Assessment

Presented

By

Tagreed Abed

Faculty of Education

Ain Shams University

Feb.23rd ,2015

Instructor: Dr. Asmaa’ Gheith

Question

*What another term do we use to assess our

students?

* What does Assessment mean to you?

Assessment & Evaluation

The processes of assessment and evaluation in

institutional research began at the end of World

War II and are now common in strategic

planning for higher education. They are used to

measure students’ performance.

These two methods may seem similar, but they are

very different methods.

Evaluation

• Evaluation occurs at one moment in time and

involves both quantitative and qualitative

analysis of information.

• It is used to determine whether or not

established goals of any program have

successfully been achieved, to measure the

strengths ,weaknesses and effectiveness of

given programs and teaching methods.

“If evaluation is successful it will determine the

match between intended outcomes and actual

outcomes. Evaluation of a program considers

not only student learning but also research

activities, community service and cost-

effectiveness”(https://www.gvsu.edu )

Assessment: * The systematic collection, analysis and

interpretation of information related to a

particular outcome (student learning )and is a

long-term process.

*It is used to evaluate the educational progress

and guide in the decision-making process.

“There is a great amount of quantitative and

qualitative complexity with assessment and the

results guide us. Assessment does not dictate

decisions to us but aids our professional

judgment to make appropriate decisions”

(https://www.gvsu.edu/.../)

• “Since assessment focuses on goals for

• student learning, and evaluation addresses

all the major goals of a program, in

combination they result in the ongoing

development of building a strong, resilient and

successful institution”

(https://www.gvsu.edu/.../)

Key differences between A.&E.

Dimension of Difference:

1-Content: timing, primary purpose

2 -Orientation: focus of measurement

3- Findings: uses

• http://duke.edu/arc/documents

Assessment Evaluation

Summative: final, to measure quality

Product-oriented: what’s been learned

Judgmental: arrive at an overall grade/score

Formative: ongoing, to improve learning

Process-oriented: how learning is going

Diagnostic: identify areas for improvement

In general:

*Summative assessment: refers to summary assessments of student performance – including tests and examinations and end-of-year marks. Summative assessments of individual students may be used for promotion, certification or admission to higher levels of education. It is referred to as

Assessment of learning,

*Formative assessment: draws on information gathered in the assessment process to identify learning needs and adjust teaching : Assessment for learning.

( Looney,2011)

Advantages of Formative Assessment

• It encompasses: classroom interactions, questioning, structured classroom activities, and feedback aimed at helping students to close learning gaps.

• Students are also actively involved in the assessment process through self- and peer-assessment.

• Information from external tests or from school inspections may also be used formatively to identify

learning needs and adjust teaching strategies. The crucial distinction is that the assessment is formative if and only if it shapes subsequent learning

(Black and Wiliam, 1998; Wiliam, 2006 in Looney,2011).

Assessments and evaluations have been

developed to meet a range of purposes

(Looney, 2011),

1-Accountability:is seen as a way to motivate

improvement. Data on educational performance

are made available to taxpayers, parents and

policy makers, who want to know whether

schools are meeting standards,

2-School and system improvement – School

leaders, teachers and policy makers may refer

to data to identify areas where schools are

performing well, and where they may need to

improve. These data may help shape policy

and/or school management decisions on

resource distribution, curriculum development

and so on. Teachers may also use the data to

shape general teaching strategies

3- Support for student learning through

classroom-based formative assessment –

Information on individual student progress and

understanding is used to adapt teaching. The

focus is on helping all students meet learning

gaps.

Authentic Assessment

http://jonathan.mueller.faculty.noctrl.edu/toolbox/

whatisit.htm (2014)

• A form of Assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills (Mueller,2014).

• "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34 in Mueller,2014).

Alternative Names: Authentic Assessment

• Performance Assessment: Students are often

asked to perform real-world or authentic tasks

or contexts.

• Alternative Assessments: Alternative to

traditional assessment using a rubric.

• Direct Assessment: Provides more direct

evidence of meaningful application of

knowledge and skills.

• (Based on Mueller,2014 PP)

Differences between Traditional and Authentic

Assessment

Traditional: Teachers make sure that students

know the content of the disciplines when they

graduate. Usually , traditional assessment

depends on memorizing the material to be able

to retrieve it on the test.

Authentic : Usually includes a task for

students to perform and a rubric by which

their performance on the task will be

evaluated.

• In the TA model, the curriculum drives the assessment. “The” body of knowledge is determined first. That knowledge becomes the

curriculum that is delivered. Subsequently,

the assessments are DEVELOPED and administered to determine if acquisition of the curriculum occurred.

