1. Review of Assessment Toolkit

2. Background on collaboration with Pearson
Project Agreement established between UNESCO Bangkok and Pearson in February 2016
Focus
Support to NEQMAP capacity development activities (regional and national workshops & technical assistance)
Development of the module on assessment literacy for the micro-planning toolkit

3. 3 categories of local stakeholders in assessment

4. 4 general learning outcomes expected for all stakeholders
Recognize the purpose of assessment and the three basic types (diagnostic, formative and summative).
Understand how assessments support effective instruction and grow learning outcomes within educational programs.
Recognize and be able to identify basic components and characteristics of effective assessments (e.g. blueprints, item types, alignment, difficulty, validity, reliability).
Learn from the experiences of other educational systems that have effectively implemented assessment programs and be able to select and adapt relevant practices to suit local needs.

5. An effective assessment program requires four phases of implementation:
These phases are not linear, but cyclical and even recursive. The module is structured according to these 4 phases.

6. Phase 1: Plan – Define Learning Goals and Types of Assessment Tools
What is assessment?
“Assessment is simply a process for gathering data about the effectiveness of instruction and how well students are learning” (Hanna & Dettmer, 2014)
Examples: informal Q&A dialogue between teacher and student, public examinations and standardized tests
An effective assessment program is not any one test or measure of learning but rather a balanced and comprehensive process that supports learning.
Assessment of, for and as learning:
Summative = Assessment OF Learning
Formative = Assessment FOR Learning
Diagnostic = Assessment AS Learning

7. Phase 1: Plan (continued)

8. Phase 1: Plan (continued)
Process for Effective Planning
Identify or define learning outcomes
Determine what to report and how often
Select and sequence assessments that are aligned to the learning outcomes.
Review and evaluate reports from previous assessment cycles.
Roles of the respective stakeholders
School leaders
Teachers
Community

9. Phase 2: Design and Administer
Blueprint = A plan for the assessment tool that takes into account reporting categories, item types and other parameters

10. Phase 2: Design and Administer (continued)
Explanation of various concepts
Validity and reliability
Depth, breadth & cognitive complexity
Reporting categories
Item types (selected response, constructed response, technology-enhanced, performance tasks, etc.)
Roles of the respective stakeholders
School leaders
Teachers
Community

11. Phase 2: Collect Data and Evaluate
Types of scoring and when to use them
Raw score
Percent-correct score
Scaled score
Roles of the respective stakeholders
School leaders
Teachers
Community

12. Phase 4: Report (Communicate Results)
Important points
Ensuring that each stakeholder gets the information they need in a format that is simple but informative.
Planning for reporting is an important part of Phase 1 (planning)
It is critical that assessment data not be reviewed in isolation.
Roles of the respective stakeholders
School leaders
Teachers
Community

13. Last sections Case studies (to be interspersed throughout the module)
Evaluation tasks (for the three stakeholder groups), e.g.:
For school leaders: Identify ways in which each type of assessment can be used to support and grow instruction within your school and your region.
For teachers: Discuss ways that you use assessment to monitor learning and improve instruction within your classroom and brainstorm ways that you might improve the use of assessments to improve student learning.
For community: Describe ways that the community can support the school’s use of the three types of assessment. Find a community connection and support for each type.

14. THANK YOU!