Time Tasks

9:00 • Opening Session & Quick feed back about the last sessions

9:10 • Brainstorming: Teachers vs ( Testing- Assessment – Evaluation)

9:20 – 10 : 30 • 2nd G and Evaluation

10: 30 - 10:40 • Pause coffee

10:45 • Workshops : assessing and evaluating the 2nd test using the 2G recommendation

11:30 • Workshop delivery

12:00 • Closure of the meeting

Evaluation

• Measure – Get objective information about learners’ performance (students take a reading test).

• Assess – Analyze and interpret information about a learner’s performance (teacher corrects the reading test, analyzes which questions were difficult for learners, how different learners performed and how the whole class performed).

• Evaluate – Make decisions based on information about a learner’s performance (teacher gives learners a grade based on their performance on the reading test).

. What is the purpose of assessment?

• Diagnostic assessment :• Done before the teaching process begins, at

the beginning of an academic year or unit of study.

– Diagnostic assessment helps teachers prepare to teach a group of students.

How often and when do you

deal with :

• Diagnostic assessment?

• Assessment for learning?

• Summative assessment?

Formative assessment

• Done during the teaching process,• to see if the instructional techniques are

effective.

Summative assessment

• Done after the teaching process, to see what students have learned.

• Learners are usually evaluated on summative assessment results.

Assessment vs testing

• Bob Adamson argued that “testing does not equate with the assessment.”

• Testing is apart of the assessment, but it is only

one means of gathering information about a student.

• The focus in testing is on finding the norm.

• Assessment is broader than testing. • It implies evaluation based on a collection of

information about what students know and can do.

• The teacher is looking for progress over time in a variety of contexts.

Good evaluation can motivate learners to study.

Poor or unfair evaluation techniques may

make learners less motivated to study.

The word assess comes from the Latin verb ‘assidere’

meaning ‘to sit with’. In assessment one is supposed to sit with the

learner. This implies it is something we do with and

for students and not to students. (J M Green, 1998)

The word assessment

Assessment in education is the process of gathering, interpreting, recording, and using information

about pupils’ responses to an educational task.

(Harlen, Gipps, Broadfoot, Nuttal,1992)

What is formative assessment ?• If we think of our children as plants …• Summative assessment of the plants is

the process of simply measuring them.• It might be interesting to compare and

analyze measurements but, in themselves, these do not affect the growth of the plants.

• Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

… and a Cooking Analogy

“When the chef tastes the sauce it is formative assessment, when the customer tastes it, it is summative”

Attributed to Professor Robert Stake

What changes do you expect with the 2G in matter of evaluation?

5’ dicussion

2G curriculum & Evaluation2G curriculum & Evaluation

• Assessment of learning

• Diagnostic assessment

• Formative assessment

• Formal assessment

Assessment of learning

-Assessment is an integral part of the process of learning.- It helps to determine the level ofproficiency of the learner and how he is progressing towards his learning goals -Assessment can be done at any time and / or when the teacher and administration decide. - The assessment of the learner can be diagnostic, formative or summative.

Diagnostic assessment:It allows for an overview of the knowledge overview of the knowledge and skills of the learnersand skills of the learners; it is done at thebeginning of a period of learning through a battery of tasks that will help the teacher tomeasure the learners level of proficiency before they start the curriculum, identify theirstrengths and weaknesses and plan remedial work

Formative assessment:This is done during the week and after four weeks of teaching. This type of assessment maynot be scored as verbal comments to the learner may be sufficientFormative assessment can be oral or written or both The procedures of assessment , tasksand criteria should be communicated to the learner as he is responsible for his own learning.The learner must be aware of his progress and shortcomings, and of the importance ofregular and constant work.

By regularly assessing the learners, teachers can identify the source of errors, design remediation tasks and use strategies that will help him overcome difficulties (eg make himrepeat a word to correct his pronunciation, explain a grammar point, give additional work todo at home, etc)

Types of formative assessment tools:

• this is written by the learner/teacher himself• and contains personal reflections on his work,

progress , difficulties and solutions• that he intends to use alone or with the teacher

the log book ( or reflective journal):

How can Assessment for learning applied in our daily teaching work?

The portfolio• this contains the learner s written work such

as a reading report, a written account of a film or play, a newspaper article related to project work, a dictation , a letter to a friend .

