Assessment, Scoring, Recording and Result Analysis التقويم، تقدير الدرجات، رصد الدرجات، وتحليل النتائج Jan – Feb 2017 يناير – فبراير ٢٠١٧

Assessment Rationale المسوغ المنطقي للتقويم Jan – Feb 2017 يناير – فبراير ٢٠١٧

Why do we need to change Assessment methodologies in Kuwait? Kuwait has developed a Standards and Competence Based Curricula which triggers a new type of teaching, learning and a new type of assessment focusing on their achievements through Curriculum Standards and competencies. Teachers who integrate assessment into their teaching do so ,among others, in order to identify where their students are in their learning and the steps they need to take for improvement and progress.

Assessment stimulates us to ask these hard questions: "Are we teaching what we think we have to teach properly?“ "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, to promote better learning?“ Students may ask “Why are we doing this assessment?” We need to think about the way we assess students to answer these questions.

Formative and Summative Assessment Workshop ورشة عمل التقويم البنائي والنهائي التقويم لأجل التعلم، وتقويم ما تم تعلمه Jan – Feb 2017 يناير – فبراير ٢٠١٧

Assessment vs Examination/Grading What is Assessment? A measure of how well students are learning and developing competences in line with the curriculum standards. Informal/Formative Assessment/Assessment for Learning usually results in feedback Formal/Summative Assessment/Assessment of Learning usually results in a score

What is Assessment for Learning? Assessment for learning focuses on the gap between where learners are in their learning, and where they need to be – the desired goal. Learners learn best when: they understand clearly what they are trying to learn, and what is expected of them they are given feedback about the quality of their work and what they can do to make it better they are given advice about how to go about making improvements they are fully involved in deciding what needs to be done next, and who can give them help if they need it

Why we assess students performance ( Formative Assessment) Assessment for Learning التقويم من اجل التعلم

Why we assess students performance (Summative Assessment) Assessment of Learning

Classroom Assessment Tool What is a CAT? "A simple tool for collecting data on student learning in order to improve it." — Angelo & Cross Questions Teachers Ask Themselves: How well are students learning? How effectively am I teaching? Purpose: To empower both teachers and their learners to improve the quality of learning in the classroom

Characteristics of classroom Assessment Learner-Centered Teacher-Directed Mutually Beneficial Formative Continuous process Feedback loop Short duration

Assessment strategies استراتيجيات التقويم The more variety of tools used in assessing students the better your judgment will be of the students’ overall skills. كلما تنوعت الأدوات التي تستخدمها في تقويم المتعلمين زادت جودة حكمك على مهارات المتعلمين بشكل عام.

Types of Classroom Assessment strategies Questioning: the need for the different types of questions other than recalling facts. Questions to enable the students to demonstrate: An understanding of facts e.g. Explain how you got that answer Applying facts e.g. use addition to check a multiplication answer Hypothesising or predicting e.g., what do you think will happen if .....? Designing and comparing procedures e.g. which method shall we use to find out.....? Interpreting results e.g. why do you think these plants grow faster than the others? Applying reasoning e.g. give me good reasons why I should do it this way?

Observation : the need for teachers to observe students as they plan and carry out their tasks. Questions that the teacher should ask are: Are they all involved? Are they planning effectively? How are they using the support or reference materials? Are they making use of learning strategies they have learnt and evaluated previously? Are they cooperative in their approach? Are they interacting effectively with the task? Are they focused on the task in hand?

Activity based. For example: Role play. Role-play is often used to demonstrate and test different situations, conflicts or ideas. Story line. A way of using stories to teach and learn a specific topic. The story will have a plot or an interesting beginning where a problem or event is displayed; Guided investigations. Normally the class is divided into groups and the groups are engaged in different sub-topics of the overall theme or concept Field trips. Learners could visit sites in the school's surroundings to interview or investigate a specific issue; Project work. A problem is identified and articulated by the learners and the teacher in collaboration

Homework. Homework should be used for consolidation of class work or for extension of class work or to find out about the topic of the next lesson. Quizzes. These can be true/false quizzes. students should correct the questions that they say are false. If they are making the corrections rather than just identifying the mistakes, you will make sure they are answering from what they know rather than making lucky guesses. Presentation. When you ask a student to speak in front of the class, he is able to prepare and practice what he wants to say. He can also research information on his topic. In this case, the grade you give your student should be based on both content and presentation

Oral Interview. Ask the student(s) what he/she/they understood and what they did not understand. Worksheets. Students can be given a variety of activities using worksheets Progress Tests. At the end of a unit of study students could be given a specially designed progress test. Answer cards should be prepared for the test and students should self mark their tests (with a different coloured pencil) with the teacher checking that they are doing it correctly.