In Authentic Assessment

Assessment drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills.

(It is like preparing an instructional program)

Reflection?

Can you think of professions which require an

authentic assessment or direct demonstration

of relevant skills before someone can be

employed in any field?

Do you think that we should ask the same of our

students before we say they are ready to

graduate? Or pass a course? Or move on to the

next grade?

Possible Answer

• Doctors, electricians, teachers, actors and

others must all provide direct evidence of

competence to be hired. Completing a written

or oral test or interview is usually not

sufficient.

My Reflection

My own examples about BZU

Ruba, Rania, Adnan,……Conducting

experiments …micro teaching..

My Methodology SS= Micro teaching and

Praticum

My experience in interviewing

teachers:testing

Reasons for Testing /Assessment (Ur,1996, p:34

* Give the teacher information about where the students are at the moment, to help decide what to teach next;

* Give the students information about what they know, so that they also have an awareness of what they need to learn or review;

* Assess for some purpose external to current teaching (a final grade for the course, selection);

* Motivate students to learn or review specific material;

* Get a noisy class to keep quiet and concentrate;

*Provide a clear indication that the class has

reached a “station” in learning, such as the end

of a unit, thus contributing to a sense of structure

in the course as a whole;

*Get students to make an effort (in doing the test

itself), which is likely to lead to better results

and a feeling of satisfaction;

*Give students tasks which themselves may

actually provide useful review or practice, as

well as testing;

* Provide students with a sense of achievement

and progress in their learning

Types of Traditional Testing Items

1- Questions and answers

2-True/false

3-Multiple-choice.

4-Gap-filing and completion

5-Matching.

6-Cloze

7-Transformation

8-Rewriting.

9-Essay

Reasons for conducting Authentic Assessment

• To train students to use the acquired knowledge and skills in the real-life , or authentic situations.

• We cannot fill students’ minds with information We teach them to construct meaning of the world, using information from the text, world and their own experiences

• To encourages the integration of teaching, learning, and assessing.

• Since there are different strengths and weaknesses in how people learn. Similarly, they are different in how they can best demonstrate what they have learned.

Can you think of some types of Authentic

assessment in Language Classrooms

1-

2-

3-

Possible answers

• Product

–Essays

–Stories or Poems

–Research Reports

–Art Exhibit or Portfolio

–Newsletter

–Newspaper

–Poster

–Performance

Oral Performances or Presentations

• Performance-based assessments include

interviews, oral reports, role plays, describing,

explaining, summarizing, retelling,

paraphrasing stories or text material, and so

on.

• Oral assessments should be conducted on an

ongoing basis to monitor comprehension and

thinking skills

• Beginning L.L. often experience success when

writing assignment is GUIDED or structured.

FOCUS ON PROCESS

• The teacher can guide students through a pre-

writing stage, which includes discussion,

brainstorming, webbing, outlining, and so on.

The results of pre-writing, as well as the

independently written product, can be

assessed.

–Audio- and videotaped recordings of readings or oral presentations.

–Writing samples such as dialogue journal entries, book reports, writing assignments (drafts or final copies), reading log entries, or other writing projects.

–Art work such as pictures or drawings, and graphs and charts.

–Conference or interview notes and anecdotal records.

–Checklists (by teacher, peers, or student). – Tests and quizzes.

What criteria do we use to measure students’

performance in the task? RUBRIC

• Definition: A scoring scale used to assess

student performance along a task-specific set

of criteria:

• Comprised of two components:

–Criteria

–Levels of Performance

• Analytic

articulates levels of

performance for each

criterion so the teacher

can assess student

performance on

each criterion.

–

– PP based on Mueller(2014)

• Holistic

• Assigns a level of

performance by

assessing

performance

across multiple

criteria as a

whole.

References• Authenic Assessment .PP.Retrieved feb 15,2015 from

www.usd261.org:8080

* Flórez, M.T.& Sammons,P.(2013). Assessment for learning: effects and impact. CfBT Education Trust

Centre for British Teachers

*Jon Mueller,J.(2014) Authentic Assessment Toolbox. Retrieved Feb,15,2015 from ?

*Ur, Penny (1996). A Course in Language Teaching Practice and Theory. Cambridge University Press.

THANK YOU ALL FOR YOUR

PATIENCE

Tagreed Bajes Butros Abed

MY EXAMPLE: KWL

• Many teachers have success using K-W-L charts (what I know/what I want to know/what I've learned) to begin and end a unit of study,. Before the unit, this strategy enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or on an individual basis. For students with limited English proficiency, the chart can be completed in the first language or with illustrations.