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    Monday - Assessment of Student Learning 2

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    jonlester malana
    This document discusses principles of student assessment, including diagnostic, formative, benchmark, and summative assessment. It also discusses learning taxonomies, including Bloom's Taxonomy and its revised version. The taxonomy provides a framework to systematically plan objectives, activities, and assessments. Assessment for learning focuses on effective feedback to improve student learning and involves learning targets, examples, descriptive feedback, and self-assessment. The document provides questions to self-evaluate how well teachers promote assessment for learning practices.

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    Monday - Assessment of Student Learning 2

    Uploaded by

    jonlester malana
    47 views53 pages
    This document discusses principles of student assessment, including diagnostic, formative, benchmark, and summative assessment. It also discusses learning taxonomies, including Bloom's Taxonomy and its revised version. The taxonomy provides a framework to systematically plan objectives, activities, and assessments. Assessment for learning focuses on effective feedback to improve student learning and involves learning targets, examples, descriptive feedback, and self-assessment. The document provides questions to self-evaluate how well teachers promote assessment for learning practices.

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    Monday_assessment of Student Learning 2

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    This document discusses principles of student assessment, including diagnostic, formative, benchmark, and summative assessment. It also discusses learning taxonomies, including Bloom's Taxonomy and its revised version. The taxonomy provides a framework to systematically plan objectives, activities, and assessments. Assessment for learning focuses on effective feedback to improve student learning and involves learning targets, examples, descriptive feedback, and self-assessment. The document provides questions to self-evaluate how well teachers promote assessment for learning practices.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    47 views53 pages

    Monday - Assessment of Student Learning 2

    Uploaded by

    jonlester malana
    This document discusses principles of student assessment, including diagnostic, formative, benchmark, and summative assessment. It also discusses learning taxonomies, including Bloom's Taxonomy and its revised version. The taxonomy provides a framework to systematically plan objectives, activities, and assessments. Assessment for learning focuses on effective feedback to improve student learning and involves learning targets, examples, descriptive feedback, and self-assessment. The document provides questions to self-evaluate how well teachers promote assessment for learning practices.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 53

    ASSESSMENT

    OF
    STUDENT LEARNING
    2
    This course focuses on the
    principles, development and
    utilization of alternative forms
    of assessment in measuring,
    monitoring and evaluating
    authentic learning
    communicating it’s result.
    Four common types of
    testing in school
    1. Diagnostic testing

    ~ This testing is used to


    “diagnose” what skills a student
    has demonstrated proficiency on.
    ~ Diagnostic testing often measures for
    student misconceptions or where students
    are in stages along a progression, such as by
    grade level, of concepts, or skills.
    For example, diagnostic reading assessment
    can measure what grade level students are
    fluent at reading, or based on their
    comprehension of the text.
    2. Formative Assessment

    ~ Formative assessment is
    often viewed as more of a natural
    part of the teaching and learning
    process.
    ~ It can include strategies such as
    observations, having students read
    out loud, and asking students
    question in class, as well as the use of
    different type of tools, like digital
    games.
    3. Benchmark or Interim Testing

    ~ This testing is used


    throughout the school year often to
    check whether students have mastered
    a unit of instruction.
    ~ There are other types of
    benchmark assessment that
    mirror the state summative test
    as a way to view progress and
    see if students are on track.
    4. Summative Assessment

    ~ Summative assessments
    are used as a checkpoint at the end
    of the year or course to assess how
    much content students learned
    overall.
    What is a
    Learning taxonomy?
    3 DOMAINS
    OF OBJECTIVES
    Cognitive Objectives: Manifest
    Understanding of their roles as teacher, as
    active members in the society and as global
    citizens responsible for the outcomes of their
    actions in the development of the young
    people of the country.
    Psychomotor: Synthesize relevant social
    science theories and research as they relate to
    education.
    ~ Apply the basic assumptions made in social
    science studies in order to help them make
    critical and logical decisions.
    Affective Objectives: Develop the realization that
    local (or private) actions of teachers result in
    global (universal) or geographically dispersed
    consequences; and Manifest their own
    understanding of the relation between or among
    the individual, the school and the society by
    applying the four pillars of learning.
    The principal characteristic of Assessment for
    Learning is effective feedback provided by
    teachers to learners on their progress. The value
    of the feedback is dependent on two factors:

    > The quality of the feedback


    > How learners receive and ultimately use it
    • Assessment of learning can detract from
    effective classroom practice and prevent feeding
    back assessment decisions to learners on their
    performance with the view to improving their
    work.
    • set out its final recommendations in 2004. Tomlinson
    and his colleagues endorse the refocusing on teacher-led
    assessment and, by introducing Assessment for Learning
    now,
    • educational establishments are providing opportunities
    for teachers to develop their assessment and feedback
    skills while promoting confidence in their professional
    judgment and fostering an effective learning
    environment.
    • By putting the learner at the heart of the
    assessment process and refocusing the
    objective so that the learner becomes the
    primary benefactor, improved meaning to
    teachers and value to learners.
    Learning agenda is a dream that will never be realized.
    Miliband described personalized learning as:
    o High expectations of every child, given practical form by high
    quality teaching based on a sound knowledge and
    understanding of each child’s needs.
    o It is not individualized learning where pupils sit alone. Nor is
    it pupils left to their own devices – which too often reinforces
    low aspirations.
    o It means shaping teaching around the way different
    youngsters learn; it means taking the care to nurture the
    unique talents of every pupil.
    >>Assessment as part of classroom activities is a fundamental
    process required to promote learning and ultimately
    achievement.
    >>Learners need to know and understand the following before
    learning can take place:

    •What is the aim of the Learning?


