منعطف في عمل المعلم : تقييم الطالب الذاتي لتعلمه No More a Teacher’s Job: Student’ s Self -Assessment Prepared by Professional Development Specialists.

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منعطف في عمل المعلم : تقييم الطالب الذاتي لتعلمه No More a Teacher’s Job: Student’ s Self -Assessment Prepared by Professional Development Specialists Khalid Meqdad & Abdelkarim Chaaben إعداد أخصائيا التنمية المهنية أ. خالــد مقـــــداد و أ. عبد الكريم شعبان 2014 - 2015

محاور ورقة العمل التعريف بأهمية إشراك الطلبة في تقييم تعلمهم . Presentation Outline The importance of engaging learners in assessing their learning Methods and strategies for engaging learners in assessing their learners Classroom examples about learners’ self-assessment التعريف بأهمية إشراك الطلبة في تقييم تعلمهم . كيفية إشراك الطلاب في تقييم تعلمهم أمثلة واقعية لتقييم الطالب الذاتي لتعلمه

Self assessment Formative Assessment “ The link of formative assessment to self-assessment is not an accident ___ it is indeed inevitable.” (Black and Wiliam , 1998) « إن علاقة التقييم البنائي بالتقييم الذاتي ليست من باب الصدفة --- فهي في الواقع لا يمكن تجنبها. » (بلاك ووليام 1998) All activities teachers and styudents undertake to Self assessment Formative Assessment

تعريف محتمل A possible definition… Formative Assessment “All those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” (Black and William,1998)   التقييم البنائي «هو جميع الأنشطة التي يقوم بها المعلمون والطلبة لتقييم أنفسهم ، والتي تقدم معلومات يمكن استخدامها كتغذية راجعة لتعديل أنشطة التعليم و التعلم المنخرطين فيها.» )بلاك ووليام، 1998)  

التقييم الذاتي Self - assessment Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly . Andrade and Du (2007) . التقييم الذاتي يندرج ضمن منظومة التقييم البنائي الذي من خلاله يتفكر الطلاب في نوعية عملهم وتعلمهم ويصدرون أحكاماً حول درجة إتقان العمل وفقاً لمقاييس وأهداف محددة مسبقاً. وتساعد هذه الأحكام في مراجعة عملهم من خلال تشخيص نقاط القوة والضعف. اندريد و دو (2007)

لماذا التقييم الذاتي : يحث الشخص على التأمل والتفكر في تعلمه. يدعم مسؤولية المتعلم واستقلاليته. تتحول المهام من شيء مفروض على الفرد إلى شراكة فعالة. يستقطب التقييم الذاتي التنوع في استعداد المتعلمين وتجاربهم وخلفياتهم. يدفع باتجاه التركيز على تعلم الطالب أكثر من أداء المعلم. (سبيلر , 2012) Why self-assessment encourages reflection on one's own learning can promote learner responsibility and independence tasks shift the focus from something imposed by someone else to a potential partnership can accommodate diversity of learners‟ readiness, experience and backgrounds with the shift from a focus on teacher performance to an emphasis on student learning (Spiller, 2012)

كيفية تنفيذ التقييم الذاتي: تحديد هدف أي نشاط للتقييم الذاتي. ربط أنشطة التقييم الذاتي بمخرجات تعلم محددة. تحديد توقعات واضحة للطلبة. توفير بيئة آمنة. إشراك الطلبة في تحديد مقاييس الحكم على التعلم . ليس من المفترض قيام الطلبة بأنشطة التقييم الذاتي لمجرد إرضاء المعلم. How to implement Self-assessment define purposes of any assigned self-assessment activity. set clear expectations for students safe environment students should be involved in establishing the criteria for judgment Link it to particular learning outcomes. students should not undertake self-assessment tasks just to please the teacher.  

تحليل البياناتData analysis Classroom Observation الملاحظـة الصفيــة الأزرق الغامق = غير مطبق الأزرق فاتح = مطبق لحد كبير البنفسجي = لا ينطبق البني = مطبق لحد ما

الـزيارة السريعــة Walk-through الأزرق الغامق = غير مطبق الأزرق الفاتح = مطبق لحد كبير البنفسجي = لا ينطبق البني = مطبق لحد ما

أسئلة شفوية الملاحظة التغذية الراجعة ORAL QUESTIONS OBSERVATION أسئلة شفوية الملاحظة التغذية الراجعة ORAL QUESTIONS OBSERVATION FEEDBACK

Firstly, if formative assessment is exclusively in the hands of teachers, then it is difficult to see how students can become empowered and develop the self-regulation skills. (Boud ,2000) بداية ، إذا كان التقويم البنائي محتكراً من قبل المعلمين فإنه من الصعب أن نلمس كيف يمكن للطلاب أن يكونوا متمكنين وقادرين على التنظيم والمراجعة الذاتية. (بود , 2000)

نسعى للإجابة على السؤال التالي : We seek to answer the following question : Can we shift formative assessment implementation from being exclusively in the hands of teachers to developing students’ self-assessment? نسعى للإجابة على السؤال التالي : هل من الممكن نقل تنفيذ التقييم البنائي من يد المعلم إلى تقييم الطالب الذاتي لتعلمه ؟

Based on Judith Dodge ’ s book “ 25 Quick Formative Assessments for a Differentiated Classroom ” (2009)

Traffic Lights 3-2-1 Quick Write /Quick Draw Marzano’s Rubric of Understanding

Directions Student Work Sample Read each statement and decide if your response meets the following: Green Light : I am moving along confidently in this area. Yellow Light : I am moving along with caution in this area. Red Light : I have not started moving in this area..

3 Things you found interesting. Directions Student Work Sample 3 Things you found interesting. (Knowledge/Comprehension) 2 Things you have questions about. (Application/Analysis) 1 Thing you would like to try. (Synthesis, Evaluation, Create)

Directions Student Work Sample Allow students to draw and write to show their understanding of a particular concept . Allow students to share their Quick Writes and Quick Draws. Teachers collect the Quick Writes and Quick Draws and make notes about any gaps in students ’ understanding.

Student Work Sample Directions Once learning goals have been established, the next step is to state them in rubric format. Students tick the right level of their understanding. Teachers conduct a quick survey of students’ answers through different techniques.

Students ’ Survey on presented strategies 3-2-1

Marzano’ s Rubric for Checking Students Understanding

Traffic Lights

Quick Write /Quick Draw