Assessment COURSE ED 1203: INTRODUCTION TO TEACHING COURSE INSTRUCTOR SAID A.S.YUNUS 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING What is Assessment? The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999). Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992) 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING What is Evaluation? Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information and making judgments and/or decisions based on the information collected about student achievement in relation to outcomes. Turn to your group and discuss the two definitions. On the small sticky notes i= on your table jot down one assessment tool you have used successfully- 1 per sticky note. ( 1 minute) 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Assessment vs. Evaluation "Evaluation usually occurs when students finish a task, whereas assessment goes beyond evaluation to include gathering information about student performance as they work as well as when they are finished. Assessment is also usually done with the student, while evaluation is done to the students' work." Source: AASL & AECT. (1998). Information Power, Building Partnerships for Learning. Chicago and London: American Library Association, page 173. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Assessment Shifts Assessment of At the end of learning, summative, performance in reference to a standard Assessment for During learning, used to inform instruction and learning, student is a partner in the assessment process Assessment as is about reflecting, discussing together before, during and after teaching and learning. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Assessment OF Learning FOR & AS Learning Evaluation Summative (after) Judging Assigning grades & reporting on achievement Assessment Diagnostic (before) & Formative (during, ongoing) Coaching Providing feedback to students & teachers to make decisions about next steps in learning Ministry policies and resources will refer to the concepts of “assessment for learning” and “assessment of learning”. Both are important, but they are not the same thing. Assessment for learning emphasizes that the main purpose of assessment is not just to determine a mark at a particular point in time. The primary purpose of assessment is to improve student learning. It is meant to be on-going, to help students understand and to help teachers make adjustments before an evaluation takes place. With this in mind, let’s talk about planning. Here is a summary that compares the two types of assessment Dr. Earl spoke of. Assessment of learning focuses on Evaluation. It is the traditional approach, typically using examinations to test what students know and are able to do. Through formal testing, teachers report on what students HAVE LEARNED at the end of a unit or course. It is summative, and it is what teachers are most familiar with. The teacher’s role in evaluation is as JUDGE, to assign grades to report to students and their parents how they did Assessment for learning, on the other hand, focuses on on-going assessment – the gathering of information about achievement. It can take place before learning, through diagnostic assessment to determine students’ prior strengths or learning gaps, or during learning, using more informal methods of assessment, which can include observation, performance, or student-teacher conference as well as quizzes and written assignments throughout the learning process. The teacher takes a coaching role, giving students detailed feedback to tell them how they can do better. The purposes of assessment FOR learning are to help teachers determine how student learning is developing, to identify what’s working and where problems are. This process assesses the effectiveness of instruction as well and helps teachers determine how instruction has to change to help struggling students. As Dr. Earl stated, much of teacher’s formal assessment planning tends to fall into the “of learning” category. We carefully plan summative evaluations, perhaps because of the ‘accountability’ involved, and the fact that they are used for evidence when reporting to parents, or making decisions about placement. While assessment ‘for’ learning occurs, it tends to be done more informally, as the occasion presents itself. Our key message, and Ministry policy, suggests that this should not be the case…that assessment ‘for’ learning also needs to be planned. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

The Assessment-Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Formative Assessment “checking in” “feedback” “student involvement” 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Pre-Assessment Strategies Student Products Student Work Samples Show of hands/EPR (Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples Checklist Pre-test KWL Charts Graphic Organizers Student Discussions Student Demonstrations 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Formative Assessments: Assessments FOR learning happens while learning is still underway. These are assessments that: are conducted throughout teaching and learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use to improve the quality of their work help students see and feel how they are in control of their journey to success 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Definition: Formative assessment delivers information during the instructional process, before the summative assessment. Both the teacher and the student use formative assessment results to make decisions about what actions to take to promote further learning. It is an ongoing, dynamic process that involves far more than frequent testing, and measurement of student learning is just one of its components. Almost any assessment instrument can be used for summative or formative purposes, but some, by design, are better suited to summative use and others to formative use. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Formative Assessment Strategies: Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations Conference Cooperative Learning Activities Demonstrations Exit Card Graphic Organizers “I Learned” Statements Interviews Journal Entry KWLs 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Effective Formative Assessments Provide the Following: Provide a clear and understandable vision of the learning target Use examples and models of strong and weak work 3. Offer regular descriptive feedback. Teach students to self-assess and set goals. 5. Engage students in self-reflection, and let them keep track of and share their learning. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Summative Assessment A summative assessment/evaluation is referred as assessment OF learning which conducted at the end of the progrsmme. Summative assessment is designed to: provide information make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances) It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Summative Assessment Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review www.stcloudstate.edu/oce/teaching/documents/FORMATIVEASSESSMENT.ppt 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Assessment Instruments Pre-assessment (diagnostic) Formative (ongoing) Summative (final) Pretests Quizzes Teacher-made test Observations Discussions Portfolios Journals/logs Assignments Projects Standardized tests Questionnaires Interviews Journal logs 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Informal and Formal Assessment Informal assessment can take a number of forms: unplanned comments, verbal feedback to students, observing students perform a task or work in small groups, and so on. Formal assessment are exercises or procedures which are: systematic give students and teachers an appraisal of students’ achievement such as tests. 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Traditional Assessment Multiple-choice True-false Matching Norm-referenced and criterion referenced tests 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Norm and Criterion-referenced tests Norm-referenced test standardized tests (college board, TOEFL, GRE) Place test-takers on a mathematical continuum in rank order Criterion-referenced tests give test-takers feedback on specific objectives (“criterea”) test objectives of a course known as “instructional value” 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Authentic Assessment Authentic assessment reflects student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities Examples: performance assessment portfolios self-assessment 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

Purposes for Assessment Diagnose students strengths and needs Provide feedback on student learning Provide a basis for instructional placement Inform and guide instruction Communicate learning expectations Motivate and focus students’ attention and effort Provide practice applying knowledge and skills 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING

ED 1203 - INTRODUCTION TO TEACHING Purposes continued Provide a basis for evaluation for the purpose of: Grading Promotion/graduation Program admission/selection Accountability Gauge program effectiveness 4/20/2017 ED 1203 - INTRODUCTION TO TEACHING