Assessment. Types of assessment презентация

B.G. Ananiev: “Lack of assessment ... is the worst kind of assessment, because this impact is not orienting, but disorienting, stimulating negatively, affecting depressively to an object as well as forcing people to develop their own self-esteem relying on highly subjective interpretations of hints, semi-understandable situations, behavior of a teacher and learners instead of relying on an objective assessment in which their actual knowledge is reflected”.
B.G Ananiev (1907-1972) is the Soviet psychologist, founder of the concept of the Faculty of Psychology of Leningrad State University (St. Petersburg State University),
creator of the system model of humanobiology where the central role is given to psychology

What is assessment?
The process of gathering evidence
Then use defined criteria to judge performance based on the evidence
Arrive at conclusion on performance

Who is involved in, affected by or interested in assessment? Who are the stakeholders?
Learners
Parents
Schools
School administration
Employers
Governmental decision-makers
Society as a whole
The public’s view of education and learners
Any more ...?

Types of assessment
Formative
assessment of learners during teaching and learning
Summative
assessment of learning
Diagnostic
measures skills and knowledge to identify strengths and weaknesses

Assessment: What for is assessment necessary?
What is criteria-based assessment?
What is the purpose of criteria-based assessment?
What are the types of criteria-based assessment?

The term “criteria-based assessment” was first used by Robert Eugene Glazer (1963) and characterized as the process that helps to determine the correspondence between reached and planned academic achievements of learners.
Criteria-based assessment excludes comparison and dependence on achievements of other learners, and aims to inform about the level of competence of each learner.
Glaser, R. 1963. Instructional technology and the measurement of learning outcomes: some questions. The American psychologist. Issue: 8. Vol.18. pp. 519 - 521

Criteria-based Assessment
Assessment, which is measured against general, specific criteria
General, all learners are assessed against the same standards
Specific, assessment is carried out against established standards

The purpose of the criteria-based assessment is to obtain objective information on learning achievements of learners on the basis of assessment criteria, as well as to provide all stakeholders with this information for further improvement of the learning process.
Objectives of the criteria-based assessment:
1. To expand provision and functions of assessment in the learning process;
2. To create conditions for constant self-improvement of learners by providing them regular feedback;
3. To promote development of common standards, qualitative assessment mechanisms and tools;
4. To provide objective, continuous and reliable information:
- to learners about the quality of their learning;
- to teachers about the learners’ progress;
- to parents about the degree of achievement of learning outcomes by learners;
- to management bodies on the quality of the educational services provided.

State Compulsory Educational Standard (SCES)
Requirements for the level of learners’ competence in educational fields (expected results according to B. Bloom’s taxonomy )
CONTENT OF THE CRITERIA-BASED ASSESSMENT
Levels of thinking skills: knowledge, understanding, application, analysis, synthesis, assessment
Types of speech activity: listening, speaking, reading, writing
Points
At the end of each unit and term
Levels of learning achievements
At the end of each unit and term
Assessment
At the end of a year

Instructive and methodological documents
State Compulsory Educational Standard (Primary, Secondary, High);
Subject programme (by subject);
Course plan (by subject);
The Procedure of criteria-based assessment of learners’ academic achievements in the educational organizations, implementing subject programmes of Primary, Secondary, High School Education;
Criteria-based Assessment Primary, Secondary and High School Level Handbook for Teachers
Collection of Tasks for Formative Assessment;
Methodical Recommendations for Summative Assessment

Principles of criteria-based assessment
What is the relationship between learning and assessment?
What is good assessment?
What is the content of good assessment?
What forms are inherent to criteria-based assessment?
What affects the assessment success?
How does criteria-based assessment affect the learning process?

Assessment
Assessment of learning achievements is the process of establishing the level of accordance between the learners’ achieved results and the planned learning objectives for adjusting and managing the educational process through feedback.
Criteria-based assessment is the process based on conformity of learner’s learning achievements with clearly defined, collectively developed criteria complying with the objectives and content of education and that are clear to learners, parents and educators.

Principles of criteria-based assessment
Interrelation of learning and assessment. Assessment is an integral part of learning, it is directly related to the objectives and expected outcomes of the subject programme.
Objectivity, reliability and validity. Assessment provides accurate and reliable information. It ensures the criteria and tools applied provide assessment of learning objectives and expected outcomes.
Transparency and accessibility. Assessment provides clear and comprehensible information, as well as increases the interest of all participants of learning process.
Continuity. Assessment is a continuous process that enables timely and systematically monitor the progress of educational achievements of students.
Focus on development. Assessment determines the direction of development for educational system, schools, teachers and learners.

