1. Assessment, Scoring, Recording and Result Analysis
التقويم، تقدير الدرجات، رصد الدرجات، وتحليل النتائج
Jan – Feb 2017
يناير – فبراير ٢٠١٧

2. Assessment Rationale المسوغ المنطقي للتقويم Jan – Feb 2017
يناير – فبراير ٢٠١٧

3. Why do we need to change Assessment methodologies in Kuwait?
Kuwait has developed a Standards and Competence Based Curricula which triggers a new type of teaching, learning and a new type of assessment focusing on their achievements through Curriculum Standards and competencies.
Teachers who integrate assessment into their teaching do so ,among others, in order to identify where their students are in their learning and the steps they need to take for improvement and progress.

4. Assessment stimulates us to ask these hard questions:
"Are we teaching what we think we have to teach properly?“
"Are students learning what they are supposed to be learning?"
"Is there a way to teach the subject better, to promote better learning?“
Students may ask “Why are we doing this assessment?”
We need to think about the way we assess students to answer these questions.

5. Formative and Summative Assessment Workshop
ورشة عمل التقويم البنائي والنهائي
التقويم لأجل التعلم، وتقويم ما تم تعلمه
Jan – Feb 2017
يناير – فبراير ٢٠١٧

6. Assessment vs Examination/Grading
What is Assessment?
A measure of how well students are learning and developing competences in line with the curriculum standards.
Informal/Formative Assessment/Assessment for Learning usually results in feedback
Formal/Summative Assessment/Assessment of Learning usually results in a score

7. What is Assessment for Learning?
Assessment for learning focuses on the gap between where learners are in their learning, and where they need to be – the desired goal.
Learners learn best when:
they understand clearly what they are trying to learn, and what is expected of them
they are given feedback about the quality of their work and what they can do to make it better
they are given advice about how to go about making improvements
they are fully involved in deciding what needs to be done next, and who can give them help if they need it

8. Why we assess students performance ( Formative Assessment)
Assessment for Learning
التقويم من اجل التعلم

9. Why we assess students performance (Summative Assessment)
Assessment of Learning

10. Classroom Assessment Tool
What is a CAT?
"A simple tool for collecting data on student learning in order to improve it." — Angelo & Cross
Questions Teachers Ask Themselves:
How well are students learning?
How effectively am I teaching?
Purpose:
To empower both teachers and their learners to improve the quality of learning in the classroom

11. Characteristics of classroom Assessment
Learner-Centered Teacher-Directed Mutually Beneficial Formative Continuous process Feedback loop Short duration

12. Assessment strategies
استراتيجيات التقويم
The more variety of tools used in assessing students the better your judgment will be of the students’ overall skills.
كلما تنوعت الأدوات التي تستخدمها في تقويم المتعلمين زادت جودة حكمك على مهارات المتعلمين بشكل عام.

13. Types of Classroom Assessment strategies
Questioning: the need for the different types of questions other than recalling facts. Questions to enable the students to demonstrate:
An understanding of facts e.g. Explain how you got that answer
Applying facts e.g. use addition to check a multiplication answer
Hypothesising or predicting e.g., what do you think will happen if .....?
Designing and comparing procedures e.g. which method shall we use to find out.....?
Interpreting results e.g. why do you think these plants grow faster than the others?
Applying reasoning e.g. give me good reasons why I should do it this way?

14. Observation : the need for teachers to observe students as they plan and carry out their tasks. Questions that the teacher should ask are:
Are they all involved?
Are they planning effectively?
How are they using the support or reference materials?
Are they making use of learning strategies they have learnt and evaluated previously?
Are they cooperative in their approach?
Are they interacting effectively with the task?
Are they focused on the task in hand?

15. Activity based. For example:
Role play. Role-play is often used to demonstrate and test different situations, conflicts or ideas.
Story line. A way of using stories to teach and learn a specific topic. The story will have a plot or an interesting beginning where a problem or event is displayed;
Guided investigations. Normally the class is divided into groups and the groups are engaged in different sub-topics of the overall theme or concept
Field trips. Learners could visit sites in the school's surroundings to interview or investigate a specific issue;
Project work. A problem is identified and articulated by the learners and the teacher in collaboration

16. Homework. Homework should be used for consolidation of class work or for extension of class work or to find out about the topic of the next lesson. Quizzes. These can be true/false quizzes. students should correct the questions that they say are false. If they are making the corrections rather than just identifying the mistakes, you will make sure they are answering from what they know rather than making lucky guesses. Presentation. When you ask a student to speak in front of the class, he is able to prepare and practice what he wants to say. He can also research information on his topic. In this case, the grade you give your student should be based on both content and presentation

17. Oral Interview. Ask the student(s) what he/she/they understood and what they did not understand. Worksheets. Students can be given a variety of activities using worksheets Progress Tests. At the end of a unit of study students could be given a specially designed progress test. Answer cards should be prepared for the test and students should self mark their tests (with a different coloured pencil) with the teacher checking that they are doing it correctly.

