The fundamentals of effective assessment 12 principles

Slides:

Advertisements

Similar presentations

School Based Assessment and Reporting Unit Curriculum Directorate

Advertisements

PDHPE K-6 Using the syllabus for consistency of moderation © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training.

Hospitality - Practical Cake Craft CPD Presentation.

International Outcomes Assessment Dr. Barbara Wheeling Montana State University Billings Coordinator for Institutional Assessment College of Business Director.

Know and understand how to apply the principles of assessment, recording and reporting as an integral part of the teaching process. (2.1.5) Have knowledge.

Core principles of effective assessment. Three interrelated objectives for quality in student assessment in higher education 1. Assessment that guides.

Dr. Barbara Wheeling Coordinator for Institutional Assessment Montana State University Billings September 1, 2010.

Outcome: Project teams will be able to  Identify opportunities and issues for Task-oriented transformations  Commence work on the Task-oriented section.

Assessment IT Sligo Nov Concerns about assessment Both new and experienced lecturers can be worried about how best to assess students! What.

Assessment in Curriculum Development Chapter 3. Role of Assessment in Standards-Based Curriculum Plays pivotal role Provides evidence of student learning.

Assessment Assessment involves the sampling of some aspect of a person's learning/knowledge at a particular moment. Depending upon the kind of sample.

Assessment Human Society and Its Environment 7-10 © 2007 Curriculum K-12 Directorate, NSW Department of Education and Training.

Assessment in Higher Education Linda Carey Centre for Educational Development Queen’s University Belfast.

What should be the basis of

performance INDICATORs performance APPRAISAL RUBRIC

WELCOME to WELCOME to Implementation Training for: The Revised Ontario Curriculum for First Nations, Métis, and Inuit Studies Grades Day 1.

Assessment: Creating and Using Rubrics. Workshop Goals Review rubrics and parts of rubrics Use your assignment to create a rubric scale & dimension Peer.

Instructional Goals and Objectives: Foundation for Assessment Chapter 3 ELED 4050 Summer 2007.

Understanding Meaning and Importance of Competency Based Assessment

How does assessment support learning?. Assessment is the key driver of student learning Assessment is at the heart of the student experience” (Brown,

Access to HE internal moderation and standardisation planning Workshop Session.

Presenting Evidence to meet the Graduating Teacher Standards at the conclusion of Edprac 608 The use of MyPortfolio.

Lesson observations: evaluating the quality of teaching and learning.

MYP: Humanities The Criteria.

Faculty Commons Faculty Evaluation New Faculty Orientation Sarah Flynn, Faculty Evaluation Coordinator

PRO-EAST Workshop, Rome, May 9-11, Curriculum and Programme Objectives: Mapping of Learning Outcomes Oleg V. Boev, Accreditation Centre, Russian.

Writing Learning Outcomes: common problems and lessons learnt Joan Smith Director of Undergraduate Studies Edinburgh College of Art.

ASSESSMENT FOR LEARNING. -actively involved in their own learning; -able to judge the success of their work and set and understand targets for improvement;

An Assessment For Learning. A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” and clearly defines gradations of.

1 Assessment. 2  Formative assessment – assessment for learning  Summative assessment – assessment of learning.

Rubrics Staff development workshop 19/9/2014 Dr Ruth Fazakerley.

Development of the Egyptian Code of Practice for Student Assessment Lamis Ragab, MD, MHPE Hala Salah, MD.

Graphical Detailing in Construction and the Built Environment

ICT Strategic Leader Forums Ian Brewer. ICT Strategic Leader Forums Outcomes Key outcomes: Improved capacity of Subject Leaders to ensure more effective.

Technologies Derek Middleton, Qualification Development Manager Scottish Qualifications Authority.

The School Effectiveness Framework

Teaching in UNSW Learn HOW TO TEACH in UNSW Aug 5 ~ Aug Curriculum Design and eLearning.

Dr. Salwa El-Magoli Chairperson of the National Quality Assurance and Accreditation Committee. Former Dean of the Faculty of Agricultural, Cairo university.

Assessing Competence in a Clinical Setting GRACE Session 12.

Some conceptions of curriculum David Baume PhD FSEDA FHEA

30/10/2006 University Leaders Meeting 1 Student Assessment: A Mandatory Requirement For Accreditation Dr. Salwa El-Magoli Chair-Person National Quality.

The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.

Dr Justin Rami Assignment: Task 1 Instructions ES204/222 - Assessment & Feedback.

Getting Prepared for the Webinar

Medico-Legal Issues HCA Course 18th October 2016

Understanding Standards: Nominee Training Event

School – Based Assessment – Framework

Consider Your Audience

Masters in Public Administration

Some issues about assessment

The IB Diploma Programme visual arts course encourages students to: A

EDU 602 Innovative Education- -snaptutorial.com

Creating effective learning objectives and measures

Designing Assessment Things to be considered:

Consistency and Reliability in Rating Student’s Work

Identifying Appropriate Process Detail

به نام خدا ارزشيابی برنامه درسی

Teacher Roles and Responsibilities

Critically Evaluating an Assessment Task

Final Assignment Review and Discussion

Unit 7: Instructional Communication and Technology

Assessment Methods.

Implementing the Feedback Protocols

Principles of Assessment

Unit 4 - A06 – Review Grade Criteria To get a c

Bridging a gap with a window:

Quick, fun formative assessment activities

How do current core learning goals integrate into courses?

Good assessment design The overarching principles of good assessment

AGS A Level 20 marker Feedback sheet

Presentation transcript:

The fundamentals of effective assessment 12 principles

1. Assessment should help students to learn.

2. Assessment must be consistent with the objectives of the course and what is taught and learnt.

3. Variety in types of assessment allows a range of different learning outcomes to be assessed. It also keeps students interested.

4. Students need to understand clearly what is expected of them in assessed tasks.

5. Criteria for assessment should be detailed, transparent and justifiable.

6. Students need specific and timely feedback on their work - not just a grade.

7. Too much assessment is unnecessary and may be counter-productive.

8. Assessment should be undertaken with an awareness that an assessor may be called upon to justify a student's result.

9. The best starting point for countering plagiarism is in the design of the assessment tasks.

10. Group assessment needs to be carefully planned and structured.

11. When planning and wording assignments or questions, it is vital to mentally check their appropriateness to all students in the class, whatever their cultural differences.

12. Systematic analysis of students' performance on assessed tasks can help identify areas of the curriculum which need improvement.

1. Assessment should help students to learn. 2. Assessment must be consistent with the objectives of the course and what is taught and learnt. 3. Variety in types of assessment allows a range of different learning outcomes to be assessed. It also keeps students interested. 4. Students need to understand clearly what is expected of them in assessed tasks. 5. Criteria for assessment should be detailed, transparent and justifiable. 6. Students need specific and timely feedback on their work - not just a grade. 7. Too much assessment is unnecessary and may be counter-productive. 8. Assessment should be undertaken with an awareness that an assessor may be called upon to justify a student's result. 9. The best starting point for countering plagiarism is in the design of the assessment tasks. 10. Group assessment needs to be carefully planned and structured. 11. When planning and wording assignments or questions, it is vital to mentally check their appropriateness to all students in the class, whatever their cultural differences. 12. Systematic analysis of students' performance on assessed tasks can help identify areas of the curriculum which need improvement.