Презентация на тему Assessment. Types of assessment

Assessment. Types of assessment, из раздела: Английский язык.  Презентацию в формате PowerPoint (pptx) можно скачать внизу страницы, поделившись ссылкой в социальных сетях! Презентации взяты из открытого доступа или загружены их авторами, администрация сайта не отвечает за достоверность информации в них. Все права принадлежат авторам материалов: Политика защиты авторских прав

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Слайд 1

Assessment: What is assessment? What for is assessment necessary?What is the purpose

Assessment:
What is assessment?
What for is assessment necessary?
What is the purpose of assessment?
Who are the stakeholders of assessment?
What are the types of assessment?
What is criteria-based assessment?
What is criteria?
What is the role of criteria?
Necessity of the criteria-based assessment introduction

Assessment


Слайд 2

B.G. Ananiev: “Lack of assessment ... is the worst kind of assessment,

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


Слайд 3

What is assessment?The process of gathering evidenceThen use defined criteria to judge

What is assessment?

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


Слайд 4

Who is involved in, affected by or interested in assessment? Who are

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 ...?


Слайд 5

Types of assessmentFormativeassessment of learners during teaching and learningSummativeassessment of learningDiagnostic measures

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


Слайд 6

Assessment: What for is assessment necessary?What is criteria-based assessment? What is the

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?


Слайд 7

The term “criteria-based assessment” was first used by Robert Eugene Glazer (1963)


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


Слайд 8

Criteria-based Assessment Assessment, which is measured against general, specific criteriaGeneral, all learners

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


Слайд 9

The purpose of the criteria-based assessment is to

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.


Слайд 10

State Compulsory Educational Standard (SCES) Requirements for the level of learners’ competence

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


Слайд 11

Instructive and methodological documentsState Compulsory Educational Standard (Primary, Secondary, High);Subject programme (by

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


Слайд 12

Principles of criteria-based assessmentWhat is the relationship between learning and assessment?What is

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?


Слайд 13

Assessment Assessment of learning achievements is the process of establishing the level

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.


Слайд 14

Principles of criteria-based assessment Interrelation of learning and assessment. Assessment is an

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.


Слайд 15

Overview of the Criteria-based Assessment modelCriteria-based Assessment modelFormative assessmentSummative assessment

Overview of the Criteria-based Assessment model

Criteria-based Assessment model

Formative assessment

Summative assessment


Слайд 16

Formative Assessment Task: Discuss questions in groups and write down your answers

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


Слайд 17

Formative Assessment (FA) - is a type of assessment that provides feedback

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


Слайд 18

FORMATIVE ASSESSMENT    Is carried byInformRole of a learner A

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


Слайд 19

These are the important elements of effective formative assessment:Formative assessmentLearning objectives(from curriculum)Assessment

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


Слайд 20

THE FORMATIVE ASSESSMENT PROCESS

THE FORMATIVE ASSESSMENT PROCESS


Слайд 21

Formative assessment: Daily practice of a teacherPlanning and organizing formative assessment;Selecting formative

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.


Слайд 22

Formative assessment Task:It is necessary to carry out a formative assessment depending

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






Слайд 23

Formative assessment

Formative assessment


Слайд 24

Formative assessment (example)

Formative assessment (example)


Слайд 25

Formative assessment in English (example)

Formative assessment in English (example)


Слайд 26

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5Work in pairs. Ask

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.




Слайд 27

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5Work in pairs. Ask

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.




Слайд 28

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5Read the text. Once

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?


Слайд 29

TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5Read the text. Once

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?


Слайд 30

State Compulsory Educational Standard of the Republic of Kazakhstan State Compulsory Educational

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 ....


Слайд 31

5. Drawing up descriptors to the task1. Overview of the curriculum-learning objective2

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


Слайд 32

Features of the model: Integration

Features of the model: Integration


Слайд 33

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

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


Слайд 34

Subject ProgrammeCourse Plans33


Subject Programme

Course Plans

33


Слайд 35

Subject ProgrammeCourse PlansAssessment material34


Subject Programme

Course Plans

Assessment material

34


Слайд 36

Subject ProgrammeCourse PlansAssessment materialFormative AssessmentSummative Assessment35


Subject Programme

Course Plans

Assessment material

Formative Assessment

Summative Assessment

35


Слайд 37

Subject ProgrammeCourse PlansAssessment materialFormative AssessmentSummative AssessmentA collection of tasks for Formative Assessment