18. Is this Formative assessment?4
Is this Formative assessment?
Giving immediate feedback to learners
A one time event
Is a process
A tool for teachers to move learners forward
Ranking students
A tool for teachers to determine what they need to do
“I assess students by giving them a score.”
An instrument and event.
Is used for grading
Given for students if they misbehave
Collection of practices that improve students’ learning
Is planned
Used to make instructional adjustments

19. Mapping the assessment Process
Plan the SC/CS to be focused LU
Learning enhancement program
Planning
Developing
Delivering
Recording
Reflecting
Develop the appropriate descriptors
Feed back
provide support
Identify a task for assessment
Doing the assessment
Decide which students to be assessed

20. Steps in planning, developing, delivering and recording students’ assessment

21. Observing Teaching And Learning
Observing teachers teaching and student learning activities in the classroom
Looking at students’ learning experiences and needs
Looking at the Teaching Process

22. “Questioning methods ” Stimulate thinking & Learning
Teaching Processes
“Questioning methods ”
Stimulate thinking & Learning
skilled Methods
Learners’ Responses
Understanding levels

23. Students Learning Experiences & Needs Identifying next steps
Developing Skills
Involvement
Self & Peer Assess.
Progress
“Successes & difficulties
Feedback
Identifying next steps

24. Differentiated Materials
Activities
Differentiated Tasks
Differentiated Materials
Involvement
Higher levels

25. What Does a Competence Based Curriculum Demand?
It requires changes in approach from
The content: from a theoretical teaching of the subject to a variety of contexts that generate learning with understanding;
What is expected from learners: from merely applying algorithms to using problem solving strategies;
Learning: from memorization and repetition to exploration and investigation, self-discovery and creativity;
Teacher’s role: from an information provider to an organizer of a wide variety of learning activities and resources for all children, adapted to individual levels of attainment and rhythms of development;
Assessment: from subjectivism and the rigidity of marks meant to classify learners, to self-assessment and progress assessment.
Supervisor’s role: to support planning, developing, delivering , recording and reflecting on teaching and assessing learners, identify training needs and contribute to CPD of educators

26. WHY A NEW SCORING SHEET?
Jan – Feb 2017
يناير – فبراير ٢٠١٧

27. Difficulties in Marking and Scoring Students’ level of performance
Documentation- Different WB , GS and MOE Documents provided in May, September and November respectively regarding assessment scoring
Review the WB and MoE documents
Review of General Supervisors guidelines and MOE core document

28. MOE core document findings
نتائج مراجعة الوثيقة الاساسية الصادرة عن وزارة التربية
Primary Stage doc., Article 2: page 24, Items 1,6 & 8
Primary Stage doc., Article 4: page 28, items 1 & 2
Primary Stage doc., Article 6: page 34, formative assessment equation/ denominator
Intermediate Stage doc., Article 4: page 24, equation
Intermediate Stage doc., Article 5: page 30, levels of achievement in science
Intermediate Stage doc. page 32, items 3, 4 &6
الوثيقة الاساسية للمرحلة الابتدائية: المادة (٢)، صفحة ٢٤، البنود ١، ٦، ٨
الوثيقة الاساسية للمرحلة الابتدائية: المادة (٤)، صفحة ٢٨، البنود ١، ٢
الوثيقة الاساسية للمرحلة الابتدائية: المادة (٦)، صفحة ٣٤، المعادلة (المقام)
الوثيقة الاساسية للمرحلة المتوسطة: المادة (٥)، صفحة ٣٠، جدول مستويات التحصيل / مادة العلوم
الوثيقة الاساسية للمرحلة المتوسطة: صفحة ٣٢، البنود ٣، ٤، ٦

29. التربية البدنية والصحية
Distribution of Marks – Formative Assessment
توزيع الدرجات
التقويم البنائي
القرآن الكريم
Quranic Studies
التربية الفنية
Arts Education
التربية الاسلامية
Islamic Education
الدراسات الاجتماعية
Social Studies
WB:
The distribution between formative and summative assessment:
- in Primary Education, 60% for formative assessment and 40% for summative assessment
- in Intermediate Education, 40% for formative assessment and 60% for summative assessment
MOE:
The 100 marks for each school subject is distributed as follows: ( Primary stage)
60 % formative assessment
40 % summative assessment
The 100 marks for each school subject is distributed as follows: ( Intermediate stage)
40 % formative assessment
60 % summative assessment
التربية البدنية والصحية
PHE
CS 1
معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١
CS 1
معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١
اللغة العربية
Arabic Language

30. Distribution of Marks – Summative Assessment
توزيع الدرجات
التقويم النهائي
التربية الاسلامية
Islamic Education
اللغة الانجليزية
English Language
العلوم
Science
العلوم
Science
التربية البدنية والصحية
PHE
WB:
The distribution between formative and summative assessment:
- in Primary Education, 60% for formative assessment and 40% for summative assessment
- in Intermediate Education, 40% for formative assessment and 60% for summative assessment
MOE:
The 100 marks for each school subject is distributed as follows: ( Primary stage)
40 % summative assessment
The 100 marks for each school subject is distributed as follows: ( Intermediate stage)
60 % summative assessment
CS 1
معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١
CS 1
معيار المنهج 4 ٤ 3 ٣ 2 ٢ 1 ١

31. رصد نتائج تقويم المتعلمين التقويم البنائي
Recording Students’ Results– Formative Assessment
رصد نتائج تقويم المتعلمين
التقويم البنائي
Recording Student results in the “Student’s Achievement Form” Learning Units vs. Curriculum standards vs. learning topics.
رصد نتائج تقويم المتعلمين في “نموذج تسجيل مستويات تحصيل الطلاب” . (وحدات التعلم / معايير المنهج / موضوعات التعلم)
Although the core document requires the recording of the level of achievement for each CS twice at least (explain why).
Some subjects record it once, they use different format of the “Results of achievement form” approved by MOE.
Some subjects require the teacher to record the assessment style used.

32. تحويل الدرجات الي نقاط، والعكس
Conversion of marks into points and vice versa
تحويل الدرجات الي نقاط، والعكس
العلوم
Science
الرياضيات
Maths
There is a need to unify the system for recording learners’ level of achievement in order to make the scoring system user friendly particularly for the end user ‘ the teacher.
Why Points?
------
Conversion from points to scores should happen only once to avoid any misinterpretation, adding or deducting marks every time we convert levels to marks and vice versa
وزارة التربية
MOE

33. Presentation of the scoring sheet1
Presentation of the scoring sheet
نموذج رصد الدرجات