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UNEDUNED UVU / Utah Valley UniversityUVU / Utah Valley University

TEACHING STAFF FACETEACHING STAFF FACE

THEIR STUDENTSTHEIR STUDENTS

LEARNING ASSESSMENTLEARNING ASSESSMENT

Santiago CASTILLO ARREDONDO

UNED. Spain

MADRID, 7th APRIL 2011


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1

ASSESSMENT,

TEACHING

COMPETENCE &

RESPONSIBILITY


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EDUCATIONAL AND CURRICULAR ASSESSMENT

Educational assessment, is not only anintegrating element of curricular design, but it is

also another opportunity of teaching for the

teacher and of learning for the student.

Educational assessment justifies, regulates,

evaluates and determines, depending on eachcase, the contents, process and results of learning

activities.


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TEACHING AND ASSESSING

To teach may be easy, what it is hard isto teach well.

To judge someone can be superficially

done, however, to asses a student or a

learning activity, is a serious and

complex task that requires a previousstrategic design and an appropiate

methodology.


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TEACHING COMPETENCE

It is made up by knowledge, abilities andbehavior attitude and strategy- that

teaching staff must apply in order to get

their goals efficiently for their education-teaching.


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TEACHER AS THE ASSESSOR

IT IS A PRIORITY FUNCTION IN TEACHING

ACTION

ASSESSMENT PROCESS

IN FINAL- SUMMATIVE

ASSESSMENT

IN EDUCATIONAL IN-

PROCESS ASSESSMENT

IN INITIAL DIAGNOSIS

ASSESSMENT

IMPROVEMENT AND REGULATION OF

TEACHING- LEARNING PROCESS


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ASSESSMENTASSESSMENT

PROCESS-SYSTEM

TO OBTAIN TO FORMULATE TO MAKE

INFORMATIONINFORMATION JUDGEMENTSJUDGEMENTS DECISIONSDECISIONS


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DEFINING ELEMENTS OF ASSESSMENT

1st To obtain information: Application of valid and reliableprocedures in order to get systematic, rigurous, outstanding andappropiate data and information, which support consistence and securityin assessment results.

2nd To formule value judgement: Obtained data shoud allowthe analysis and balanced evaluation of the facts desired to be assessed, inorder to be able to formule the most possible reasonable valuejudgement.

3rd To make decisions: According to the delivered evaluationsfrom the available relevant information, needed decisions will be made foreach case.


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ASSESSMENTASSESSMENT

BEFORE

teachingAFTER

Teaching- learning

INITIAL

AS A GROUP

PREDICTION

INDIVIDUAL

DIAGNOSIS

IN PROCESS

EDUCATIONAL

INTERACTIVE

REGULATIVE

GUIDANCE

MOTIVATING

SUMMATIVE

INTEGRATIVE

ACREDITATIVE

PROMOTIONAL

FINAL

PERFORMANCE

DURINGTeaching- learning


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SENSE OF ASSESSMENT

DIDACTIC SENSE

Assessment of Teaching- Learning Process.

PSYCHO- PEDAGOGICAL SENSE

Students promotion.

SOCIAL SENSE

Accreditation of competences

POLITICAL SENSE

Investments profitability


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Functions of assessment

Functions on educational organization:Planning and promotion of the activity. Academic certificate.

Functions on didactics- pedagogical: Creator of academic environment

Diagnosis and monitoring of didactic performance Individualization resource

Learning reinforcement: feedback

Learning guidance: development and recuperation

Evaluation of processes and results

Function on psychopedagogics: Motivation and self-esteem

Social function: Accreditation and Qualifications


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Assessment...

Among the elements that form the teaching- learningprocess, assessment is

The key element in the sensethat focuses and guides the otherelements, it leads them and test

their educational potential


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Assessment

Assessment constitutes, with no doubt, one of thenuclear processes within the context of teaching

and education as a whole.

The idea that one has about education- training

states the assessment, however

The assessment model that is been followed has

influence on the process and education product:

within its efficiency, quality and credibility.


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3

NEW APPROACH

TO LEARNING

ASSESSMENT


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REQUIRED CHANGES

Conceptual reformulation ofcurriculumorganization and its adaptation to newmodels of training, focused on students

work.

Planning and teaching methodologies morefocused on students learning, than onteaching knowledge


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NEW PEDAGOGICAL MODEL

Sets the students at the main point of the

process, no only as a receptor of knowledge,

but also developing other kind of activitiesthat will provide theacquisition of

professional competences needed for a

future quality job.


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CHANGE IMPLIES THE FLOW:

From a teaching model.

to a learning model

From a Master Class model

to a diversification of activities model

From a strictly summative assessmentto a formative assessment, helpful


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DO WE TEACH IN ORDER TO ASSESOR DO WE ASSES IN ORDER TO

TEACH AND LEARN?

