Criterial assessment in

education:

Watch Them Grow.

Presenter: Nederita Liliana

META Webinar 4.3

January 25, 2017

Shift• From “What mark have you got?” to

“What/How did you learn?”

Two concepts1. Assessment for learning – extends the potential of formative assessment• where are children now in their learning? • where are children going in their learning?

• how will children get to the next point in their learning?

2. Assessment of learningAssessing a child’s learning at the end of a given period, such as the end of a unit of work, a week, a term, or a year

DefinitionsAssessment is the process of gathering information on student learning. Assessment is an essential element of education used to inform instruction (Wren, 2004).

Evaluation is the process of analysing, reflecting upon, and summarising assessment information, and making judgements and/or decisions based on the information collected.

Reporting involves communicating the summary and interpretation of information about student learning to various audiences who require it.

http://examination.irantvto.ir/uploads/assessing_and_evaluating_student_learning.pdf

What is criterial

assessment through

descriptors?

• a system of permanent and differential improvement of learning, teaching and evaluating through introduction of criteria and descriptors• Criterial assessment is the assessment of the

school results, which is carried out through descriptors, that specify the level of individual performance of the pupil in the process of acquiring a competence.

Criteria of assessment• A set of important qualities that

are to be found in the results of the learning process

• Criterion – the quality of the process and product of learning of the student

• Descriptor – describe the expression of student’s competency and enable to establish the level of achievement of competency (high, medium, low). Based on the level reached by the pupil the descriptors enable the teacher to give qualifiers (very well, well, fair/sufficient)

• Qualifier – the level of competency achievement.

The characteristics of the

new approach

to learning

• The emphasis of the evaluation process is on the pupil in action in the process of learning• Evaluation is contextualized – a connection between the life experiences and what is

learnt is made• Measures the present performance, offers qualitative data• Is interactive and engages the pupils in the process of evaluation• The whole is more important than the part• Helps the student to learn, making him aware of what is learnt, how is learnt, why does

s/he manage to learn• Enables the pupil to correct errors and mistakes immediately and prevents their

accumulation• Offers an instant feedback and adjusts the process on the go• Is oriented towards the pupil getting immediate teacher’s help• Enables a differential approach • develops the pupils ability to self evaluation• Reduces the time allotted for complex evaluation and increasing the time for learning• Establishes the weak points in learning in order to mediate and remediate• The tools for formative assessment allows the teacher to stimulate and develop the

pupil’s cognitive processes

Principles of the criterial assessment1. Focussing on the personality of the assessed, on his individual and age characteristics

2. Motivating for learning

3. Participation at the evaluation process

4. Relevance and efficiency

5. Confidentiality

6. Success

7. Transparency

8. The priority of self-assessment

9. Flexibility in selecting the evaluation tools

10. Correlating formative with summative assessment

11. A unity in the relation teaching-learning-evaluation

Objectives of criterial evaluation

1. selection of the information concerning the progress, errors and mistakes of the pupil, analysis of the information by using a set of criteria established in advance

2. diagnosis of the causes of difficulties and hindrances to learning

3. Adjusting the teaching and learning activities based on the analysis of the evaluations

The purpose of

criterial assessmen

t

• to identify skills that need review. Assessment provides teachers with information on what skills students have and have not mastered. It is needed to help teachers know the skill levels of their students, since students have varying experiences and knowledge.• to monitor student progress. A teacher can learn which students need review before covering additional content and which students are ready to move forward.• to guide teacher instruction. Through consistent assessment, a teacher can make informed decisions about what instruction is appropriate for each student.• to demonstrate the effectiveness of instruction. The information gained from assessment allows teachers to know if all students are mastering the content covered. It is important for teachers to use instructional time effectively, and this can be done when teachers are knowledgeable about what their students are ready to learn and what they already know. Therefore, the information gained from assessment allows a teacher to create appropriate instruction for their students.• to provide teachers with information on how instruction can be improved.

http://www.readingrockets.org/article/early-reading-assessment-guiding-tool-instruction

Functions of Assessment

1Identify current knowledge and skills of pupils

Address and plan for the strengths and needs of pupils

Evaluate pupil growth over time

Promote pupil motivation and objectivity

Evaluate program effectiveness

Enlighten parents of pupil progress

Promote parent advocates

The MAIN FUNCTION of the criterial assessment is to support learning and to adjust the results through and for the success of the pupil

Components of

Assessment

• Documentation (data collection)• Evaluation (comparison to a standard)• Communication with family (sharing both

progress and performance)

Documentation

Advantages:• Gives the teacher a well-rounded picture of the student’s

understanding and progress• unique talents, interests, knowledge, skills, and progress are

documented by observing, collecting, and reviewing children’s work over time

provides teachers with clues about what and how to teach

The Methodologic Guide on Criterial Assessment at the primary level recommends• for PUPILS:Keeping a Pupil’s Portfolio, as proof of his school performance• for TEACHERS:Keeping Registers of evidence of the assessed competences

• comparing the gathered information of each student to the standard.

