Fourth session of the NEPBE II in cycle 42012-2013

Dirección de Educación Secundaria

February 25th, 2013

Assessment Instruments

Purpose of the Session

To design assessment instruments in line with the NEPBE framework in order to strengthen planning and assessment processes.

To establish assessment as part of the planning process, recognizing the importance of making it explicit in the planning process and the need for teachers to integrate these two processes, planning and assessment, in their practice.

• Take a blank sheet of paper• Fold it in half, then in half again• Bend the corner in• Open it flat and write Formative

Assessment in the center diamond

• Label sections as shown on next slide

Anticipation Guide

Formative Assessment

Definition in your own words: Facts/ Characteristics:

Examples: Non-examples:

What is formative assessment?

A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way Heritage, Kim, Vendlinski, and Herman (2009).

Formative assessment is always a planned process; it does not happen accidentally .

Gather evidence

Give feedback

Reflect and plan

Teach and learn

Formative Assessment

• takes place during the learning process• informs both teachers and students• allows teachers to adjust instruction• involves students• cannot be separated from the instructional process• is classroom Assessment for Learning

Formative Assessment Essential Principles

Student Focused

Instructionally Informative

Outcomes Based

Consider each student’s learning needs and styles and adapt instruction.

Design student assessments.

Offers feedback

Guides instructional decisions.

Provides a way to align standards, content, and assessment.

Emphasizes learning outcomes.

Makes goals and objectives transparent to students.

Provides clear assessment criteria.

Closes the gap between what students know and desired outcomes

NEPBE ASSESSMENT APPROACH • Global: integrates all types of knowledge and skills.• Formative: provides opportunities for improvement

to the students and teachers. • Continuous: constantly provides information on the

process• Self-centered/ student-focused: students compare

their performance with themselves.

Assessment

Planning

Collecting

Analyzing

Repo

rting

Best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.

Assessment = process of planning, collecting, analyzing and reporting information about student learning.

Assessment for learning

Planning for formative assessment• Begin with the end in mind• Don’t wait until the end to assess• Integrate assessment and instruction• Re-read your goals• Examine your curriculum• Assess what’s in the curriculum (academic language) • Communicate what will be assessed• Assess

– Short, daily– Longer, weekly– Longest, end of sequence

Determine your purpose

What do you want to know? How will you use this information?

Can my students use the vocabulary words we studied last week?

Short-term instructional planning

How well can my students Understand the content of a historical text?

Long-term instructional planning; assigning grades; diagnosing student needs; providing feedback to students

Collecting dataFormative assessment is defined by use,

not the assessment method

ObservationsChecklistsOral presentationsEssays / written compositionsTraditional testsPortfolios / work samplesStudent self-assessmentsClassroom tasks (individual, pairs, group)

• Which mode(s) are you testing?

• What format is appropriate? • Prioritization and Sequencing

– Prioritization = decide which parts to assess

– Sequence = the order in which you assess

Collecting data

Analyzing formative assessment data

Thinking beyond grades

Quantitative informationAssessment levelItem/task level

Qualitative information

Using data to

improve assessment

and instruction

Make sure students know the purpose of the assessment before it’s administered

Provide meaningful feedback to students

When appropriate, review the assessment with students

Ask for student input

How can assessment results be reported to students?

PLANNING THE ASSESSMENT OF LANGUAGE LEARNING

• What do I want to use the assessment outcomes for?• Who else will use the outcomes? And for what purposes?PURPOSES AND OBJECTIVES OF

ASSESSMENT

• How will information be gathered to assess the aspect(s) of language?• How will the information that is collected be interpreted?• How will students be involved in gathering the information?

METHODS OF ASSESSMENT

• How can I make sure the assessment is valid, reliable and fair?QUALITY MANAGEMENT

IN ASSESSMENT

• Who will I share the assessment outcomes with?• How will I communicate the outcomes of assessment?

FEEDBACK

• How will the outcomes of assessment inform future teaching, planning and learning opportunities?

• What effects from assessment to teaching may occur?IMPACT OF THE ASSESSMENT

The following checklist of questions around assessment can be useful when planning assessment to decide what types of assessment are appropriate.

Anticipation Guide

Check your answers.

Formative Assessment

Definition in your own words: Facts/ Characteristics:

Examples: Non-examples:

If appropriate judgments are to be made, then the criteria by which this occurs need to be explicit, available, open to interrogation and shared."

Formative Assessment in Lesson Planning

ACTIVITY: What are some formative

assessment strategies that you could employ that would measure student progress toward meeting

the learning goal?

Adapted from Iowa ASCD

Formative Assessment Strategies:

THIRD GRADE UNIT III PRODUCT B

Doing with the language : Understanding the content of a historical text.

Finding Main Idea Recognize order and meaning of a

text Identify chronological order Recalling Facts and Details Recognizing Cause and Effect Comparing and Contrasting

Answering questions

Graphic organizer Retelling Drawing Skills checklist Rubric

Learning goals Assessing tools

Formative Assessment in Lesson Planning

Development of assessment criteria

• Choose a social practice of the language and a specific competency from the syllabus.

• Review the information on that social practice and specific competency.

• Develop a list of criteria to assess that specific competency.

• Write the criteria on a sheet of paper.

Assessment instruments

INSTRUMENT You Know about it

Use it

Rubrics

Check lists (control and observation)

Teacher journals

Direct observation

Written and graphic products

Group projects involving research, identification of problems and development of solutions

Schemes and concepts maps

Records and students attitude table (used of group activities)

Portfolio

Written and oral tests

List of assessment instruments established in the Acuerdo 592 (SEP; 2011:25)

Analyze the instruments given in terms of the following aspects:• Relationship between the specific competency, achievements

and instrument.• Strengths or positive aspects of the instruments ( what type of

information does it provide? When is it appropriate to use it? Etc.)

• Weakness of the instrument ( what negative implications does it have? What sort of aspects are not taken into account by this instruments? Etc.

• Write down your analysis

Development of assessment criteria

Designing assessment instruments

• With your team, review the assessment criteria you developed for the specific competency chose.

• Design two instrument to assess the specific competency your team chose by selecting one assessment instrument established by the Acuerdo 592. Use as a basis the assessment criteria you develop earlier on.

• Share your instrument.