Is this Formative assessment? 4 Is this Formative assessment? Giving immediate feedback to learners A one time event Is a process A tool for teachers to move learners forward Ranking students A tool for teachers to determine what they need to do “I assess students by giving them a score.” An instrument and event. Is used for grading Given for students if they misbehave Collection of practices that improve students’ learning Is planned Used to make instructional adjustments

Mapping the assessment Process Plan the SC/CS to be focused LU Learning enhancement program Planning Developing Delivering Recording Reflecting Develop the appropriate descriptors Feed back provide support Identify a task for assessment Doing the assessment Decide which students to be assessed

Steps in planning, developing, delivering and recording students’ assessment

Observing Teaching And Learning Observing teachers teaching and student learning activities in the classroom Looking at students’ learning experiences and needs Looking at the Teaching Process

“Questioning methods ” Stimulate thinking & Learning Teaching Processes “Questioning methods ” Stimulate thinking & Learning skilled Methods Learners’ Responses Understanding levels

Students Learning Experiences & Needs Identifying next steps Developing Skills Involvement Self & Peer Assess. Progress “Successes & difficulties Feedback Identifying next steps

Differentiated Materials Activities Differentiated Tasks Differentiated Materials Involvement Higher levels

What Does a Competence Based Curriculum Demand? It requires changes in approach from The content: from a theoretical teaching of the subject to a variety of contexts that generate learning with understanding; What is expected from learners: from merely applying algorithms to using problem solving strategies; Learning: from memorization and repetition to exploration and investigation, self-discovery and creativity; Teacher’s role: from an information provider to an organizer of a wide variety of learning activities and resources for all children, adapted to individual levels of attainment and rhythms of development; Assessment: from subjectivism and the rigidity of marks meant to classify learners, to self-assessment and progress assessment. Supervisor’s role: to support planning, developing, delivering , recording and reflecting on teaching and assessing learners, identify training needs and contribute to CPD of educators

WHY A NEW SCORING SHEET? Jan – Feb 2017 يناير – فبراير ٢٠١٧

Difficulties in Marking and Scoring Students’ level of performance Documentation- Different WB , GS and MOE Documents provided in May, September and November respectively regarding assessment scoring Review the WB and MoE documents Review of General Supervisors guidelines and MOE core document

MOE core document findings نتائج مراجعة الوثيقة الاساسية الصادرة عن وزارة التربية Primary Stage doc., Article 2: page 24, Items 1,6 & 8 Primary Stage doc., Article 4: page 28, items 1 & 2 Primary Stage doc., Article 6: page 34, formative assessment equation/ denominator Intermediate Stage doc., Article 4: page 24, equation Intermediate Stage doc., Article 5: page 30, levels of achievement in science Intermediate Stage doc. page 32, items 3, 4 &6 الوثيقة الاساسية للمرحلة الابتدائية: المادة (٢)، صفحة ٢٤، البنود ١، ٦، ٨ الوثيقة الاساسية للمرحلة الابتدائية: المادة (٤)، صفحة ٢٨، البنود ١، ٢ الوثيقة الاساسية للمرحلة الابتدائية: المادة (٦)، صفحة ٣٤، المعادلة (المقام) الوثيقة الاساسية للمرحلة المتوسطة: المادة (٥)، صفحة ٣٠، جدول مستويات التحصيل / مادة العلوم الوثيقة الاساسية للمرحلة المتوسطة: صفحة ٣٢، البنود ٣، ٤، ٦

التربية البدنية والصحية Distribution of Marks – Formative Assessment توزيع الدرجات التقويم البنائي القرآن الكريم Quranic Studies التربية الفنية Arts Education التربية الاسلامية Islamic Education الدراسات الاجتماعية Social Studies WB: The distribution between formative and summative assessment: - in Primary Education, 60% for formative assessment and 40% for summative assessment - in Intermediate Education, 40% for formative assessment and 60% for summative assessment MOE: The 100 marks for each school subject is distributed as follows: ( Primary stage) 60 % formative assessment 40 % summative assessment The 100 marks for each school subject is distributed as follows: ( Intermediate stage) 40 % formative assessment 60 % summative assessment التربية البدنية والصحية PHE CS 1 معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١ CS 1 معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١ اللغة العربية Arabic Language

Distribution of Marks – Summative Assessment توزيع الدرجات التقويم النهائي التربية الاسلامية Islamic Education اللغة الانجليزية English Language العلوم Science العلوم Science التربية البدنية والصحية PHE WB: The distribution between formative and summative assessment: - in Primary Education, 60% for formative assessment and 40% for summative assessment - in Intermediate Education, 40% for formative assessment and 60% for summative assessment MOE: The 100 marks for each school subject is distributed as follows: ( Primary stage) 40 % summative assessment The 100 marks for each school subject is distributed as follows: ( Intermediate stage) 60 % summative assessment CS 1 معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١ CS 1 معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١

رصد نتائج تقويم المتعلمين التقويم البنائي Recording Students’ Results– Formative Assessment رصد نتائج تقويم المتعلمين التقويم البنائي Recording Student results in the “Student’s Achievement Form” Learning Units vs. Curriculum standards vs. learning topics. رصد نتائج تقويم المتعلمين في “نموذج تسجيل مستويات تحصيل الطلاب” . (وحدات التعلم / معايير المنهج / موضوعات التعلم) Although the core document requires the recording of the level of achievement for each CS twice at least (explain why). Some subjects record it once, they use different format of the “Results of achievement form” approved by MOE. Some subjects require the teacher to record the assessment style used.

تحويل الدرجات الي نقاط، والعكس Conversion of marks into points and vice versa تحويل الدرجات الي نقاط، والعكس العلوم Science الرياضيات Maths There is a need to unify the system for recording learners’ level of achievement in order to make the scoring system user friendly particularly for the end user ‘ the teacher. Why Points? ------ Conversion from points to scores should happen only once to avoid any misinterpretation, adding or deducting marks every time we convert levels to marks and vice versa وزارة التربية MOE

Presentation of the scoring sheet 1 Presentation of the scoring sheet نموذج رصد الدرجات