified the areas you will work on, commit to taking action and make sure to review progress.