• These productions must be corrected by the teacher and then rewritten by the learner who will be able to measure his own progress

The debate

• this allows learners to acquire the skills needed for exchanging and sharing information

• this will teach them how to listen to each other and solve problems together

Conferencing:

• this is a face –to-face exchange with the teacher on learning problems in order to help correct errors and improve learning

Formative assessment therefore enables everyone to know where he is. There are threethree types types of formative assessmentof formative assessment:

• Tutoring• Peer assessment

• Self-assessment

Each type involves criteria and indicators, as described above

• Tutoring:• This is done by the learner who sits with the teacher and corrects his errors

himself with the teacher s guidance• Peer assessment: • This is done between learners(student-student ) or with the teacher(student-

teacher);learners assess e ach others productions using the criteria given by the teacher

• Self-assessment:• In this type, the learner is critical of his own work and tries to improve

it.• He gradually shows more autonomy and responsibility, using learning

devices such as the portfolio or the logbook .

Assessment through tests and Exams

Formal assessmentFormal assessment• This type is best known and most practiced by the school system, and

it is meant to select and orient the learners. Formal assessment is usually summative and occurs at the end of a cycle (BEM or BEM or BACCALAUREAT); BACCALAUREAT); through formal assessment, the learner should demonstrate the mastery of language knowledge and skills.

According to the official guidelines, formal assessment should include tests and examinations.These should come at the end of a specific learning period (school term or end of schoolyear) , and provide learners with grades or scores.Formal assessment should help teacher and administration to make decisions about learnerranking, succeeding and moving to the upper level, or repeating the year

Action Plan evaluationAction Plan evaluation• To understand different types of evaluation the teacher

follows a predetermined plane ( When? Why? Why ? When? Why? Why ? How ? What? How ? What? ) Some examples :

1- diagnostic evaluation 1- diagnostic evaluation :

( WhenWhen? ): it should be done at the beginning of or during new learning. -( Why? )( Why? ) : It is conducted to make the necessary decisions to start new learning. -(Why?)(Why?): It checks if the prerequisites are installed .

- (How?) (How?) : It is done through a test of the prerequisites that will help diagnose and remedy .

- ( What? ) ( What? ) : The test will refer to a skill which will cover part of the Output Profile From.

Regulatory assessment = AFLRegulatory assessment = AFL

- ( WhenWhen? ) : It is done throughout the year, during each lesson . - ( what for? what for? ) It is conducted to make decisions to improve the quality of teaching and learning. - (Why?Why?) It is made to regulate as soon as possible , adapting instruction to students, improve the quality of teaching and learning , reduce disparities. - (How?How?) It is conducted through observations , rapid assessments , and error analysis - diagnosis - remediation. - ( What? )( What? ) :The test will report a specific goal

The certification assessment = Formal AssessmentThe certification assessment = Formal Assessment

- ( When? ) ( When? ) It is practiced by year end. - It is conducted to make the decisions pass / fail is to say control of what is strictly necessary pre requisite to begin the important learnings . - ( For what? ( For what? ) It also allows students to make classification decisions on a performance scale. - (Why?) (Why?) It can ' certify socially that ...‘-( What? ) -( What? ) It is done through examinations for certified assessment at quarter end on a skill, or end of the cycle compared to Profil output

By the end of each file

Criteria of Integration (March 2015)Criteria of Integration (March 2015)

EVALUATION Grid OF A SITUATION OF EVALUATION Grid OF A SITUATION OF INTEGRATIONINTEGRATION

Characteristics and components of the situation yes no Suggested regulationDoes the situation fits the learners’ interests and environment (me, my world, the world)?

Does the language used belong to the learners’ repertoire ? Is it in conformity with the exit profile ? Is the situation doable with the resources at hand ? Does it include values ? Does it require the mobilization of different types of knowledge ?

Is there a context of use ? Is the situation new for the learner and allows critical thinking ? Is there a task to accomplish and not drills for restitution ? Are the formulations /tasks adapted to the cognetive level of the learners ?

Do they describe exactly what the learner should do ? Is the situation complex ? Does it require the mobilization of the acquired resources and the information contained in the supports?

