1. ASSESSMENT TECHNIQUES THE FOUR PART MODEL Presented by Daya Chetty 20 APRIL 2013

2. ASSESSMENT FORMAL TESTS INFORMAL TESTS PERFORMANCE TASKS PORTFOLIOS

3. REFLECTIVE EXERCISE HOW DO YOU USUALLY ASSESS OR EVALUATE LEARNER PROGRESS? List a few ways you are using currently to assess your learners.

4. WHAT DO WE MEAN BY EVIDENCE? Evidence is the proof that learning has happened. It indicates the level of learning that has been achieved. The nature of the evidence we want will determine the way that we try to get it.

5. THREE BASIC QUESTIONS Do you know it and understand it? Can you choose and use what you know to solve problems or perform tasks? Can you use different ways and times to show your learning?

6. FOUR BASIC CATEGORIES Performance tasksFormal tests PortfoliosInformal observations

7. Evidence of Learning Proof What? Level How? How depends on what

8. INFORMAL ASSESSMENT The educator observes: The learners at work on a task. during group work. working together as a team. follow instructions. All observations are recorded in a book or file. Used to plan future activities. Judgements are subjective - reflection

9. TRADITIONAL ASSESSMENT Selected response assessment Exams Objective scored or marked papers. Used to show whether learners mastered content.

10. PERFORMANCE ASSESSMENT Requires learners to choose and use. Relies on a balanced S.K.V.A Has a clear task, context, standards Is cumulative and managed. Happens regularly (varied scale/frequency) Assess process and product

11. How to structure a good performance task Three characteristics – A good performance task Learners Create evidence Context The task outcomes Evaluation criteria

12. PERFORMANCE TASK (Example) Write a report, with statistics and graphs on a given topic. Prepare a 30 minute lesson for the class on a scientific phenomena. Deliver a 15 minute presentation. Design a poster or draw a series of annotated cartoons. Write articles for a class magazine.

13. THE TASK Is an opportunity to show that learners have achieved outcomes. Starts with clear outcomes. Helps learners to create evidence that they have achieved the set outcomes.

14. CONTEXT Includes reality and relevance in learning. Makes learning authentic Links learning to realities outside the classroom. Considers the audience who would be served by the task or who would benefit when the learner completes the task.

15. EVALUATION CRITERIA In order to allow learners to work independently, there must be clear, unambiguous and agreed indicators of performance. The task must have standards that describe what kind and level of performance is good enough to be considered acceptable.

16. BRAINSTORM Make a list of possible performance tasks. Do this in groups (preferably in the same learning area)

17. RUBRICS FOR ASSESSMENT List elements Describes the level Indicates the benchmark Holistic and analytic rubrics

18. Words used in a rubric ACCEPTABLEExemplaryAccomplishedUNACCEPTABLEDevelopingBeginning

19. Example of a Rubric (Analytical) GoodSatisfactory Needs improvement Sentences Punctuation Grammar Paragraphs Use of language in vocabulary

20. FOUNDATIONS FOR LEARNING MATHEMATICS Daily teaching activities Maths periods Oral and mental work 10 min. 1. Homework tasks Given and explained. 5 min. 5. Review and Correct homework 10 min. 2. Problem solving 15 min. 4. Teacher introduces Concept for the day 20 min. 3.

21. BLOOM’S TAXONOMY ORIGINAL TERMSNEW TERMS EvaluationCreatingEvaluationCreating SynthesisEvaluatingSynthesisEvaluating AnalysisAnalysingAnalysisAnalysing ApplicationApplyingApplicationApplying ComprehensionUnderstandingComprehensionUnderstanding KnowledgeRememberingKnowledgeRemembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p8)

22. BLOOM’S REVISED TAXONOMY CREATING Generating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing. EVALUATING Justifying a decision or course of action. Checking, hypothesising, critiquing, experimentation, judging ANALYSING Breaking information into parts to explore understandings and relationships. Comparing, organising, deconstructing, interrogating, finding