Overview of the Criteria-based Assessment model
Criteria-based Assessment model
Formative assessment
Summative assessment

Formative Assessment
Task: Discuss questions in groups and write down your answers on the flipcharts.
1. What is formative assessment?
2. What are the purposes and principles?
3. When is it carried out?
4. Who is informed?
5. What is the role of a teacher?
6. What is the role of a learner?
7. What are the forms of assessment?
Presentation of groups

Formative Assessment (FA) - is a type of assessment that provides feedback between learners and teachers and allows adapting timely the learning process without scoring and allocating marks.
Principles of FA:
part of teaching and learning (“assessment for learning”);
covers all learning objectives (the learning objectives for all grades are shown in the course plans for subjects);
assessment is not indicated;
achievement of learning objectives is determined in accordance with assessment criteria;
feedback is provided on the progress of each learner;
FA results are used to improve the quality of education, subject programme.
Formative assessment

FORMATIVE ASSESSMENT
Is carried by
Inform
Role of a learner
A teacher during the term
learners about the extent of accuracy of their tasks performance during the study of material;
teachers on the progress of leaners to manage the teaching process.
- actively participates in the educational process;
- understands assessment criteria and descriptors;
- self-assess/assess each other.
.
Role of a teacher
- clearly prescribes the assessment criteria according to the learning objectives;
- develops tasks according to the assessment criteria;
- develops descriptors to the task;
- provides effective feedback to learners;
- makes adjustments in learning and assessment;
Forms of carrying out assessment
individual
in pairs
in groups
In transferable groups

These are the important elements of effective formative assessment:
Formative assessment
Learning objectives
(from curriculum)
Assessment criteria
(e.g. Bloom’s Taxonomy)
Tasks
Descriptors
Feedback
Outcome
Algorithm of achieving outcomes (stages of doing tasks)
Accessability
Accuracy
Specificity

THE FORMATIVE ASSESSMENT PROCESS

Formative assessment:
Daily practice of a teacher
Planning and organizing formative assessment;
Selecting formative assessment methods;
Analyzing formative assessment results;
Providing feedback on the results of formative assessment.

Formative assessment
Task:
It is necessary to carry out a formative assessment depending on the following learning objectives from the subject programme for English (Grade 5):
5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics.
5.C4 Evaluate and respond constructively to feedback from other.
5.C7 Develop and sustain a consistent argument when speaking or writing.
1) Identify the levels of thinking skills
2) Define assessment criteria
3) Preparation of tasks
4) Define assessment criteria and prepare a task according to them, draw up descriptors.
Resource: pictures

Formative assessment

Formative assessment (example)

Formative assessment in English (example)

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5
Work in pairs. Ask your partner questions about his/ her house. Draw your partner’s house according to his story. Present your findings to your classmates.

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5
Work in pairs. Ask your partner questions about his/ her house. Draw your partner’s house according to his story. Present your findings to your classmates.

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5
Read the text.
Once a deer, a crow, a mouse and a turtle were great friends.
One day the deer went out to graze. He was caught in a hunter net. In the evening the deer did not return to his friends.
The mouse said to the crow, ‘Will you fly over the trees and find the deer? Then fly back to us and tell us where he is.’
The crow flew away. He came back after half an hour. He said, ‘Our friend, the deer is in the hunter’s net.’
‘What shall we do’? said the mouse and the turtle.
‘I will take mouse on my back,’ said the crow. ‘He will bite through the net and set the deer free.’
‘Yes,’ said the mouse. I will do that.’ ‘And I will walk to the deer,’ said the turtle. The crow took the mouse on his back and flew with him to the deer.
The mouse bit through the net. The deer was free. The turtle got friends were all very happy together.
Tasks to the text
The following statements are wrong. Correct them according to the information in the text.
A crow and a mouse were not friends.
The deer was caught in a hunter net but he came back to his friends.
The crow flew away with the deer.
The crow takes the tortoise to his back.
At the end only the tortoise was happy.
Answer the questions.
What does the story teach us?

