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- 2. B.G. Ananiev: “Lack of assessment ... is the worst kind of assessment, because this impact is
- 3. What is assessment? The process of gathering evidence Then use defined criteria to judge performance based
- 4. Who is involved in, affected by or interested in assessment? Who are the stakeholders? Learners Parents
- 5. Types of assessment Formative assessment of learners during teaching and learning Summative assessment of learning Diagnostic
- 6. Assessment: What for is assessment necessary? What is criteria-based assessment? What is the purpose of criteria-based
- 7. The term “criteria-based assessment” was first used by Robert Eugene Glazer (1963) and characterized as the
- 8. Criteria-based Assessment Assessment, which is measured against general, specific criteria General, all learners are assessed against
- 9. The purpose of the criteria-based assessment is to obtain objective information on learning achievements of learners
- 10. State Compulsory Educational Standard (SCES) Requirements for the level of learners’ competence in educational fields (expected
- 11. Instructive and methodological documents State Compulsory Educational Standard (Primary, Secondary, High); Subject programme (by subject); Course
- 12. Principles of criteria-based assessment What is the relationship between learning and assessment? What is good assessment?
- 13. Assessment Assessment of learning achievements is the process of establishing the level of accordance between the
- 14. Principles of criteria-based assessment Interrelation of learning and assessment. Assessment is an integral part of learning,
- 15. Overview of the Criteria-based Assessment model Criteria-based Assessment model Formative assessment Summative assessment
- 16. Formative Assessment Task: Discuss questions in groups and write down your answers on the flipcharts. 1.
- 17. Formative Assessment (FA) - is a type of assessment that provides feedback between learners and teachers
- 18. FORMATIVE ASSESSMENT Is carried by Inform Role of a learner A teacher during the term learners
- 19. These are the important elements of effective formative assessment: Formative assessment Learning objectives (from curriculum) Assessment
- 20. THE FORMATIVE ASSESSMENT PROCESS
- 21. Formative assessment: Daily practice of a teacher Planning and organizing formative assessment; Selecting formative assessment methods;
- 22. Formative assessment Task: It is necessary to carry out a formative assessment depending on the following
- 23. Formative assessment
- 24. Formative assessment (example)
- 25. Formative assessment in English (example)
- 26. TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5 Work in pairs. Ask your partner questions
- 27. TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5 Work in pairs. Ask your partner questions
- 28. TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5 Read the text. Once a deer, a
- 29. TASK FOR FORMATIVE ASSESSMENT IN ENGLISH FOR GRADE 5 Read the text. Once a deer, a
- 30. State Compulsory Educational Standard of the Republic of Kazakhstan State Compulsory Educational Standard Requirements for the
- 31. 5. Drawing up descriptors to the task 1. Overview of the curriculum-learning objective 2 Conformity of
- 32. Features of the model: Integration
- 33. The main documents: Subject programme + Course plans + Assessment materials
- 34. Subject Programme Course Plans 33
- 35. Subject Programme Course Plans Assessment material 34
- 36. Subject Programme Course Plans Assessment material Formative Assessment Summative Assessment 35
- 37. Subject Programme Course Plans Assessment material Formative Assessment Summative Assessment A collection of tasks for Formative
- 38. Subject Programme Course Plans Assessment material Formative Assessment Summative Assessment A collection of tasks for Formative
- 39. Key skills for the 21st century Discuss what skills are relevant for today’s learner Do you
- 40. Features of the model: 21st-century skills Enquiry Problem solving Critical thinking Collaboration Independent learning Creating and
- 41. Criterion-referencing Norm-referencing: compares a learner’s performance to the rest of the group either locally, nationally or
- 42. The criteria-based assessment Generates variety of approaches Enhances involvement and motivation Integrates the 21th century skills
- 43. FORMATIVE ASSESSMENT: PART OF DAILY TEACHING Learning objectives (skills and content) Planning of the learning and
- 44. ‘A criteria-based assessment model compares learners’ achievements with clearly defined, collectively developed criteria, which are known
- 45. ‘Criteria-based assessment is fairer to learners than the traditional method applied in Kazakhstan.’ 44
- 46. Overview of the Criteria-based Assessment model Criteria-based Assessment model Formative assessment Summative assessment
- 47. SUMMATIVE ASSESSMENT Type of assessment, which is carried out after completion of a certain academic period
- 48. Overview of the Criteria-based Assessment model Criteria-based Assessment Formative assessment Summative assessment across a unit/cross-curricular topic
- 49. THE CRITERIA-BASED ASSESSMENT STRUCTURE
- 50. The process of Formative Assessment in teacher practice Key issues in teacher’s practice of formative assessment
- 51. The process of Summative Assessment
- 52. State Compulsory Educational Standard Requirements for the level of learners’ learning in educational fields (expected outcomes
- 53. ALGORITHM OF SUMMATIVE ASSESSMENT DEVELOPMENT ACROSS A UNIT/ CROSS-CURRICULAR TOPIC *Teacher studies develops *follows the Methodical
- 54. ALGORITHM OF TASK DEVELOPMENT FOR SUMMATIVE ASSESMENT ACROSS A UNIT / GENERAL TOPIC Unit Learning objectives
- 55. Two approaches:
- 56. Long-term plan. English
- 59. Rubrics for providing results on Summative assessment for a unit / cross-curricular topic Rubrics is a
- 60. SUMMATIVE ASSESSMENT ACROSS A UNIT/CROSS-CURRICULAR TOPIC Summative assessment is carried out: across units (natural and mathematical
- 61. SUMMATIVE ASSESSMENT FOR A TERM Summative assessment for a term is carried out at the end
- 62. SUMMATIVE ASSESSMENT FOR A TERM For whom are the tasks intended? How much time is allowed
- 63. SUMMATIVE ASSESSMENT ACROSS A UNIT / CROSS-CURRICULAR TOPIC Tasks for Summative assessment across a unit /
- 64. Task: Identify the similarities and differences between the summative assessment for a unit / cross-curricular topic
- 65. Moderation Discussion process of the results of summative works of learners in order to establish common
- 66. Moderation Teacher’s role
- 67. Conditions for successful moderation Culture of cooperation Open and transparent communication Constructive feedback Professional support Moderation
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