Does it suggest a problem solving (a challange) that can be solved by the learner ?

integration’s assessment gridintegration’s assessment grid

Assessing the Three (3) IIP Assessing the Three (3) IIP competenciescompetencies

• Oral interaction • Oral or written interpretation• Oral or written production

The learner can… yes no What to do ?(Tdsessions)

-make contact with the interlocutor-transmit a message-react in a non verbal way to verbal messages-maintain an oral interaction using listening strategies-sort out the general meaning of an oral message-Sustain a short oral narrative ,argumentative ,descriptive, prescriptive on topics of interest,a series or sequence connected points

assessment grid for oral interaction

The learner can : yes example no Remedial work (TD)

-Deduce the meaning of a word from a picture.-Listen and do (fill in a table ,match, circle…) -read a descriptive,argumentative text and sort out the lexis about junk foodUse the vocabulary related to to design a leafletUse lexis related to a low-calory menuSort out lexis related to commercialsSort out facts and opinionsClassify foodDefend and respect opinionsExploit,use information for a survey

Assessment grid related to interpretive competence Assessment grid related to interpretive competence

Ican … yes example no Remedial work (TD)

Report events/ facts/

Make recommendations

Express likes and dislikes

Compare cooking habits/eating habits/table manners

Write/respond to emails

Design a leaflet/commercial

Write a healthy menu

Exploit the results o f a survey about food habits/cooking habits

Make posters with recommendations,advice,prohibitions

Assessmnt grid related to procude competenceAssessmnt grid related to procude competence

The learner can: yes sample no What to do?

1.Intellectual competency:o he can understand and interpret verbal and non-verbal messageso he can solve problem situations using a variety of communication meanso he can show creativity when producing oral and writtenmessageso he can show some degree of autonomy in all areas of learning2.methodological competency :o he can work in pairs or in groupso he can use strategies for listening and interpreting oral discourseo he can develop effective study methods , mobilize his resources efficiently and manage his time rationallyo he can use information and communication technology whenever he needs it for learning and researcho He can evaluate himselfo he can evaluate his peers

Assessment grid for cross-curricular competencesAssessment grid for cross-curricular competences

The learner can: yes sample no What to do?

3.communicative competencyo he can use dramatization and role-play to communicate appropriatelyo he can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact withlearners of other cultureso he can use dramatization and role-play to communicate appropriatelyo he can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact withlearners of other cultureso he can process digital datao he can evaluate his peers4.personal and social competencies :o he is aware of his role and others' role in the development of projectso he is keen on promoting the work of his peerso he respects our national values and behaves consistentlyo He is honest and accountable for his work and respects others worko He asserts his personal identity and behaves with self-confidenceo He socializes through oral or written exchangeso he develops attitudes of solidarity

The learner can: yes model

no What to do ?

National identitythe learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ...National conscience:o He can speak about our school days, weekend and national public holidays (historic, religious, etc)Citizenship :o he shows respect for the environment and protects it continuallyOpenness to the world :o He is keen on learning about others’ markers of identity

Assessment grid for values

2 G Curirculum & Remedial Work• After the exploitation of results and identification of learners unearned

criteria , the teacher sets up a remedial device to highlight the strengths and weaknesses of their learners and give meaning to learning Differentiated

• Remediation must put the emphasis on the performance of learners and learning.

• It must not be the same for all learners in the context of differentiated instruction

• The teacher will develop activities to one or more criteria in some unearned learners such as relevance , the correct use of language and consistency .The learners have an excellent level of assessment of situations much more complex for the purpose of Excellency

STEPS TO FOLLOW STEPS TO FOLLOW

1- correct copies2 -make an inventory of the most common mistakes 3 -classifier errors prioritized and compared to the learning objectives of4 -The present learners in context 5 -ask learners to identify these errors6 - analyze and understand the errors7- prepare remediation activities by integrating unearned criteria 8- give more complex assessment of situations for good learner

Test Report

•What have I learnt ?

•What have I found easy ?• What have I found difficult ?

• What do I want to know now ?

Worshops Worshops Group work: each group must be mixture of experienced teachers , new qualified Group work: each group must be mixture of experienced teachers , new qualified

teachers and new confirmed onesteachers and new confirmed ones

• Group 1Group 1: Use your latest teststests and evaluate them according to the 2 G curriculum criteria « values and cross curricular competencies? »

• Group 2Group 2 : Use the last National BEM Exam and evaluate it according to the 2G recommendations exam designers « values and cross curricular competencies? »

• Group 3Group 3 : Use your last lesson plan and your « teacher’s plan book = log book » and make evaluation grids about the 3IIP and to what extent it reflects the 2G curriculum

• Group 4: It’s nearly the end of the school year try to make a summative assessment about 2015 – 2016 School Year

• Resources :• Natioanl Curriculum March 2015• Document d’accompagnement March 2015• Criteria of Situation of Integration 2015 by MR

Samir Bounab• Google images • Google translator

Thank You