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5
Read the text.
Once a deer, a crow, a mouse and a turtle were great friends.
One day the deer went out to graze. He was caught in a hunter net. In the evening the deer did not return to his friends.
The mouse said to the crow, ‘Will you fly over the trees and find the deer? Then fly back to us and tell us where he is.’
The crow flew away. He came back after half an hour. He said, ‘Our friend, the deer is in the hunter’s net.’
‘What shall we do’? said the mouse and the turtle.
‘I will take mouse on my back,’ said the crow. ‘He will bite through the net and set the deer free.’
‘Yes,’ said the mouse. I will do that.’ ‘And I will walk to the deer,’ said the turtle. The crow took the mouse on his back and flew with him to the deer.
The mouse bit through the net. The deer was free. The turtle got friends were all very happy together.
Tasks to the text
The following statements are wrong. Correct them according to the information in the text.
A crow and a mouse were not friends.
The deer was caught in a hunter net but he came back to his friends.
The crow flew away with the deer.
The crow takes the tortoise to his back.
At the end only the tortoise was happy.
Answer the questions.
What does the story teach us?

State Compulsory Educational Standard of the Republic of Kazakhstan
State Compulsory Educational Standard
Requirements for the level of a leaner's performance
Biology
A learner after graduation of a secondary school:
1) knows the structure, composition and functions of proteins, fats, carbohydrates, nucleic acids ...;
2) understands the processes occurring during the dark and light phase of photosynthesis ....;
3) applies schemes and methods for solving the problems of molecular biology and genetics. ..;
4) analyzes the features of the photosynthesis and chemosynthesis processes...;
5) synthesizes the scheme of gametogenesis in humans; schemes of food chains in ecosystems;
6) assesses the effect of various factors on the activity of enzymes ....

5. Drawing up descriptors to the task
1. Overview of the curriculum-learning objective
2 Conformity of the learning objective with the levels of thinking skills.
3. Drawing up evaluation criteria.
4. Definition and development of task type .
Questions with complete answers
THE FORMATIVE ASSESSMENT ORGANIZATION
6. Feedback
31

Features of the model: Integration

The main documents:
Subject programme + Course plans + Assessment materials

Subject Programme
Course Plans
33

Subject Programme
Course Plans
Assessment material
34

Subject Programme
Course Plans
Assessment material
Formative Assessment
Summative Assessment
35

Subject Programme
Course Plans
Assessment material
Formative Assessment
Summative Assessment
A collection of tasks for Formative Assessment
Methodical recommendations for Summative Assessment
36

Subject Programme
Course Plans
Assessment material
Formative Assessment
Summative Assessment
A collection of tasks for Formative Assessment
Methodical recommendations for Summative Assessment
37

Key skills for the 21st century
Discuss what skills are relevant for today’s learner
Do you think learning factual knowledge alone is sufficient?

Features of the model: 21st-century skills
Enquiry
Problem solving
Critical thinking
Collaboration
Independent learning
Creating and designing
Information handling
Practical skills
39

Criterion-referencing
Norm-referencing: compares a learner’s performance to the rest of the group either locally, nationally or internationally
Criterion-referencing: compares a learner’s performance to a Learning Outcome or performance standard
SO criterion-referenced assessment is where an individual’s performance is compared to a specific Learning Outcome or performance standard and not to the performance of other learners

The criteria-based assessment
Generates variety of approaches
Enhances involvement and motivation
Integrates the 21th century skills
Develops knowledge and skills of a teacher
Integrates the modern techniques
Informs the planning process
Demonstrates the progress

FORMATIVE ASSESSMENT: PART OF DAILY TEACHING
Learning objectives
(skills and content)
Planning of the learning and teaching activities
Active learning
Syllabus
Did the learners achieve the learning objectives?
Formative assessment
Collection of tasks for formative assessment
To inform planning
Differentiation
Deciding on when to move forward
Feedback with learners

‘A criteria-based assessment model compares learners’ achievements with clearly defined, collectively developed criteria, which are known to all participants of the process in advance.’
43

‘Criteria-based assessment is fairer to learners than the traditional method applied in Kazakhstan.’
44

Overview of the Criteria-based Assessment model
Criteria-based Assessment model
Formative assessment
Summative assessment

SUMMATIVE ASSESSMENT
Type of assessment, which is carried out after completion of a certain academic period (term, trimester, academic year, level of comprehensive education), as well as across units / cross-curricular topics of subject programmes with scoring and grading.

