Stressfree Assessment ? Zvjezdana Penava Brekalo II. gimnazija Osijek Županijsko stručno vijeće profesora engleskog jezika

A true reason for being a teacher:

The Motives, the Stressors Teacher’s expectations = the objective criteria vs. Student’s expectations How does one lower the stress of the gap ? Transparency, Emotional Control, Objectivity, Interaction and Proaction

Is it possible? Please think about the following questions and discuss them with your neighbours: 1. Do you find assessment and evaluation a stressfull part of teaching? Please explain why/why not! 2. What do you/can you do to avoid the stress?

The Framework of the Model PRAVILNIK O NAČINIMA, POSTUPCIMA I ELEMENTIMA VREDNOVANJA UČENIKA U OSNOVNOJ I SREDNJOJ ŠKOLI Članak 2. Definicije pojmova (1) Vrednovanje je sustavno prikupljanje podataka u procesu učenja i postignutoj razini kompetencija: znanjima, vještinama,sposobnostima, samostalnosti i odgovornosti prema radu, u skladu s unaprijed definiranim i prihvaćenim načinima, postupcima i elementima, a sastavnice su praćenje, provjeravanje i ocjenjivanje. (2) Praćenje je sustavno uočavanje i bilježenje zapažanja o postignutoj razini kompetencija i postavljenim zadacima definiranim nacionalnim i predmetnim kurikulumom, nastavnim planom i programom te strukovnim i školskim kurikulumom.

The Framework of the Model II (3) Provjeravanje podrazumijeva procjenu postignute razine kompetencija u nastavnome predmetu ili području i drugim oblicima rada u školi tijekom školske godine. (4) Ocjenjivanje je pridavanje brojčane ili opisne vrijednosti rezultatima praćenja i provjeravanja učenikovog rada prema sastavnicama ocjenjivanja svakoga nastavnoga predmeta.

Final Assessment and Evaluation The Assessment Model Initial interaction, Success Plan Time Management Evaluation, Self -Evaluation Follow up measures Final Assessment and Evaluation

Initial Interaction, Success Plan Assessment should be student oriented so that it enhances learner’s ability to self-evaluate, plan and correct the learning process Assessment should also be positive in its effect e.g. it should give a student a positive feedback information, even if the assessment result might be a negative mark A student should be able to plan his/her success in the corresponding subject; whishes are welcome but the goals should be realistically based on the learning results planned

Time Management The goals are: transparancy: the dates of the exams(3) and the essays (3) are known well ahead oral assessment is planned and announced on time the student plans the assessment date together with the teacher Oral assessment consists of 3x individual conversation, 3x presentation skills (individual or group work)

Evaluation, Self-Evaluation The criteria has to be as transparent and available as much as possible to avoid the grey zone After the assessment the teacher and the student discuss the assessment result The student gives his/her feedback on the assessment but also on the learning efforts undertaken

Follow Up Measures Upon the assessment the teacher gives directions for further learning plan The student resets the goals in order to improve his learning progress (internal motivation) There has to be a positive atmosphere in the oral assessment procedure ( negative emotions strongly interfere with the speaking skills) Encouragement for the better succes is given by the teacher (external motivation)

Final Assessment Round up of the learning results Expressed in the mutual numerical mark High percenatge of the teacher-student agreement The basis of the next year learning plan and the success plan

Student’s Review A written report (in Croatian): Individual learning process Teaching contents, methods Assessment procedure Wishes for the future A message to the teacher

The Look into the Future Okvir za vrednovanje procesa i ishoda učenja, pristupi Vrednovanje za učenje Vrednovanje Kao učenje Vrednovanje naučenoga

Let’s do it! Stressfree, please!

Thank you for your attention! Contact: zvjezdana.penava@os.t-com.hr