welcomes delegates to csp, 2015 at jodhamal public school, jammu
TRANSCRIPT
Traditional thinking is all about ‘what is’.
Future thinking will also need to be ‘what can be’ . - Edward de Bono
Role Play – Making of Kheer
ASS
ESS
MEN
T
ASSESSMENTS
Let us clarify
• Assessment—planned or unforeseen activities that provide information about students’ understanding and skill in a specific measurement topic• Test—a type of assessment that takes place at a spe-cific time and most commonly used is a pencil-and-paper format• Evaluation—the process of making judgments about the level of students’ understanding or skill based on an as-sessment• Measurement—assigning scores to an assessment based on an explicit set of rules• Score—the number or letter assigned to an assessment via the process of measurement; may be synonymous with the term mark
Let us clarify
These terms imply an integrated set of actions. An assessment is any planned or unforeseen activity that provides information about students’ understanding and skill regarding a specific measurement topic Test is one of a number of forms of assessment. Regardless of what type of assessment is used, judg-ments are made about each student’s level of under-standing and skills via the process of evaluation.These judgments are translated into scores using the pro-cess of measurement.
Assessment forLearning???
Assessment as Learning???
Assessment of Learning…
??????
ASSESSMENT FOR LEARNING
Assessment for learning involves teachers using evid-ence about students' knowledge, understanding and skills to inform their teaching.
Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
Reflects a view of learning in which assessment helps students learn better rather than just achieve a bet-ter mark.
Involves formal and informal assessment activities as part of learning and to inform the planning of future learning.
Includes clear goals for the learning activity.
Reflects a belief that all students can improve.
Encourages self-assessment and peer assessment as part of the regular classroom routines.
Involves teachers, students and parents reflecting on evidence.
Is inclusive of all learners.
ASSESSMENT AS LEARNING
Assessment as learning occurs when students are their own assessors.
Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.
Encourages students to take responsibility for their own learning.
Requires students to ask questions about their learning.
Involves teachers and students creating learning goals to encourage growth and development.
Provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning.
Encourages peer assessment, self-assessment and reflection.
ASSESSMENT OF LEARNING
its effectiveness as an opportunity for learning depends on the nature and quality of the feed-back.
It is used to plan future learning goals and pathways for students.
It provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups.
It provides a transparent interpretation across all audiences.
self-assessment and peer assessment.
strategies for students to actively monitor and evaluate their own learning.
feedback, together with evidence, to help teachers and students decide whether students are ready for the next phase of learning or whether they need further learning experi-ences to consolidate their knowledge, under-standing and skills.
Summary…
help teachers and students to know if cur-rent understanding is a suitable basis for fu-ture learning.
Teachers, using their professional judge-ment in a standards-referenced framework, are able to extend the process of assessment for learning into the assessment of learning.
Assessment Of Learning…….
Assess-ment of Learning
If strategies are designed to con-
firm what stu-dents know.
To demonstrate whether or not they have met curriculum out-
comes
If the goals of their individual-
ized programs are met.
Assess-ment of Learning
Is to certify profi-ciency and make decisions about students’ future programs -place-
ments
Assess-ment of Learning
is de-signed
to provide evidence of
achievement to parents
other educat-ors
students themselves
sometimes to outside groups
Assessment of learning
•is the assessment that becomes public and results in statements or symbols
•that tells how well students are learning.
•it contributes to pivotal decisions that will affect students’ future
Assess-ment of
Learning
Cred-ible
Defensi-ble
TEA
Understanding Teacher’s Decisions
• ‘Why’ should I assess ?• ‘What’ should I assess ?• ‘How’ should I assess ?• ‘When’ should I assess ?• How would I ‘use’ the assessment results ?
Why is assessment impor-tant?
• It informs where a student is
• It informs how a student is progressing.
• It informs teaching-learning practices for improved student learning.
What do we assess?
What do we Assess?
• Information recall • Knowledge• Skills• Attitude
Knowledge
• Knowledge refers to a theoretical or practical understanding of a sub-ject
• Knowledge is derived from informa-tion but it is richer and more mean-ingful than information
Skills
Ability to do something wellA skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both
AttitudesA predisposition or a tendency to respond posit-ively or negatively towards a certain idea, object, person or situation. Attitude influences an individual’s choice of ac-tions and responses to challenges, incentives and rewards (together called stimuli)
How do I assess my students?
Have your say…
Essential Question
How should I assess
my students ?
The Paradigm Shift
From Term End Examination To
Continuous Assessment
Do you think it is useful? WHY?
The Paradigm Shift
From Evaluation of only the Cognitive Domain To
Comprehensive Evaluation
The Paradigm Shift
Re-visiting Classroom
• Where do you want to reach?