    •Why do they need to learn it?
    •Where are they in terms of achieving the aim?
    •How can they achieve the aim?
    Learning
    Assessment a
    System and Process
    >Learning assessment is a system and process of collecting
    evidence about student learning.

    >Assessment is a lot like research because it involves


    observing, recording, scoring and interpreting the information
    we collect. A good system of assessment provides:
    •feedback to students about their learning
    •feedback to teachers about their instruction
    •evidence to support teachers’ judgments about grading
    What is course alignment?

    ~ Alignment is the connection between learning


    objectives, learning activities and assessment.

    ~ An aligned course means that you’re learning


    objectives, activities and assessments match up so
    students learn what you intend and you accurately
    assess what students are learning.
    OBJECTIVES

    ACTIVITIES

    ASSESSMENT
    • Objectives
    are the expectations for student
    performance: they specify what you want
    student to be able to do when they finish
    your course.
    • Activities
    are the experiences that students
    engage in that prepare them to achieve the
    intended learning objective.
    • Assessment
    is a system for collecting evidence
    about student learning that we can use to
    improve and make judgments about
    learning.
    Assessment for learning process provides students with:

    •clear learning targets,


    •examples and models of strong and weak work,
    •regular descriptive feedback, and
    •the ability to self-assess, monitor learning, and set
    goals.
    The six attributes Assessment for Learning Process
    identified by Iowa educators are as follows:

    1. learning progressions;
    2. clear learning goals and success criteria;
    3. modifying instruction based on elicited evidence;
    4. providing descriptive feedback;
    5. self-and peer-assessment;
    6. and creating a collaborative classroom climate.
    The modules developed to support deeper understanding
    of these attributes are as follows:
    1. Foundations
    2. Learning Intentions
    3. Eliciting Evidence/Instructional Modifications
    4. Descriptive Feedback
    5. Self-and Peer-assessment
    6. Collaborative Classroom Climate
    7. Putting It Into Practice
    What is
    Bloom’s Taxonomy?
    Benjamin Bloom
    ~ was an educational theorist and
    teacher who studied the nature of
    thinking.
    ~ His taxonomy has been widely used in
    the field of education since the 1950’s.
    What is Revised
    Bloom’s taxonomy?
    >>Bloom’s Taxonomy was revised in the
    1990’s by a group led by Lorin Anderson,
    one of Bloom’s former students.
    >>The revised version is a more useful
    tool for planning curriculum, instruction
    and assessment.
    ~ is a tool for defining learning objectives,
    planning instruction and choosing
    assessments.
    ~ It combines the original levels of learning
    (across the top) with types of knowledge (on
    the left).
    How does the
    taxonomy table
    help me?
    The taxonomy table gives you a framework for plotting
    objectives, activities and assessments and helps you:

    • approach your course systematically and effectively


    • focus your learning efforts on your learning objectives
    • select assessments that correspond to student
    learning
    The Cognitive Process
    Dimension
    SIMPLE COMPLEX
    1. Remember: recognizing or recalling relevant knowledge, facts or concepts
    2. Understand: constructing meaning from instructional messages
    3. Apply: using ideas and concepts to solve problems
    4. Analyze: breaking something down into components, seeing relationships
    and
    overall structure
    5. Evaluate: making judgments based on criteria and standards
    6. Create: reorganizing diverse elements to form a new pattern or structure.
    The Knowledge
    Dimension
    CONCRETE ABSTRACT

    • do not necessarily range in complexity.


    For example, learning a procedure or skill does
    not require a mastery of all related facts and
    concepts; and metacognitive knowledge (knowing
    how well you understand something) can be done
    at any level of learning
    Factual: the basic elements used to communicate, understand,
    organize a subject such as terminology scientific terms or labels, Knowing that
    vocabulary, jargon, and symbols or representations; and specific
    details such as knowledge of events, people, dates,
    sources of information.

    Conceptual: the knowledge of principles and generalizations;


    Knowing what and why
    classifications,
    categories and theories; and models or structures of a subject.

    Procedural: includes knowing how to do something such as


    performing specific skills Knowing how
    and algorithms, techniques and methods.

    Metacognitive: a knowledge of cognition (the process or


    strategy of learning and
    Knowing how to know
    thinking), an awareness of one’s own cognition, and the ability
    to control, monitor, and
    regulate one’s own cognitive process.
    How well do you
    promote Assessment
    for Learning in your
    teaching and learning
    session?
    Ask yourself the following questions and grade yourself
    using the six-point scale.
    1= excellent
    2 = very good
    3 = good
    4 = satisfactory
    5 = poor
    6 = very poor
    Key Grade Areas for improvement
    and required action to
    improve performance
    How well developed is your
    questioning
    technique?
    What strategies do you use to
    promote
    effective question distribution?
    How effective are you at using
    marking to inform dialogue
    with learners?
    What is the quality of feedback
    you provide your learners?
    How effectively do you
    promote self-assessment and
    peer assessment?
    THANK YOU!!

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