Teachers learn to improve their teaching practice, not to repeatnegatives or inefficient approaches or performances.

Students learn to correct their mistakes or missing points.

All of them, both teaching staff and students, learn by the

assessment to change in order to improve teaching and learning.

It is essential, in order to happen that mentioned before, that both ofthem, teaching staff and students, see educational assessment as ameeting point where they receive information that affects them

mutually, and where they learn what, why and how do they need tochange if they want to improve.

We asse in order to TEACH AND LEARN...!


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4

DIDACTICS OF

ASSESSMENT


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PROCESSES AND RESULTS

LEARNINGPROCESS

ASSESSMENT

PROCESS

TEACHINGPROCESS

SYSTEMIC INTEGRATION OF ASSESSMENT


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DIDACTIC ACTIVITY PROCESSES AND

RESULTS

ASSESSMENT ARTICULATIONSTUDENTS KNOWLEDGE

TEACHER

HETERO-

ASSESSMENT

PROCESS OF

TEACHING-

LEARNING

SELF ASSESSMENT

STUDENT


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GUARANTEES OF STRATEGIC DESIGN (I)

When we design the methodologic strategy of assessment,

we want to guarantee:

Presence and harmonic coordination in all the implied

aspects. Contents to be assessed, conceptual,procedural,or

aboutattitude.

The moments for assessment,(initial,during,final).

Instruments to be used.

Students that will be assessed, etc


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GUARANTEES OF STRATEGIC DESIGN (II)

Decision about criteria.

Elaboration ofinformative documents.

A calendar ofperformances.

Decision about assessments agents

In short, we are thinking about, in a didactic andstrategic way, the assessment we would like to punt

into practice in order to be a regular didacticresource and a relevant strategy ofpedagogical

performance.


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DIDACTICS OF ASSESSMENT (I)

As a didactic perfomance, assessment:

Responds to an educational intend and to the search ofquality in the way of proceed.

It is at service of improvement of all the didactic process,

and the elements that make it up.

It also requires, just like teaching, a planning and asystematic design of performance that guarantee the

achievement of the wanted goals.


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DIDACTICS OF ASSESSMENT (II)

Rhythm and time in assessment are the same than in

learning, so the ideal situation, will be synchrony and intune between teaching, assessment and learning.

Teaching performance needs to be thought, planned and

designed, but it is also needed to think about, plann anddesign assessment performance.

All of that implies a time spending, resources forecast,fixation of time, making decisions about methodology and

strategy, instruments selection, etc.


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DESIGNDESIGN OF ASSESSMENTOF ASSESSMENT (I)

Didactic development of assessment require a

previous design that systematizes, organizes andplanns the operation of the different interrelated

elements, as it happens in curricular design of

education.

Learning development demands a close

relationship between assessment activities and

learning activities.El desarrollo de la enseanzaexige una estrecha relacin entre las actividades

de evaluacin y las actividades del aprendizaje.


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DESIGNDESIGN OF ASSESSMENTOF ASSESSMENT (II)

This approach menas that teaching staffmust spend more time and

pay more attention to aassessment function than they have beenspending by now.

When one has a design-about-what-we-have-to-do is easier andmore efficient to go through the process until the end. Route map

In educational assessment of learning we must be interested onstory of process, but focusin on data of the achieved results.


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5

COMPETENCES ASSESSMENT


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ASSESSMENT BY COMPETENCESASSESSMENT BY COMPETENCES

Assessment by competences is the didactic process

for checking the konwledge proves and work that

someone has achieved in relation to a referentialcriteria in a school or labor level.

BASIC CRITERIA:Assessment in terms of learningAssessment in terms of learningproducts= resultsproducts= results


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Learning assessment through competences

ProcessProcess ofanalysisanalysis and emissionemission of valueof valuejudgementjudgement of transformations systematically

produced in students personallity, highlighted in

their performance in solvingpredetermined, ornot, problems, integrating knowledge, abilities and

values, in correspondence with the established

model in competence rules and/or educational

rules. (Gonzlez, J. C.)


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CRITERIA IN COMPETENCES ASSESSMENT

1. Assessment criteria in order to assess the competences

defined as goals

Standars of carrying out ofkind and level of learning

2. Kind of evidences of konwledge/ work Inform about progress =Formative assessment

Compare the final results =sumative assessment

3. Appropiate Techniques and instruments


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INNOVATICE ASPECTS IN ASSESSMENT BYINNOVATICE ASPECTS IN ASSESSMENT BY

COMPETENCESCOMPETENCES

Contextualization in integral performanceaccording to suitability- capacity criteria.