Subject Programme

Course Plans

Assessment material

Formative Assessment

Summative Assessment

A collection of tasks for Formative Assessment

Methodical recommendations for Summative Assessment

36


Слайд 38

Subject ProgrammeCourse PlansAssessment materialFormative AssessmentSummative AssessmentA collection of tasks for Formative Assessment


Subject Programme

Course Plans

Assessment material

Formative Assessment

Summative Assessment

A collection of tasks for Formative Assessment

Methodical recommendations for Summative Assessment



37


Слайд 39

Key skills for the 21st century Discuss what skills are relevant for

Key skills for the 21st century

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


Слайд 40

Features of the model: 21st-century skills EnquiryProblem solvingCritical thinkingCollaborationIndependent learningCreating and designing Information handlingPractical skills39

Features of the model: 21st-century skills

Enquiry

Problem solving

Critical thinking

Collaboration

Independent learning

Creating and designing

Information handling

Practical skills

39


Слайд 41

Criterion-referencingNorm-referencing: compares a learner’s performance to the rest of the group either

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


Слайд 42

The criteria-based assessment Generates variety of approachesEnhances involvement and motivation Integrates the

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


Слайд 43

FORMATIVE ASSESSMENT: PART OF DAILY TEACHING Learning objectives (skills and content)Planning of

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


Слайд 44

‘A criteria-based assessment model compares learners’ achievements with clearly defined, collectively developed

‘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


Слайд 45

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

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

44


Слайд 46

Overview of the Criteria-based Assessment modelCriteria-based Assessment modelFormative assessmentSummative assessment

Overview of the Criteria-based Assessment model

Criteria-based Assessment model

Formative assessment

Summative assessment



Слайд 47

SUMMATIVE ASSESSMENT Type of assessment, which is carried out after completion of

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.



Слайд 48

Overview of the Criteria-based Assessment modelCriteria-based AssessmentFormative assessmentSummative assessment across a unit/cross-curricular

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


Слайд 49

THE CRITERIA-BASED ASSESSMENT STRUCTURE

THE CRITERIA-BASED ASSESSMENT STRUCTURE


Слайд 50

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

The process of Formative Assessment in teacher practice

Key issues in teacher’s practice of formative assessment


Слайд 51

The process of Summative Assessment

The process of Summative Assessment


Слайд 52

State Compulsory Educational Standard Requirements for the level of learners’ learning in

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


Слайд 53

ALGORITHM OF SUMMATIVE ASSESSMENT DEVELOPMENT ACROSS A UNIT/ CROSS-CURRICULAR TOPIC*Teacher

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)




Слайд 54

ALGORITHM OF TASK DEVELOPMENT FOR SUMMATIVE ASSESMENT ACROSS A UNIT / GENERAL

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


Слайд 55

Two approaches:

Two approaches:



Слайд 56

Long-term plan. English

Long-term plan. English


Слайд 59

Rubrics for providing results on Summative assessment for a unit / cross-curricular

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


Слайд 60

SUMMATIVE ASSESSMENT ACROSS A UNIT/CROSS-CURRICULAR TOPICSummative assessment is carried out:across units (natural

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).


Слайд 61

SUMMATIVE ASSESSMENT FOR A TERM Summative assessment for a term is carried

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.






Слайд 62

SUMMATIVE ASSESSMENT FOR A TERM For whom are the tasks intended?How much

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?



Слайд 63

SUMMATIVE ASSESSMENT ACROSS A UNIT / CROSS-CURRICULAR TOPICTasks for Summative assessment across

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.


Слайд 64

Task: Identify the similarities and differences between the summative assessment for

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


Слайд 65

Moderation Discussion process of the results of summative works of learners in

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.





Слайд 66

Moderation Teacher’s role

Moderation

Teacher’s role


Слайд 67

Conditions for successful moderationCulture of cooperationOpen and transparent communicationConstructive feedbackProfessional support Moderation

Conditions for successful moderation

Culture of cooperation

Open and transparent communication

Constructive feedback

Professional support

Moderation


Слайд 72

REGISTRATION OF RESULTS OF LEARNERS’ ACADEMIC ACHIEVEMENTS

REGISTRATION OF RESULTS OF LEARNERS’ ACADEMIC ACHIEVEMENTS