• How will you get there?• What all do you
need to get there?• How will you know
that you have reached the desired goal/destination?
Curriculum Design -organizing the features of curriculum
INTENDED: what you plan to teach
TRANSACTED: what is actually taught in the classroom
ATTAINED: what the learners have eventually learned
What assessment tools do you use in your classrooms and why?
What assessment tools do you use in your classrooms and
why?
TOOLS Questionnaire Observation Per-
forma Paper pencil test Checklist Rating Scale Anecdotal Records Document Analysis Portfolio
TECHNIQUES Questioning Observation Assignment/Project Quiz & Competition Debate/Elocution Club activities Group discussion Experiment/Re-
search
How do we Assess?
When should we assess?
When should we Assess?
Depends upon objective- formative or summative
How do assessments benefit stake holders ?
How do assessments benefit stake holders ?
Assessment is the broad name for the collec-tion and evaluation of evidence of a student's learning. It is integral to teaching and learning and has multiple purposes.
Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources.
Provides opportunities for teachers to gather evidence about student achievement in relation to syllabus out-comes.
Enables students to demonstrate what they know and can do.
Clarifies student understanding of concepts and promotes deeper understanding provides evidence that current understanding is a suitable basis for future learn-ing.
ASSESS-MENT
break
Recording, Collating & Interpreting Data
Data – how can it help us as teachers and school leaders?
A set of values of qualitative or quantitative variables; re-stated, pieces of data are individual pieces of information. Data is measured, collected and reported and analyzed whereupon it can be visualized using graphs or images.
Why collect data?
DATA
INFORMATION
ACTIONS
IMPROVEMENT
Data – informing at all levels
• At international level• At state level• At school level• At class / group level• At student level
• Who will want to use the data and for what purposes? Authentic ;informative;
fit for purpose; learning-centred
Collating Data
• Collating all the data gathered in an organized and a systematic manner will allow and enable its interpretation.
• It helps in interpreting trends of learning and performance.
• It utilizes the information to inform teaching-learning practices.
• Data is collated at student level, class level and school level.
Data - making it work
OrganisedSystematic Trends Patterns
teaching-learning prac-tices
The purpose of data The school may want data to help answer:
• How well is the school doing?• How well are the students performing – academically?• How well are the students developing?• How good is the quality of teaching?• What do students feel about the school?• What do parents feel about the school?• How has some spending made a difference to
learning?• What next? What can we celebrate?
Data gives questions to ask and not answers
If all of the students in a class get 90% or more in a test what might that tell us?
• They have a great teacher• The test is too easy; low expectations from the teacher• The teacher prepares the students for the test and nar-
rows the curriculum• Marking is too generous• There is cheating going on• The students are forced to revise hard and learn the rights
answers
Recording Data
• Recording of data is critical for it to become evidence of learning.
• Recorded data provides learners, parents, teachers and management accurate and clearly accessible infor-mation about learner’s progress and achievement.
Data – end of year exams
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
0
10
20
30
40
50
60
70
80
BoysGirlsTeacher
A A B C D D
What does this tell us about the quality of teach-ing and learning?
Data – absence rates
Mon
th 1
Mon
th 2
Mon
th 3
Mon
th 4
Mon
th 5
Mon
th 6
0
5
10
15
20
25
30
Grade 7Grade 8Grade 9Grade 10
In the rural girls’ secondary school there was an interesting pattern of absence
Data -individual student progress in a year
30 40 50 60 70 80 90 1000
102030405060708090
100End of year test
End of year test
Start of year test Which students are mak-ing good progress? Which are not?
Data
As a headteacher I wanted to know if the quality of teaching was improv-ing, what data could I collect?
Data - process
1. Gather the most relevant data2. Help teachers and staff see its value3. Analyse the findings… 4. Check out with other sources – triangulate5. Discuss - moderate6. Plan7. Act8. Evaluate
Lessons from Lon-don schools
“ Many of the interventions were driven by an en-ergetic commitment to the idea of “no excuses” for underachievement, a preoccupation with data and leadership capacity and the development of a united, collaborative and empowered workforce.”
Data and students
Remember that the students probably have more to tell us abut the school than anyone else
Feedback
for
Feed for-ward
‘See – Saw’
Utilizing assessment findings to inform teaching-learning processes
Assessment findings are utilized for pro-viding feedback to stakeholders – • Students….. Improving and enhancing
learning• Teachers …..Informing teaching prac-
tices• Parents …….Providing support• Management….Encouraging accountabil-
ity• Community …..Culture of learning
Advocating Feed forward
Feed forward is always positive • Looks into the future rather than
the past • Focuses on solutions rather than
mistakes• Reinforces the possibility of
change • Enhances self image
Open House
Closing Remarks By
Patron PrincipalsFo-
rum
Thank You