1. ‘HOW TO ASSESS
STUDENTS IN VIRTUAL
ENVIRONMENT’
ATTIYA KARIM BALGHARI- AL CORNICHE INT. SCHOOL JEDDAH
BASMA BUSHNAK –EMKAN EDUCATION
MEMBERS OF CSCJ
5 NOV. 2020
2. AGENDA
•Today we will discuss, explore , and refresh our ideas about the following
topics and share our reflections in the form of some notes and responses,
• current situation of the new normal,
• importance of assessment: common practices
• virtual environment :use of technology , types of learning assessments
• relationship of learning assessments with learning objectives and learning
practices: PD sample(handout)
• Students’ self-assessment and online assessment sample practices,
• importance of assessment for learning ,examples, techniques, and tools
• how to use summative assessments and testing for assessment for
learning and vice versa
• Testing
• Important Points to Consider
• references
3. • Extreme times require extreme measures. The current
status of World events requires an extreme shift in how
schooling is done
• Schools used to do assessment mostly in a very typical
and “safe” way
• Especially now, formative assessment, or AFL, is most
important because it measures “the learning” that
happened not just the “knowledge” acquired
• Formative assessment at a distance is challenging but
possible,
• More than ever, we now need to check for
understanding and provide meaningful feedback.
• Make sure the tools you use fit your purpose.
What is going on
in the world?
4. • Assessments through one-to one
interaction with students using chat box or
oral responses
• Showing signals or posters/KWL model
• Group/pair work in breakout rooms
• Writing expressions and practical projects
including research work which can be
shared with teachers and classmates
through different channels
As educators we believe that learning is
more important than testing!
https://www.slideshare.net/NishaSingh99/online-assessment-168029540?from_action=save
https://www.researchgate.net/publication/337732342_Formative_Assessments_and_Summative_Assessments_My_Experienc
e_and_Understanding_Formative_Assessments_and_Summative_Assessments_My_Experience_and_Understanding
Common
Practices
5. INTERACTIV
E QUESTION:
DO YOU BELIEVE
IN ASSESSMENT
FOR LEARNING ?
For your comments and
responses please use the chat
box or Q&A.
9. INTERACTIVE
QUESTION:
DO YOU USE H.O.T.S. FOR
YOUR LESSONS’
OBJECTIVES?
ARE 21ST CENTURY SKILLS
BEING CONSIDERED IN
YOUR LESSONS?
10. RELATIONSHIP OF LEARNING OBJECTIVES
WITH ASSESSMENT RUBRICS
WHY SHOULD ASSESSMENTS, LEARNING
OBJECTIVES, AND INSTRUCTIONAL
STRATEGIES BE ALIGNED?
sample handout
Professional Development for
teachers and follow-up of the
implementation and practice
https://www.researchgate.net/publication/344782314_Wh
y_should_assessments_learning_objectives_and_instruction
al_strategies_be_aligned
11. REAL PRACTICE SAMPLES OF STUDENTS’
SELF ASSESSMENT TOOLS
•Class 2 students are involved in a simple self-
assessment activity.
•Kahoot is being practiced with students of KG for
assessment
12. EXAMPLE: SHARING STUDENTS’
WORK ONLINE
(COMMON PRACTICES)
• Can be synchronous /asynchronous
• Students showing their work during online class and teacher
marks on list
• One to one follow-up on special days or after the whole class
discussion
• Sending students’ work via school’s e-platforms(text ,audio,
video, pictures)
14. ASSESSMENT
TECHNIQUES
If real learning takes place through assessments
for learning, we can test our students of their
learning in whatever ways we need.
15. ASSESSMENT TECHNIQUES-1
Muddiest Point is a quick monitoring
technique in which students are asked to
take a few minutes to write down the most
difficult or confusing part of a lesson,
lecture, or reading. It is simple to create and
facilitate. It only takes 15 minutes to collect
and review approximately 100 muddiest
points.
27. TEST SECURITY
• The Lockdown Browser feature used for testing
allows students to take a secure test without
having access to other websites or programs on
the computer. (This feature requires special
software to be loaded on the computer the
student uses for the test.)
28. ADMINISTRATION OF TESTS/EXAMS
General fidelity Approaches
• Provide guide booklets to students, teachers,
family(parents/proctors)with the information about the
procedures and agreement for being fair to make sure
that the tests and assessments/any assigned work are
being done by learners themselves. Educate the
stakeholders by nurturing a positive relationship that
being fair is in the students’ own benefit.
• Different tests, different days, sequential tests, on
Cameras and on microphone, hybrid assessments and
learning environments, face-to face exams (being
conducted with strict safety measures: (Cambridge
exams being conducted nowadays) are some of the
examples of testing in the present situation.
Microsoft Assessment features
30. MAKING SURE
YOU ARE
DOING AFL
EFFECTIVELY
• Focus on the assessing skills more than
knowledge
Use CAIE learning outcomes from the syllabus to
help you with that
• Know your purpose:
There are so many tools to use to check for
understanding. Make sure you are using an
effective one
• Collect data over time:
Formative assessment is a process, and it’s
important to collect evidence of learning over time.
• Focus on feedback:
When checking for understanding, it’s important to
communicate the feedback that comes from it. Edulastic
Spiral
Classkick
Assistments
Sero!
31. • Check for understanding in synchronous sessions:
These check-ins help you provide just-in-time feedback, and can guide
your thinking about who might need further support later through
resources, intervention, or small-group instruction through breakout
groups in a synchronous session.
• Leverage personal conversations: In our distance learning
environment, we run the risk of being further isolated. By scheduled
individual sessions with students, we can assess their learning and
provide feedback with a real human connection.
• Check in on Social/Emotional Learners: be sure to check in on
students’ well-being and their overall distance learning
experience.
• Make Data useful: When we collect and examine formative
assessments, we need to use what we learn from them to inform
instruction. Data points tell us something we can use to provide
timely feedback, adjust instruction, and plan ahead.
Formative
Plickers
MAKING SURE YOU ARE DOING AFL EFFECTIVELY
Nearpod Slido
Socrative
Quizalize
Polleverywhere
33. RECAPITULATION
SUMMARY
In our sessions today we
discussed the following:
• Types of assessment
• Assessment for learning
• Using Technology in Assessment
• Relationship of Learning Objectives with
Assessment Rubrics
• Real Practice Samples of Students’ Self
Assessment tools
• Assessment Techniques and examples
• Testing Administration & Security
• Important considerations
34. FINAL
WORDS
Engagement is Key!
Students will be more engaged and
motivated when they feel they have a role
in the online learning process
By Using formative assessment, you and your
students can monitor and adjust learning
together, and they will feel involved and
engaged.
The formative assessment process is essential
for supporting effective distance learning.
35. YOUR FEEDBACK IS
VALUABLE!
PLEASE COMPLETE THE SHORT SURVEY BY CLICKING ON THE
FOLLOWING LINK.
HTTPS://DOCS.GOOGLE.COM/FORMS/D/E/1FAIPQLSEU5OKLSOATED0GCQN
93KHOBU2DU3CWJMRQHLH6HVMP6JKUTW/VIEWFORM?USP=SF_LINK
THANK YOU
Attiya Karim Balghari
(attiyakb15@gmail.com/attiyabalghari@hotmail.com)
&
Basma Bushnak (bbushnak@emkaneducation.com)