1. Edy van Renselaar Edy.vanrenselaar@hu.nl 9 January 2018
11/20/2018
Assessor Training 1
Edy van Renselaar
9 January 2018

2. Contents Basic Training
Introduction to the assessment (9 January)
Practising with assessment tools (30 January)
Evaluating and reporting (20 February)
Practice assessment with student (after the summer)
Peer assessment and certification (after the summer)
 Follow-up masters training (5th and 19th of March)

3. Programme meeting 1 Pause
Initial situation: experience and learning questions
Basic attitude of the assessor + assessor competencies
Assessment and assessment tools
Pause
SBL Competencies
Proof of competence
Closing and feedback

4. Initial situation Getting to know each other: Name and school
Your English teaching context
In teams of three to four teachers (15 minutes):
Sharing
- experience with or image of assessments
- learning questions before the training

5. Basic attitude of the assessor
Individually (5 min.)
Think back to a concrete (training) situation in which your skills were assessed.
What contributed to you having either a good or bad feeling during the assessment?
In teams of three to four teachers (15 minutes):
Share your experiences: LSA
Write down 2 or 3 tips for an assessor
Plenary (10 min.)
Linking to assessor competencies

6. Transferring information
Assessment objectives
Different types of assessment
Assessment features and tools
Guiding and evaluating using different types of assessment

7. Assessment objectives
From: Aan de slag met assessment (Sinke, 2011)

8. Assessment objectives
Qualifications
for the profession:
Give students a fair chance to show what they really know and can do.
Development:
this also means:
Support the learning process by giving students feedback on competencies they need to develop.

9. Various assessments at the Archimedes Institute
Master

10. Assessment features and tools
Single assessments of specific situations
Summary evaluation of additional results from different situations
Observation
situation measurement d a t
value
decision
situation measurement
situation measurement
situation measurement
From: Aan de slag met assessment (Sinke, 2011)

11. Assessment features and tools
Authenticity
Practice
Assignment
Intensity of the procedure
Simulation
Performance
CBI
Portfolio
360° feedback
from: Aan de slag met assessment; G.P.J. Sinke, Chapter 11

12. Assessment features and tools
Assessments at the Archimedes Institute
Portfolio
Presentation
Criterion-Based Interview (CBI)
 Evaluation

13. Assessment features and tools
Fixed assessment procedure
Multiple evaluation: based on multiple results that refer to evaluations from different angles
Give a summative final evaluation: based on the concurrent and cohesive evaluation of all results
In relation to the standard: SBL competence requirements
Leads to making a reasoned and substantiated decision

14. Coaching and evaluating
Assessments are programme-independent
Candidates can be competent in different ways
No assessment rubric, but indicators
Distinction between coaching and evaluation
Working on intersubjectivity

15. SBL competencies Game: competence waste race
Objective: (better) knowledge of the competency indicators

16. Proof of competence Illustrate typical situations by means of:
quick scan, self-evaluation
situation reports, reflection reports
observation, feedback and assessment reports
lesson plans, lesson reports
self-made or adapted teaching materials
video recordings of parts of lessons
student survey results (e.g. Leary Rose)
professional products

17. Proof of competence Individually: In teams of three to four students:
Watch the video compilation of a
student: which competency
indicators do you think are
demonstrated in this video?
In teams of three to four students:
Compare and ask each other questions
regarding the differences: What did you
see in the video? What do you think
this says, in your opinion?

18. Proof of competence In teams of three to four teachers:
Which supporting documents (proofs)
do you think would be the most
and the least convincing?
What makes a supporting document
convincing?

19. Proof of competence situations effect action Competence visible
invisible
Competence

20. Proof of competence situations effect action action repertoire
visible
invisible
action repertoire
knowledge
responsibility
professional opinion professional attitude
qualities motivation inspiration
unique personality

21. Proof of competence In each case:
Description of your own actions in concrete situations - actions - effect
(tip of the iceberg)
Substantiating one’s choices1 & reflection
(iceberg under the surface)
1 Substantiation: not just your own ideas, but supported by literature!

22. Proof of competence

23. Proof of competence Requirements for supporting documents Authentic
Current
Relevant
Quantity
Variation
Also see assessment manual, Appendix 5

24. Proof of competence Looking back at meeting 1
Getting acquainted and learning objectives
Basic attitude of the assessor + assessor competencies
Assessment and assessment tools
SBL Competencies
Proof of competence

25. Proof of competence Looking ahead towards meeting 2
Criterion-Based Interview (CBI)
Conversation techniques of the CBI
The STARR method
Using the note-taking form

26. Proof of competence Preparing for meeting 2
Read Sinke, chapter 1 through 4 + pp.153, § 11.5
Write a brief reflection on meeting 1  
Describe a characteristically specific situation taken from your professional practice as a teacher or teacher trainer that demonstrates that you have (partially) mastered one of the 8 competences. Also include a supporting document.
Bring two printed copies to the meeting on January 30