Assessment. Types of assessment презентация

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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

Слайд 1Assessment:
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 2B.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 3What is assessment?
The process of gathering evidence
Then use defined criteria to

judge performance based on the evidence
Arrive at conclusion on performance

Слайд 4Who 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 5Types 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 6Assessment: 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) 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 8Criteria-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 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 10State 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 11Instructive 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 12Principles 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 13Assessment

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 14Principles 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 15Overview of the Criteria-based Assessment model
Criteria-based Assessment model
Formative assessment
Summative assessment

Слайд 16Formative 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 17Formative 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 18FORMATIVE 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 19These 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 20THE FORMATIVE ASSESSMENT PROCESS

Слайд 21Formative 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 22Formative 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

Слайд 24Formative assessment (example)

Слайд 25Formative assessment in English (example)

Слайд 26TASK 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 27TASK 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 28TASK 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 29TASK 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 30State 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 315. 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 32Features of the model: Integration

Слайд 33The main documents: Subject programme + Course plans + Assessment materials

Слайд 34
Subject Programme

Course Plans
33

Слайд 35
Subject Programme

Course Plans
Assessment material
34

Слайд 36
Subject Programme

Course Plans
Assessment material
Formative Assessment
Summative Assessment
35

Слайд 37
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 Programme

Course Plans
Assessment material
Formative Assessment
Summative Assessment
A collection of tasks for Formative

Assessment

Methodical recommendations for Summative Assessment



37

Слайд 39Key skills for the 21st century
Discuss what skills are relevant

for today’s learner
Do you think learning factual knowledge alone is sufficient?

Слайд 40Features of the model: 21st-century skills
Enquiry
Problem solving
Critical thinking
Collaboration
Independent learning
Creating and

designing

Information handling

Practical skills

39

Слайд 41Criterion-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 42The 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 43FORMATIVE 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 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

Слайд 46Overview of the Criteria-based Assessment model
Criteria-based Assessment model
Formative assessment
Summative assessment

Слайд 47SUMMATIVE 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 48Overview 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 49THE CRITERIA-BASED ASSESSMENT STRUCTURE

Слайд 50The process of Formative Assessment in teacher practice
Key issues in teacher’s

practice of formative assessment

Слайд 51The process of Summative Assessment

Слайд 52State 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 53ALGORITHM 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 54ALGORITHM 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 55Two approaches:

Слайд 56Long-term plan. English

Слайд 59Rubrics 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 60SUMMATIVE 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 61SUMMATIVE 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 62SUMMATIVE 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 63SUMMATIVE 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 a unit / cross-curricular topic and the summative assessment for a term.

SUMMATIVE ASSESSMENT FOR A TERM

Слайд 65Moderation
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 66Moderation
Teacher’s role

Слайд 67Conditions for successful moderation
Culture of cooperation
Open and transparent communication
Constructive feedback
Professional support


Moderation

Слайд 72REGISTRATION OF RESULTS OF LEARNERS’ ACADEMIC ACHIEVEMENTS

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