It enables teachers to • guide instruction, • evaluate teaching strategies, • track student progress, and • identify students with special needs

that require additional interventions or services.

Instruction must be moulded to fit each child’s individual strengths and needs. As teachers observe students at work, they can modify the learning experiences offered to meet the individual needs of their students.

Family Communicat

ion• Families want to know how their child is doing in

school, and family members appreciate specific examples of student progress. Showing examples from their child over time enables parents to personally assess the growth and progress of their child.

Watch Them Grow with criterial assessment

Planned/formal observation (2-3 pupils at a time)

Unplanned (informal)

Observation

• Through recording unplanned observations• Anecdotal records (short narrative descriptions of

observations in the classroom). • Teachers often use binders with a few pages

devoted to each student. • Some teachers write notes on post-it notes or index

cards that are placed in the binder at the end of the day.

Example of unplanned observation: • After the assessment of the ability to spell the

vocabulary of the previous lesson and in the middle of reading the words from the book, Miroslava exclaims “Oh, now I understand! I used C instead of K to spell kite!”

Checklists

Rubrics

A tool like RubiStar is helpful, as it can show you sample rubrics other teachers have developed, and anyone can modify them for their own use.

Self Assessment• Self-assessment involves metacognition—the

process of being aware of and reflecting on one’s own learning.

• Self-assessment skills include effective questioning, reflection, problem-solving comparative analysis, and the ability to share thoughts in a variety of ways

KWL Grids

Conferencing• Those concerned with the child’s learning share their knowledge and

understanding of the child’s work, it’s processes and outcomes during a planned meeting (child-teacher-parent or teacher-parent, teacher-teacher etc.)

http://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdf

• Includes samples of child’s work across the curriculum or in a particular subject

Example:

Welcome to my portfolio• My name is _______________.• I am in _________________ class.• I like to ___________________.• My favourite colour is ___________________.• My favourite season is ___________________.• My favourite fruit is _________________.• My favourite vegetable is _______________.• I have got a ________________.

Concept mapping• Used to make spatial

representations of ideas and the relations between these ideas

The steps to take in using criterial evaluation1. Find the topic that you want to teach2. Decide what do you want the pupils to learn (results - ) by the end of the lesson3. Take the Standards of Learning Efficiency/Competency issued by the MoF in 2012 align the finalities

of the teaching-learning process you have identified with the textbook tasks and with the curriculum/standards.

4. Put the competency standards (criteria) into a checklist, rubric or self-evaluation sheet for students write the description of the level of its achievement (descriptor) and the corresponding qualifier

5. Together with your pupils formulate criteria of evaluation accessible for their understanding6. Announce the evaluation criteria of the result and the performance descriptors7. Use methods and techniques of evaluation-learning focussing on interactivity and self adjustment of

learning (E.g. The sheets Learning how to learn)8. Use feed-back techniques for immediate and permanent adjustment of learning

Performance indicator – competence in formation

Performance descriptor:The pupil recognizes with difficulty and with some errors, proves that knows partially, performs the tasks hesitantly, with some errors which do not affect something important, perceives with some errors

Qualifier:Fair (sufficient)

Performance indicator – competence that needs training for consolidation

Performance descriptor:The pupil is partially guided by the teacher, performs the tasks with very few hesitations, based on the questions asked by the teacher

Qualifier:Well

Performance indicator – competence formed and likely to develop individually

Performance descriptor:The pupil performs all the tasks with no errors, no hesitations and with maximum efficiency.

Qualifier:Very well

General descriptors for primary level

NB:Formal Requirements

• 1st formNO qualifiers (Very well, Well, Fair/Sufficient) are to be used in the 1st form

• 2nd formThe qualifiers are to be recorded in the School Register only starting with the 2nd form

Conclusion• “The assessment/evaluation process is not the end of the learning

process, but one part of a continuous cycle”and criterial evaluation perfectly fits in this cycle by its mechanisms of adjusting and readjusting the objectives of learning to the results.

http://examination.irantvto.ir/uploads/assessing_and_evaluating_student_learning.pdf