EVALUATION / PERFORMANCE

MEASUREMENT

AND

ASSESSMENT

Assessment The quality of students outcomes

measured against the learning objectives.

Evaluation

Evaluation is a deliberateappraisal of the

effectiveness and quality of teaching and learning

that has taken place.

Assessment Procedure

Diagnostic Formative Summative

Diagnostic This relates to the diagnostic purpose of

assessment and is intended to help teachers to determine the special needs of students and plan their teaching accordingly. Under no circumstances should diagnostic tests be graded.

Formative

Are students making sufficient progress?

This relates to formative assessment embedded in the teaching and learning programme. This include day to day observation, teacher pupil discussion, questioning and checking of class and home-work.

Summative

Have students accomplished what was expected?

This contribute to a judgment of competence or mastery. It is also the final evaluation for parental feedback in the form of report cards.

Assessment Policy

The policy from pre-nursery to grade 2 will be combination of theses three approaches. There will be no formal tests or exams during the year but the following areas will be informally assessed by the teachers and recorded on regular basis.

The child’s present attainment Identification of strength and weaknesses Physical skills Social skills or emotional development

Assessment Policy (cont.) Language development( listening,

speaking, reading writing) Mathematical learning Scientific learning Environmental awareness Creativity through art Handling of any given task Thinking and doing Fine motor skills development

Types of Evaluation

I. Formative Evaluation Takes place during teaching.

Techniques used for formative evaluation are:

Observing pupil performance Questioning pupils about their

understanding Marking while supervising Pupil presentation & demonstration Pupil self-evaluation

II. Summative Evaluation Takes place after teaching. Techniques used for

summative evaluation are: Marking work exercise, assignments and files

collecting samples of work Teacher made tests:

• Short answer • Multiple-choice• True false• Matching• Completion items and essay questions• Interviews and demonstration

Types of Evaluation (Cont.)

Methods of Assessment

What, Where, will, evidence, be obtained

From pupils talk ---------- SayPupils writing ---------- WritePupils activities ---------- Do

Talk gives evidence of how children are thinking ,the extent of their knowledge and understanding of the curriculum and their ability to exchange ideas and attitudes.

Writing short responses e.g. tables, labeling of diagrams, completing statements, maps

Practical Activities

Role play, drama, problem solving, art , craft science activities in all the model , display, performance etc or the process i.e. how pupils plan, tackle the problems work together.How? Methods Of Assessment?There models for the teachers:

Orally Observation Analysis of documentary evidence

For the pupils: Self assessment Peer assessment

Teacher Assessment

Orally: via question and answer of individual/groups or more instructed

Observation: either unstructured, informal where teacher notes down significant behavior in an ongoing way.

Or structured where the teachers divided a task, decides upon limited criteria to be observed, devices a recording format ,sets aside a specific time.

Evaluation Plays Vital Role In Planning As It Can

Tell the teacher how effectively the pupils have learned in terms of the learning objectives.

Assist the teacher to diagnose sources of error to ascertain a starting or follow up point for teaching.

Provide pupil with feedback about their progress.

Help the teacher to compare pupil performance.

Pattern Of Assessment

Techniques are used for formative evaluation are:

DAILY: Regular feedback to pupils about success and progress in their daily work.

Weekly: Detailed information about any special tests written in weekly curricular plans-theses should be set for specific purpose e.g. pre-topic/and topic.

Monthly : Teachers will take a closer look at the progress of each pupil to identify any strengths and particular needs and where there unusual features of learning these will be recorded.Termly and at the beginning of each topic or block of work: Teachers will plan their learning aims which will be focus for assessment. At this stage they should also consider appropriate assessment stratifies. Each term ,teachers should also reflect on previous assessment evidence in order to evaluate the effectiveness of their teachingAt the end of each topic or block of work: Oral and written feedback identifying success and progress given by the teachers to each pupil.

Suggestions For Gathering Evidence

ObservationWhat can you do to develop your skill of

observation?

to observe.

