evaluation assessment & 2g curriculum april 26 2016

8/18/2019 Evaluation Assessment & 2g Curriculum APril 26 2016

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Time Tasks

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

9:10 • Brainstorming: Teachers vs Testing! "ssessment #$valuation%

9:0 # 10 :'0

• nd ( and $valuation

10: '0 !

10:)0

• *ause co+ee

10:), • -orkshops : assessing and evaluating the nd test usingthe ( recommendation

11:'0 • -orkshop deliver.

1:00 • /losure of the meeting


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Evaluation


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Figure 1 !elationship and purposes of e"aluation, assessment and testing

EvaluationPurpose: to collect information about a particular course or programin order to evaluate its effectiveness and make decisions about it

AssessmentPurpose: to collect and interpretinformation over time about students’abilities and knowledge in order to helpthem improve

TestingPurpose: to measure aspecific set of behaviors orskills at one point in time


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• Measure # et ob!ective information aboutlearners’ performance "students take a readingtest#

• Assess # Anal$%e and interpret information about

a learner’s performance "teacher corrects thereading test& anal$%es which 'uestions weredi(cult for learners& how dierent learnersperformed and how the whole class performed#)

• Evaluate # Make decisions based on informationabout a learner’s performance "teacher giveslearners a grade based on their performance onthe reading test#


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) a s e purpose oassessment+

• Diagnostic assessment :• one before the teaching process

begins2 at the beginning of anacademic .ear or unit of stud.

–iagnostic assessment helps teachersprepare to teach a group ofstudents)


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3o4 oftenand 4hen do

.ou deal 4ith:

• iagnostic

assessment5

• "ssessment forlearning5

•Summativeassessment5


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Formative assessment

• one during the teaching process2

• to see if the instructional

techni'ues are eective


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Summative assessment

• one after the teaching process2 to

see 4hat students have learned• 6earners are usuall$ evaluated on

summative assessment results.


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"ssessment vs testing

• Bob "damson argued that 7testing doesnot e8uate 4ith the assessment

• Testing is apart of the assessment2 but it

is onl. one means of gatheringinformation about a student

• The focus in testing is on ndingthe norm


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• "ssessment is broader than testing

• ;t implies evaluation based on acollection of information about

4hat students know and can do)

• The teacher is looking for progress overtime in a variet$ of conte,ts


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ood evaluation can motivatelearners to stud$

Poor or unfair evaluation

techni'ues ma$ make learners less motivated to stud$)


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The word assess

comes from the Latin verb ‘assidere’

meaning ‘to sit with’.

In assessment one is supposed to sit withthe learner .

This implies it is something we do with and

for students and not to students.

(J M Green !""#$


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The word assessment

%ssessment in education is the

process of gathering interpreting

recording and using informationabout pupils’ responses to an

educational tas&.

('arlen Gipps roadfoot )uttal!""*$


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What is formative assessment ?

• ;f 4e think of our children as

plants <

• Summative assessment of theplants is the process of simpl.

measuring them• ;t might be interesting to

compare and anal.=e

measurements but2 in

themselves2 these do not a+ectthe gro4th of the plants

• Formative assessment 2 on theother hand2 is the e8uivalent of


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… and a Cooking Analogy

7When the chef tastesthe sauce it is formative

assessment, when thecustomer tastes it, it issummative

Attributed to Professor Robert Stake


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-hat changes do .oue>pect 4ith the ( in

matter of evaluation5

,? dicussion


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- curriculum .- curriculum .

EvaluationEvaluation• Assessment of learning

• /iagnostic assessment

• 0ormative assessment

• 0ormal assessment


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Assessment of learning

1"ssessment is an integral part of the

process of learning! ;t helps to determine the level of procienc. of the learner and ho4 he

is progressing to4ards his learning


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/iagnostic assessment:

;t allo4s for an overview of theoverview of theknowledge and skills of theknowledge and skills of the

learnerslearnersA it is done at the

beginning of a period of learningthrough a batter. of tasks that 4illhelp the teacher tomeasure the

learners level of rocienc before


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0ormative assessment:

This is done during the 4eek and afterfour 4eeks of teaching This t.pe ofassessment ma.not be scored as verbal

comments to the learner ma. besucientCormative assessment can be oral or

4ritten or both The procedures of


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B. regularl. assessing thelearners2 teachers canidentif. the source of errors2

design remediation tasks anduse strategies that 4ill help

him overcome diculties eg


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assessment tools:

•

this is 4ritten b. the learner@teacher himself • and contains personal reDections on his 4ork2

progress 2 diculties and solutions

• that he intends to use alone or 4ith the teacher

the log book " orre2ective !ournal%:

o4 can ssessment or


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o4 can ssessment orlearning applied in our dail.

