IN THE NAME OF ALLAH

ELT SUPERVISOR ASSESSMENT ELT SUPERVISOR ABDUL HALIM HAMED

ASSESSMENT 1 WHAT 2 WHY 3 WHEN 4 HOW

KUWAIT NATIONAL CURRICULUM CURRICULUM FOR ENGLISH LANGUAGE

PURPOSE

WHY DO WE ASSESS? Determining achievement , assessment is used to improve student learning and promote data informed teaching by the teacher with the expectation both the students and their teacher will be in a possession to gain from outcomes obtained. And important consideration for assessment is how best to obtain, analyze and then make use of the outcomes provided.

EXAMINATION & NATIONAL ASSESSMENT According to the new KNCS at the end of each stage of the educational system (primary stage –intermediate stage – secondary stage ), a national MASA assessment system assessment system is proposed to be operational from to 2015 MASA will check the level of attainment of performance standard define in the new KNC for the end of grades five , nine and twelve. The MASA type of national assessment will focus on competences (integrated system of knowledge , skills, attitude and values.)

EXAMINATION & NATIONAL ASSESSMENT What does MASA type of assessment aim at? Offering data on how learning happens at the level of the system. What follow reflects on classroom assessment, focusing on the teacher and how the teacher may use assessment as indicate of a student progress.

FORMS OF NATIONAL EXAMINATION IN KUWAIT CURRENTLY Assessment for the purpose of improving student learning is best understood as: A continuing process derived from many interaction between the teacher and student as will as among students. Assessment is associated with seating evidence of student progress. Not necessarily plans. It may need to be abandoned in vapor of more teaching.

FORMS OF NATIONAL EXAMINATION IN KUWAIT CURRENTLY Assessment for the purpose of improving student learning is best understood as: Teaching may take presidency ova the assessment if student progress is not at the level expected by the teacher. The analyses and interpretations of such assessment may often take place in the mind of teachers. Making use of these incites to shape sub – second actions as they continue to teach, their students.

CLASSROOM ASSESSMENT What does the teacher concentrate on? All students at the same time. Just an individual. A small groups of students in an interactive manner. The focus of the assessment main is in determining students progress towards the achievement of the Curriculum, standard .(Governed in a competence based curriculum , by the specific competence being put forward.

TYPES OF CLASSROOM ASSESSMENT Written tests are designed to be summative ( At the end of the learning of section , chapter, unit, etc. Assessment can also be undertaken on continuous bases as in tackler part of teaching. (Formative Assessment )

TYPES OF CLASSROOM ASSESSMENT FORMATIVE ASSESSMENT IS WHEN THE TEACHER SOLICITS IN Feedback from a student, a group of students or the whole class at a particular moment or series of moment in the time during the teaching process this feedback may be in writing "A class assessment, for example ",it may be oral(Teacher – Student Verbal Interaction),or it may simply come about by the teacher observing a student, or students performing a particular activity.

SOME FORMATIVE APPROACHES EXAMPLES: On written work , in class/ homework as part of project. On the work of a group, assessing the group or individual: Related to specific skill – cognitive, affective, social or process skill if appropriate. Related to specific learning with in a lesson or series of lesson. Using particular approaches for examples by means of oral interaction (individual, group or class)  

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