Some activities will be “closed”, others more “open” and “investigating”

to observe.

Don’t be over ambitious

to observe

Normally over short periods of time.

to observe

Use of a day book.

DECIDE

WHAT

WHO

WHEN

HOW

Collecting And Recording Evidence

The evidence may include: Notes made by the teacher-an ‘ongoing record’ A developing portfolio of selected pieces of work. Opportunities for pupils and parental

contributions. Individual/ group/class discussion which review

objectives. Performance on problem solving activities,

investigations, collaborative tasks. Records of oral work/ practical demonstrations. Using photographs as a record to communicate

events to others.

The Child’s Self-

Evaluation Children should participate in the

evaluation of selected pieces of work or aspects of their own learning. Clearly the recording process can take a wide variety of forms and is an important development area.

Children could be encouraged to interview each other about progress on selected activities to aid this process.

Methods of AssessmentWHAT

from pupils talk

SAY

pupils writing

pupils activities

WRITE

DO

Writing Short Responses

TABLES CHARTSLABELLIN

G OF DIAGRAMS

COMPLETESTATEMEN

TSMAPS

Practical Activities

Role play Drama Problem solving Art Craft Science activities

Self Assessment By Pupils And Peers

Involve pupils in active learning Encourages a sense of ownership Encourages pupils to learn how to learnIt can help pupils

develop awareness of learning aims-What am I going to learn ?

Consider learning outcomes-What have I learnt ? Assess their own progress-What am I achieving ? Assess their strengths-What do I do well ? Identify areas of difficulty-What don’t I understand ? Identify areas for future development-What do I

want to improve ?

When To Assess ? During the lesson At the end of the lesson End of week/month In child’s presence or absence

What use?If evidence is to be used to demonstrate effectiveness of learning to pupils:

How quickly can it be returned ? How promote will feedback be ? What signs show success or lack of success ? What help will be given to overtake lack of success ?

Types of Evaluation

Formative Evaluation takes place during teaching.

Techniques used for formative evaluation are:

Observing pupil performance Questioning pupils about their

understanding Marking while supervising Pupil Presentation and demonstration Pupil self evaluation

Types of Evaluation (cont.)Summative Evaluation takes place

after teaching.

Techniques used for summative evaluation are: Marking work exercises, assignments

and files Collecting samples of work Teacher made tests: short answer,

multiple choices, matching, true false, completion items and essay questions

Interviews and demonstrations

Evaluation Plays A Vital Role As It Can

Tell the teacher how effectively the

pupils have learned in terms of the

learning objectives.

Assist the teacher to diagnose sources of

error to ascertain a starting or follow up

point for teaching.

Provide pupil with feedback about

progress.

Help the teacher to compare pupil

performance.

Assessment Procedure Promoting children’s learning is the principal aim

of school. It can yield a basis for planning the next educational steps in response to student’s need.

The policy should cover basic three procedure.

Diagnostic Formative Summative

Assessment Procedure

Diagnostic

Are students able to benefit from instructions ?This relates to the diagnostic purpose of assessment and is intended to help teacher to determine the special needs of student’s and plan their teaching accordingly. Under no circumstances should diagnostic tests be graded.

Formative

Are students marketing sufficient progress ?

This relates to formative assessment embedded in the teaching and learning programme. This would include day to day observation, teacher pupil discussion questioning and checking of class-work and home-work.

Summative

Have students accomplished what was expected of them ?

This contributes to a judgment of competence or mastery. It is also the final evaluation for parental feedback in the form of report cards. There will be no formal tests or exams during the year but the following areas will be informally assessed by the teachers and recorded on a regular basis.

The child’s present attainment Identification of strength and weaknesses Physical skills Social skills or emotional development

Languages development( listening, speaking, reading, writing)

Mathematical learning Scientific learning Environmental awareness Creativity through art Handling of any given task Thinking and doing Fine motor skills development Manipulating materials

Summative (cont.)

Presented by Gulzar Sadruddin Hassanally