teaching 4ork5 ! - . ( / + ! (/ate %ime .lass .-%(% -bser"ation

unday

#pril

2th,2014

5 00

6 00

74

Pro!ect 3 8rite narrati"e account on a topic of inetrest

0ile 3 Fact 9 Fiction

4esson %elling tory

P/P " read#

Pre1reading 5 6nterpret photo page 783

/uringreading : acti 1,2,3 pages 1;


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The portfolio

• this contains the learner s 4ritten 4orksuch as a reading report2 a 4ritten accountof a lm or pla.2 a ne4spaper articlerelated to proEect 4ork2 a dictation 2 a letter

to a friend

• These productions must be corrected b.

the teacher and then re4ritten b. thelearner 4ho 4ill be able to measure hiso4n progress


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The debate

• this allo4s learners to ac8uire the skills neededfor e>changing and sharing information

• this 4ill teach them ho4 to listen to eachother and solve problems together


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Conferencing:

•

this is a face #to!face e>change 4ith theteacher on learning problems in order tohelp correct errors and improve learning


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Cormative assessment thereforeenables ever.one to kno4 4here he isThere are threethree t$pest$pes of formativeof formative

assessmentassessment:•

Tutoring• Peer assessme

• 9elf1assessme

E h t i l it i d i di t


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Each t$pe involves criteria and indicators&as described above

• Tutoring:• This is done b. the learner 4ho sits 4ith the teacher and corrects his

errors himself 4ith the teacher s guidance

• Peer assessment:

• This is done bet4een learnersstudent!student % or 4ith theteacherstudent!teacher%Alearners assess e ach others productions

using the criteria given b. the teacher• 9elf1assessment:

• ;n this t.pe2 the learner is critical of his o4n 4ork and triesto improve it

•

3e graduall. sho4s more autonom. and responsibilit.2using learning devices such as the portfolio or the logbook


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"ssessment through testsand $>ams


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assessmentassessment• This t.pe is best kno4n and most practiced b. the school s.stem2

and it is meant to select and orient the learners Cormalassessment is usuall. summative and occurs at the end of a c.cle

;EM or ;ACCA4A;EM or ;ACCA4A through formal assessment2 thelearner should demonstrate the master. of language kno4ledgeand skills

"ccording to the ocial guidelines2 formal assessmentshould include tests and e>aminationsThese should come at the end of a specic learning

period school term or end of school.ear% 2 and providelearners 4ith grades or scoresCormal assessment should help teacher andadministration to make decisions about learnerranking2

succeeding and moving to the upper level2 or repeating


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evaluationevaluation

• To understand di+erent t.pes of evaluation theteacher follo4s a predetermined plane *hen+*hen+

*h$+ *h$ + ?ow + *hat+*h$+ *h$ + ?ow + *hat+ % Some e>amples : 71 diagnostic evaluation71 diagnostic evaluation :

*hen*hen5 %: it should be done at the beginning of orduring ne4 learning

!" *h$+ #" *h$+ # : ;t is conducted to make the necessar.decisions to start ne4 learning !"*h$+#"*h$+#: ;t checks if the prere8uisites are installed

! "?ow+#"?ow+# : ;t is done through a test of the prere8uisitesthat 4ill help diagnose and remed.

! " *hat+ #" *hat+ # : The test 4ill refer to a skill 4hich 4ill coverpart of the Output *role Crom


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=egulator$ assessment 5=egulator$ assessment 5

A04A04

! *hen*hen5 % : ;t is done throughout the

.ear2 during each lesson ! what for+what for+ % ;t is conducted to makedecisions to improve the 8ualit. of teaching

and learning


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The certi@cation assessment 5 0ormalThe certi@cation assessment 5 0ormal

AssessmentAssessment

! " *hen+ #" *hen+ # ;t is practiced b. .ear end ! ;t is conducted to make the decisions

pass @ fail is to sa. control of 4hat is strictl.necessar. pre re8uisite to begin theimportant learnings

! " 0or what+" 0or what+ % ;t also allo4s students to


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B. the end of each


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"March -78#"March -78#

EBA4


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EBA4


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integration s assessment gridintegration s assessment grid

A i h Th "#


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Assessing the Three "#Assessing the Three "#

66P competencies66P competencies

•Oral interaction

• Oral or 4ritten interpretation

• Oral or 4ritten production

assessment grid for oral interacti


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The learner can< .es no -hat to do 5Tdsessions%