Reference to school/ professional context

Articulation between assessments aboutdiagnosis, fomative, promotion and qualifications/

accreditation

Establishment ofconsensus criteria in order toasses competential performance.

Consideration oftobe, toknow, todo, andcoexist

in school and socially.


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In other words:

@@ AA competencecompetence highlights inhighlights in practicepractice and withand withrelevance, ability, skills and attitudesrelevance, ability, skills and attitudes, the acquired, the acquiredtheoric knowledge based on the development oftheoric knowledge based on the development ofcapacitiescapacities..

Assessment by competences, prefigures didacticwork, with visible development if possible through

performances in both daily activities and in theclassroom, apart from possible specific exams.


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ASSESSMENT BY COMPETENCES IMPLIESASSESSMENT BY COMPETENCES IMPLIES

Change on focus of educational system.Go from a process assessment to aassessment by

evidence achievements results.

It is not assess just a result, but also the whole curricular

teaching- learning process. Context, motivation, smbolic systems, cognitive and

operational development are assessed.

All of that impliesAll of that implies tutoring the whole learning processfrom the initial motivation until the finalperformance, and its consequent result in terms ofcompetences command = = EVIDENCES IN RESULTS= EVIDENCES IN RESULTS


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ESTRATEGY OF ASSESSMENT

La Estrategy of assessment is the design of a specific plan

of teaching performance related to the assessment oflearning and teaching process within a determinedcurricular project.

It concerns to teachers strategic ability, previouselaboration for later execution in sutiable momentsthrough techniques and appropiate instruments, andaccording to established criteria and procedures, in order

to achieve la proper assessment of learning in a correctway


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ELEMENTS OF ESTRATEGY

In estrategy of assessment, teacher,teacher, in a clever way, activatedeformaconjunta:

The concept

of

assessment

that s/he has, what s/he thinks about it.

Data or informations/heneedstogetregarding students learning assessment.

Techniquesandinstrumentsrequired to use.

Appropiate moments for its application.

Subjects specificty and kind ofdidacticactivity

Criteria and proceduresof performance.

All estrategies, in order to go from its intellectual creation into practicalexecution, need the explanation in the methodological design of application.

Thelastpartinexecution,isthefirstoneinintention.Thelastpartinexecution,isthefirstoneinintention.


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OPERATIBILITY OF LEARNING ASSESSMENT

ESTRATEGYTECHNIQUES

INSTRUMENTS

CRITERIAPROCEDURES

METHODOLOGICAL DESIGN OFPERFORMANCE


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7

STUDENT SELF ASSESSMENT AS AN

ASSESSMENT FORM OF THEIR

LEARNING


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SELF ASSESSMENT AS AN ASSESSMENT FORM

Self assessment is a strategy mby which student takes part in the

valoration of his activities: Itisusefulforthestudentsbecause:

3 Examines the advances, achievements, and difficulties.

3 takes responsibility of execution of his productions andlearning activities.

3 Develops a selfcritical and reflective attitude.

Itisusefulforteachersbecause:

3 Provide better judge elements in order to facilitate andguide learning.

3 Reinforce their valoration eregarding students learningactivities.

3 Values thier own performance and review programmes bymodifying contents, methodologies, etc.


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STUDENT IN FRONT OF SELF ASSESSMENT

Student, helped by the teacher, must assumeprogressively a greater responsibility about thedecisions that account in tasks and proceduresabout his learning: have mgreater capacity of

initiative in proposals and answers of his academicactivity. :

Feel himself the main character of the movie-story

scriptabout the process and results of his academiclife, with responsibility and motivation.

Be aware of personal factors that determine

performance and qualifications results


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PROFESSOR-SELF ASSESSMENT-STUDENTTeacher, without resigning to the responsability he has, must

compromise the students with the same learning commitmment he

has.With self assessment, student gets used to re-view his behavior in

different learning activities: becomes aware of his effort, hisachievements, his difficulties, his aspirations, etc..

Self assessment becomes the base of permanent regulation inteaching, and in a parallel way, the self regulation in learning. Oncemore, teacher and students performances interact and converge.

There is no dichotomy between self assessment and teaching-learningactivites: agents of involved process, they mutually benefit, they

both assess, and at the same time, they teach and learn.


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SELF ASSESSMENT & AUTO CONTROL

Self assessment and self control contribute to the students

to be more autonomous, students become aware of theu

oen assimilation and learning processes.

It is a good method for evey single student, learning tolearn, and consequently, learning to self assess.

It is needed to start from the point that teacher must help

his students in learning to learn and learning to self assess.

It is part of the training and trainer function of the

assessment that must be within teaching.


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THANKS FOR YOURTHANKS FOR YOUR

ATTENTIONATTENTION

[email protected]

www.uned.es

I AM AT YOUR DISPOSALI AM AT YOUR DISPOSAL

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