Overview of the Criteria-based Assessment model
Criteria-based Assessment
Formative assessment
Summative assessment across a unit/cross-curricular topic
Summative assessment for a term
Summative assessment
Summative assessment for a level of education

THE CRITERIA-BASED ASSESSMENT STRUCTURE

The process of Formative Assessment in teacher practice
Key issues in teacher’s practice of formative assessment

The process of Summative Assessment

State Compulsory Educational Standard
Requirements for the level of learners’ learning in educational fields (expected outcomes according to B. Bloom’s taxonomy)
Content of the criteria-based assessment system
Levels of thinking skills: knowledge, understanding, application, analysis, synthesis, evaluation
Types of speech activity: listening, speaking, reading, writing
Points
At the end of each unit and term
Levels of learning achievements
At the end of each unit and term
Grade/Mark
At the end of a year

ALGORITHM OF SUMMATIVE ASSESSMENT DEVELOPMENT ACROSS A UNIT/ CROSS-CURRICULAR TOPIC
*Teacher
studies develops
*follows the Methodical Recommendations of the Center of Pedagogical Measurements (CPM) and National Academy of Education (NAE) (or uses them)

ALGORITHM OF TASK DEVELOPMENT FOR SUMMATIVE ASSESMENT ACROSS A UNIT / GENERAL TOPIC
Unit
Learning objectives
Assessment criteria
Levels of thinking
Levelled tasks
Descriptors
Points
Rubrics

Two approaches:

Long-term plan. English

Rubrics for providing results on Summative assessment for a unit / cross-curricular topic
Rubrics is a way of describing the levels in accordance with assessment criteria
Rubrics will be used based on the results of each procedure of summative assessment for a unit / cross-curricular topic
In the rubrics, the teacher marks the level of learning achievement for each criterion individually for each student

SUMMATIVE ASSESSMENT ACROSS A UNIT/CROSS-CURRICULAR TOPIC
Summative assessment is carried out:
across units (natural and mathematical subjects, language subjects);
across cross-curricular topics (social subjects).

SUMMATIVE ASSESSMENT FOR A TERM
Summative assessment for a term is carried out at the end of a term and shows the proof of understanding, skills and knowledge through grades and points.
Summative assessment for a term is carried out through the organization of various testing and control works.
When compiling summative work for a term, it is necessary to take into account not only knowledge, understanding and skills, but also the ability of a learner to think at the highest level: it must be taken into account that it is important to provide learners with tasks enabling assessment, analysis and synthesis.
Samples of tasks for Summative assessment for a term are given in Methodical recommendations.
However, each school may prepare its own tasks for Summative assessment for a term. Teachers can use a database in which tasks for Summative assessment are collected.
At the beginning of the school year, the school methodical union makes an Assessment Plan for an academic year.

SUMMATIVE ASSESSMENT FOR A TERM
For whom are the tasks intended?
How much time is allowed for the tasks?
How is SA conducted?
What is the content of the SA tasks?
What types of tasks will be used?
How are the points scored for questions or tasks counted?
How many tasks do you need to develop?

SUMMATIVE ASSESSMENT ACROSS A UNIT / CROSS-CURRICULAR TOPIC
Tasks for Summative assessment across a unit / cross-curricular topic are developed in accordance with the learning objectives of the unit and the assessment criteria.
Methodical unions of schools develop and approve the Summative Assessment Plan for an academic year.
Methodical Recommendations with sample tasks for each subject for the assessment implementation are developed by the CPM and NAE.

Task: Identify the similarities and differences between the summative assessment for a unit / cross-curricular topic and the summative assessment for a term.
SUMMATIVE ASSESSMENT FOR A TERM

Moderation
Discussion process of the results of summative works of learners in order to establish common assessment standards.
Moderation is intended:
For teachers to discuss the results of learners’ summative works in order to standardize the assessment.
Moderation is carried out:
With participation of teachers working in the same parallels;
They discuss preliminary assessments of work on a particular subject for the purpose of performing the same approach in applying the scoring table.
It is important to know:
Based on moderation, the result of Summative assessment for a term can be changed.
The chairperson of moderation can be both the head of the Methodical union, and any subject teacher.

Moderation
Teacher’s role

Conditions for successful moderation
Culture of cooperation
Open and transparent communication
Constructive feedback
Professional support
Moderation