Assessment process

3 de Apr de 2018
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
Assessment process
1 de 10

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Assessment process

Notas do Editor

  1. There is more to assessment than seeing if the requirements for achieving a qualification have been met. In contrast, summative assessment(AOL) takes place on completion of a topic or unit and often contributes to the grading and assessment of a qualification. Assessment for learning supports practitioners and helps them focus on the learner and learning in individual classroom sessions. It also shows how one of the Assessment for Learning strategy’s principal themes, quality feedback, can be used to help learners progress.
  2. The majority of assignments have a summative function (assessment of learning), which may lead to students taking a strategic approach to their studies, potentially limiting their broader learning and independent thinking. The nature of the learning context is changed now and there is a need of change in assessment also and AFL helps students’ to change their approach for high quality learning. Solution :- Assessment for learning is designed to be formative and diagnostic, providing information about student achievement to both teachers and learners, which allows teaching and learning activities to respond to the needs of the learner and recognizes the huge benefit that ongoing and dialogic feedback processes can have on learning. This benefit is enhanced where feedback is embedded in day-to-day learning activities.
  3. It helps Teacher: No matter how well a teaching and learning session is planned, or how well a teacher may feel at the conclusion to the session, it is not how well the teacher has performed, but the reaction of the learners that matters. - made clear what students had to do in order to succeed - encouraged productive classroom discussion - involved teacher feedback that helped the students to move on in their learning - provided opportunities for students to be learning resources for each other - devised strategies that encouraged students to take ownership of their own learning.
  4. Facilitate Question distribution strategy(Open questions require learners to think and formulate a response.If a teacher asks learners to explain why vaccines work, then the learnershave to provide this explanation in their own words. Practice Mid-unit assessment (It also gives the teacher an opportunity to focus explicitly on areas of weak understanding supported by evidence) Bouncing (Bounce back the answers around the room to build on understanding and have students develop stronger reasoning out of misconceptions. Small Group Discussions -(It Helps to find out the perception, level and percentage of understanding and also the removal of misconception.) Peer Teaching -Assessment tools used by other students are a great way to check for understanding. You know students have truly learned a concept when they can teach it to other students. This can be done in very small groups. Quick-Draw showdown- This is fun competitive exercise,two students against each other May qickely write down a sentence or draw a quick sketch of a learning concept. It gives you a message where their understanding level is now.. And is healthy fun for them. KWL:At the beginning of a topic create a grid with three columns – What They Know;What They Want To Know;What They Have Learnt. Quick Summaries:Students can be asked to summarize important lessons or concepts. We can even add a summary challenge using social media. for example; the challenge there is that the limit is 100 characters. Students must be concise and brief with their entries. Design a Re-engagement Lesson:Consider how the students approach to the topic . Where and how would they be successful? What challenges or misconceptions may arise?Look through the student work. Categorize solution strategies, approaches and where students struggled.
  5. Rubrics provide the criteria for assessing students' work. They can be used to assess any : such as essays,reports, portfolios, art work, recitals, oral presentations, performances, and group activities. The Judgments can be self-assessments by students; or judgments can be made by others, such as faculty, other students, and external judges . Rubrics can be used to clarify expectations to students, to provide formative feedback to students, to grade students, and/or to programs.
  6. How Rubrics Helps :  1. To ensure that the process of assessment is fair and objective. 2.  A rubric is a tool which can go into the depth of the activity that is being assessed.  It is a tool which also gives the teacher a free hand in deciding criteria and also involving the students in the process. 3.  Being a detailed tool, a rubric exposes the students to their strengths and also to areas where improvement is possible. 4.  It helps a teacher to articulate in detail his/her ideas about the way in which any activity could be evaluated. 5.  Using of rubrics as a tool of assessment could result in marked improvement in student learning and performance
  7. Assessment for learning supports Teachers and helps them focus on the students and learning in individual classroom sessions: The purpose of Assessment for Learning strategies are: improve classroom practice , contribute to the personalized learning agenda, how students are empowered to take an active part in their own learning , develop the confidence of students to undertake peer and self-assessment. Teachers make professional judgments on students’ performance in every teaching and learning session undertaken. Using these professional judgments and translating them into feedback on the quality of individuals’ work is the focus of Assessment for Learning. it is important for teachers to be clear why any particular teaching tool or strategy is used, and how it fits with the underlying principles of developing thinking and/or assessment for learning.
  8. The Benefits of the AFL can be seen that it can meet out the laid down the following principals: Sharing learning goals with students Helping students to recognize the standards for which they are aiming 3. Involve students in assessing their own learning 4. Provide feedback to students 5. Communicating confidence that every student can improve. 6. Adjusting teaching to reflect the results of assessment
  9. Summary: Assessment for learning (AfL):   Is part of effective planning; Focuses on how pupils learn; Is central to classroom practice; Is a key professional skill; Is sensitive and constructive; Fosters motivation; Promotes understanding of goals and criteria; Helps learners know how to improve; Develops the capacity for self and peer assessment; Recognises all educational achievement. Assessment for learning – key characteristics   Assessment for learning: teaching and learning is an essential part which Involves sharing learning goals with pupils Aims to help pupils to know and recognise the standards they are aiming for Involves pupils in peer and self assessment Provides feedback, which leads to pupils recognising their next steps and how to take them Promotes confidence that every child can improve