STUDENT’S ASSESSMENT

STUDENT’S ASSESSMENT

FAIR ASSESSMENT

Self-Esteem Fair Goals Fair Timing Formal Assessment

Structured Analytical

Informal Assessment Observational Tutorial -Parent meetings

SELF-ESTEEM

A child believes he/she is the way that people think of him

CLEAR AND DETALIED GOALSA goal is like an implicit contract between student and teacher; the

basis of the contract need to be well-known by the two parties. Set clear goals and specify what you expect from the student

For the lesson For the term For the whole cycle

Set appropriate timing to accomplish the goal Same goal but different pace depending on the students’

abilities The student’s progress is more important than the outcome.

INFORMAL ASSESSMENT

COMMUNICATION STYLES Agressive attitude

Express anger at the student’s lack of effort Assertive attitude

Express that the student has failed to do his homework Passive attitude

You anticipate the student will not manage to get over his poor exam results

NEVER SAY I knew you wouldn`t do it. (Anticipate) As always, you have not done your homework.

(Generalise) You never know anything.(Generalise) What a surprise! You failed again.(Sarcasm) You think you can always do what you want (Read his

mind) I am tired of your constant lack of respect.(Emotional

bond) Is that an intelligent question? (Sarcasm) You are never interested in anything. (Negative Filter and

Generalization)

ASSERTIVE COMMENTS Control anger

Dramatize Speak about facts and avoid personal opinions Avoid establishing emotional bonds Take your time to think on the steps to take after bad

performance/behaviour. Turn difficulties into challenges

Be consistent Follow up punishment Make sure punishment is always served Make sure good behaviour and good performances are highlighted

Be patient Children’s attitude does not change easily

Get your self ready for challenges Study, share, research on new ways to face a challenge

WHAT TO ASSESS

Observational approach: the student's performance is observed and assessed unobtrusively while he/she is working to accomplish a certain competence. The student is not compared with anyone and his/her progress is what matters most. Notebooks Homework In-class and out class performance

Structured approach: the student is asked to perform one or more specific tasks. The student performs the task after he/she has worked out the competence and has had the time to achieve it. The outcome is what matters most. The task can be administered in: a one-on-one setting -- with the test administrator and one student -- a group or class setting.

WAYS TO ASSESS Analytic scales capture the student's performance on

various aspects. The outcome is what matters most and his/her performance is compared with his peer’s. Oral and written exams.

NOTEBOOKSAND

DAILY EXERCISES

Consistent feedback Clear and assertive observations on errors and

achievements“You did a good job and the paragraph distribution is

excellent. There is still room for improvement in your spelling”.

“Make sure you spell words correctly to keep your scores high”.

PARENT MEETINGSTUTORIAL REPORTS

Avoid ranking and comparing students Make assertive comments Let the parents know that your schemes of work take the student’s different

abilities into account Avoid passing the teaching responsibility onto the parents Get to know the student weaknesses well enough

Jane finds it difficult to grasp the concepts but I have given her some manipulative material to work a little bit more and I am sure she will do

fine.1. You detect the weakness and express it assertively2. You show you are doing something to help her improve3. You show confidence on he progress

RUBRICS

An Excel sheet with all the competences chosen for a certain lesson

Different approaches of the lessons to meet multiple intelligences

Differentiated Instruction: On-level Advanced Critical Intervention.

RUBRICS

BEFORE AND AFTER THE EXAM One week prior to it expose the children to similar

questions to facilitate recognition of the format After the exam revise results and make sure the

results match the teacher's expectations. Good students should show the higher results More than 50% of failures in a question indicate a

necessary change. Less than 60% of pass indicate a necessary change

EXAMS

MIMO Exams; Several sections Matching, Identification, Multiple choice and Open questions. Literal and Inferential questions Critical thinking

Special format for ATD and weak kids Bigger letters and wider spaces Hand in sheet by sheet Avoid open questions Longer time Oral exam for students whose writing skills are poor

HOW TO ASSESS ENGLISH Productive Skills:

Grammar structures 20% Guided use Open use

Writing 15% Organisation of Ideas. Paragraph distribution Language Conventions Sentence Fluency Word choice Spelling

Speaking 10% Guided Use of specific vocabulary

Class work and contributions 20%

HOW TO ASSESS ENGLISH Receptive Skills

Listening Comprehension 10% Reading Comprehension 15%

Intonation, Pronunciation and Fluency Inferential and Literal comprehension

Vocabulary 10%

Grammar, Writing and Vocabulary depend more on effort and study

Reading, Listening and Speaking depend on the time spent on each

HOW TO ASSESS SCIENCE

Proper use of scientific vocabulary (25%)The student uses the proper vocabulary when speaking and when writing. Understanding of new concepts (25%)The student can understand the topic and all the relationships among the

topics/processes etc. This is a more intuitive mental skill and depend more on the students own ability.

Ability to apply the concepts learnt (critical thinking) (25%)

This is proven when the student is able to relate, presume, predict, anticipate ideas which are not shown directly in the text book.

Class work (25%); Presentations, Summaries, Group work, Learning Centre and Project participation etc.