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Mark Parkinson

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Presentation given by Mark Parkinson, Director, Shri Ram Schools on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES

Publicada em: Educação, Tecnologia
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Mark Parkinson

  1. 1. ASSESSMENT THE TSRS WAY Mark Parkinson, Director The Shri Ram Schools Friday 15th July 2011
  2. 2. What did we want ? <ul><li>The assessments to reflect process & content </li></ul><ul><li>Engage students in holistic tasks – meaningful, in-depth learning </li></ul><ul><li>Teachers as facilitators </li></ul><ul><li>Provide diagnostic feedback </li></ul><ul><li>Give students feedback on how well they understand the information </li></ul><ul><li>and on what they need to improve. </li></ul><ul><li>Student involvement – rubrics, self evaluation, goal setting </li></ul>
  3. 3. Emphasis on Formative Assessment Formative assessment is a reflective process that intends to promote student attainment . Cowie and Bell define it as the bidirectional process between teacher and student to enhance, recognize and respond to the learning. Black and Wiliam consider an assessment ‘formative’ when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. Definition
  4. 4. Effects of feeding back marks and comments Feedback Gain Interest marks none top positive bottom negative comments 30% all positive marks plus none top positive comments bottom negative (Butler 1988)
  5. 5. Bidirectional Teacher feedback forms Exit tickets One minute paper Concept mapping Student rubrics
  6. 6. Student Rubric Level Understanding Strategies, Reasoning, Procedures Communication Makes an effort but lacks understanding. <ul><li>I did not understand problem. </li></ul><ul><li>I was not sure how to do it. </li></ul><ul><li>I have no explanation. </li></ul><ul><li>I am not sure how to draw the problem. </li></ul>OK, good try. Unclear. <ul><li>I got started. I have part of the problem. </li></ul><ul><li>I am still thinking. </li></ul><ul><li>It would help me to work with somebody. </li></ul><ul><li>My answer doesn't look right to me. </li></ul><ul><li>I can explain some of what I did. </li></ul><ul><li>I tried to use pictures, numbers, graphs and words. </li></ul>Very good. Clear, strong. <ul><li>I understood the problem, including all of the math required to solve it. </li></ul><ul><li>I have the right answer. </li></ul><ul><li>I used a plan to solve the problem. </li></ul><ul><li>I can tell you or show you how I got the answer. </li></ul><ul><li>I used mathematical terms, pictures, graphs, numbers and words to tell you how I solved the problem </li></ul>Wow! Awesome! Excellent! <ul><li>I got it. </li></ul><ul><li>I used important math ideas to solve the problem. </li></ul><ul><li>I have the right answer. </li></ul><ul><li>I had a very efficient way of solving the problem. </li></ul><ul><li>I checked to make sure my answer was right. </li></ul><ul><li>I showed you some other ways that you can use this same plan to solve new problems, or I made a connection to another problem. </li></ul><ul><li>I showed you how I know my answer is right step by step. </li></ul><ul><li>I clearly used words, pictures, numbers, graphs and/or models to show my solution and mathematical thinking. </li></ul>
  7. 7. Student- Group Project Rubrics
  8. 8. Teacher rubric   Levels (Criteria) Dimensions (Categories) Awesome Good Okay Not Quite There Yet   Organization   Student presents information in logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following presentation because student jumps around. Audience cannot understand presentation because there is no sequence of information.   Content Knowledge   Student demonstrates full knowledge (more than required) with explanations and elaboration. Student is at ease with content, but fails to elaborate. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject.   Visuals   Student used visuals to reinforce screen text and presentation. Visuals related to text and presentation. Student occasionally used visuals that rarely supported text and presentation. Student used no visuals.   Mechanics   Presentation has no misspellings or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation had three mispellings and/or grammatical errors. Student's presentation had four or more spelling errors and/or grammatical errors.   Delivery   Student used a clear voice and correct, precise pronunciation of terms. Student's voice is clear. Student pronounces most words correctly. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student mumbles incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
  9. 9. Examples of Formative Assessment TSRS Way <ul><li>Pictorial representations - (Mind maps, Comic strips, Timelines) </li></ul>Character sketch– Highway man French Revolution- causes
  10. 10. <ul><li>Activities </li></ul>Violence Deadly, Dangerous Killing, Fighting, Destroying Osama bin Laden, Terrorism – Mother Teresa, Peace Loving, Caring, Helping Majestic, White Peace River Beautiful, Sparkling Rushing, Flowing, Gurgling Pushed by Invisible Hands Water Nakita- 7A Ranveer 7D Dramatization cinquains <ul><li>diamante </li></ul>Show and Tell
  11. 11. Skill Assessment Report ( Cycle 1) NAME : ________________ CLASS: _______ CYCLE 1 SUBJECT : ENGLISH SUBJECT TEACHER : _______________________ Skill Remark Comprehension – Factual & Analytical Exceptional comprehension & analysis of written/ spoken information. Is able to extract salient points and summarise exceptionally well. Is able to draw abstract inferences. Can very clearly bring out the chronology of events. Expression – Clarity, Brevity, Originality & Turn of Phrase Extremely lucid & clear. Brevity and economy of language reflects extraordinarily clear thinking. The language is original and the turn of phrase is exceptional.  Organisation of Ideas – Sequencing & Completeness Exceptionally well organized. Paragraphing & sequencing extremely logical. Work is complete & very comprehensive. Vocabulary – Word Meanings in Context, Range, Variety & Usage Knows the meaning of virtually all age/ grade appropriate words based on context. Extremely descriptive. Appropriate vocabulary. Word usage is consistently clear and concise. Grammar, Punctuation & Spelling Uses complete complex sentences. Consistent subject-verb agreement and correct use of verb tenses. Consistently uses correct capitalization & punctuation. Superior spelling.
  12. 12. Examples of Question papers History – Class 7 Biology- Class 8
  13. 13. CCE – Continuous and Comprehensive Evaluation Formative Assessment Bidirectional or unidirectional Where is the constant feedback mechanism, both for the student and teacher ? Use of rubrics Done or not? Before the assignment to make the student aware of the expectations of the teacher? 40% weightage to formative assessment in the year Once we assign a grade, can we still call it formative assessment?
  14. 14. Acknowledgements <ul><li>Educational Initiatives Ltd, Ahmedabad </li></ul><ul><li>Wikipedia-definition of formative assessment </li></ul><ul><li>http://www.saskschools.ca/curr_content/bestpractice/rubrics/examples.html </li></ul><ul><li>http:// www.cbse.nic.in </li></ul><ul><li>Dr Sue Swaffield, University of Cambridge </li></ul>
  15. 15. THANK YOU