!make contact 4ith theinterlocutor!transmit a message!react in a non verbal

4a. to verbal messages!maintain an oralinteraction usinglistening strategies

!sort out the generalmeaning of an oralmessage!Sustain a short oralnarrative

2argumentative

assessment grid for oral interacti

Assessment grid related toAssessment grid related to


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The learner can : .es e>ample

no Iemedial4ork T%

!educe the meaning of a 4ordfrom a picture!6isten and do ll in a table2match2 circletand sort out the le>is about EunkfoodJse the vocabular. related to to

design a leaDetJse le>is related to a lo4!calor.menuSort out le>is related to

commercialsSort out facts and o inions

Assessment grid related toAssessment grid related to

interpretive competenceinterpretive competence

Assessmnt grid related to procudeAssessmnt grid related to procude


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;can < .es

e>ample no Iemedial4ork T%

Ieport events@ facts@Kake recommendations

$>press likes and dislikes

/ompare cooking habits@eating

habits@table manners

-rite@respond to emails

esign a leaDet@commercial

-rite a health. menu$>ploit the results o f a surve. about

food habits@cooking habits

Kake posters 4ith

recommendations2advice2prohibitions

Assessmnt grid related to procudeAssessmnt grid related to procude

competencecompetence

Assessment grid for cross1curricularAssessment grid for cross1curricular


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The learner can: .es sample no -hat todo5

7)6ntellectual competenc$:o he can understand and interpret verbal andnon!verbal messageso he can solve problem situations using a variet.of communication meanso he can sho4 creativit. 4hen producing oraland 4rittenmessages

o he can sho4 some degree of autonom. in allareas of learning

)methodological competenc$ :o he can 4ork in pairs or in groupso he can use strategies for listening andinterpreting oral discourseo he can develop e+ective stud. methods 2

mobili=e his resources ecientl. and manage histime rationall.o he can use information and communicationtechnolog. 4henever he needs it for learningand researcho 3e can evaluate himself o he can evaluate his peers

Assessment grid for cross curricularg

competencescompetences

The learner can: .e sample no -hat to


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.s

pdo5

)communicative competenc$o he can use dramati=ation and role!pla. to communicate

appropriatel.o he can use information and communication technolog.such as blogs 2 4ebsites page 2 discussion forums 2platforms to interact 4ithlearners of other cultureso he can use dramati=ation and role!pla. to communicateappropriatel.o he can use information and communication technolog.

such as blogs 2 4ebsites page 2 discussion forums 2platforms to interact 4ithlearners of other cultureso he can process digital datao he can evaluate his peers

Fpersonal and social competencies :o he is a4are of his role and othersG role in the

development of proEectso he is keen on promoting the 4ork of hispeerso he respects our national values and behavesconsistentl.o 3e is honest and accountable for his 4ork

and respects others 4orko 3e asserts his ersonal identit and behaves

Assessment grid for values


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The learner can: .es mod

el

no -hat to do

5Dational identit$the learner can use the markers of hisidentit. 4hen introducing himself toothers: name2 nationalit. 2 language2

religion 2 Dag2 national currenc. Dational conscience:o 3e can speak about our school da.s24eekend and national public holida.shistoric2 religious2 etc%Citi%enship :

o he sho4s respect for the environmentand protects it continuall.penness to the world :o 3e is keen on learning about others?markers of identit.

Assessment grid for values

ur rcu um eme a


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ur rcu um eme a-ork

• "fter the e>ploitation of results and identication of learnersunearned criteria 2 the teacher sets up a remedial device to

highlight the strengths and 4eaknesses of their learners andgive meaning to learning i+erentiated

• Iemediation must put the emphasis on the performance oflearners and learning

• ;t must not be the same for all learners in the conte>t ofdi+erentiated instruction

• The teacher 4ill develop activities to one or more criteria insome unearned learners such as relevance 2 the correct use oflanguage and consistenc. The learners have an e>cellent level

of assessment of situations much more comple> for thepurpose of $>cellenc.


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Test Ieport


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• -hat have ; learnt 5

•

-hat have ; found eas. 5

• -hat have ; found dicult 5

• -hat do ; 4ant to kno4 no4 5

-orshops-orshops


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-orshops-orshops(roup 4ork: each group must be mi>ture of e>perienced(roup 4ork: each group must be mi>ture of e>perienced

teachers 2 ne4 8ualied teachers and ne4 conrmed onesteachers 2 ne4 8ualied teachers and ne4 conrmed ones

• roup 7roup 7: Jse .our latest teststests and evaluate themaccording to the ( curriculum criteria values and cross curricularcompetencies5 P

• roup -roup - : Jse the last ational B$K $>am and evaluate itaccording to the ( recommendations e>am designers

values and cross curricular competencies5 P

• roup roup : Jse .our last lesson plan and .our teacher?splan book R log book P and make evaluation grids about the';;* and to 4hat e>tent it reDects the ( curriculum

• roup F: ;t?s nearl. the end of the school .ear tr. to makea summative assessment about 01, # 01L School ear


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• Iesources :

• atioanl /urriculum Karch 01,

•

ocument d?accompagnement Karch01,

• /riteria of Situation of ;ntegration01, b. KI Samir Bounab

• (oogle images

• (oogle translator


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evaluation assessment & 2g curriculum april 26 2016

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