jasneet kaur* & ashu threja* *miranda house, university of delhi kaur.pdf · jasneet kaur*...
TRANSCRIPT
Jasneet Kaur* & Ashu Threja*
*Miranda House, University of Delhi
Key Principles of assessment ….
Integrate it with the process of teaching and learning i.e.
A shift from assessment of learning to assessment for learning
Using it as a Process by which
Assessment information is utilised and interpreted by teachers to adjust their teaching strategies for improvement in subsequent learning and teaching (Black, Harrison, Lee, Marshall and Wiliam, 2003; Blackand Wiliam, 1998)
Assessment………
has more Important role in primary classroom
To assess students with an assurance that no child held back in the same
class.(RTE)
Assess in order to prepare children for the challenges they face by elementary stage.(NCF-2005)
Assessment………….
In mathematics primary classroom…is
more crucial…
Shift from assessing procedural knowledge
to assess mathematization abilities
To assess students in a constructive
environment……
NEED arises……
To Use Assessment tools which can
provide richer feed back about pupil’s
area of strength and area to work on his
mathematical understanding as well as
her attitude towards mathematics…..
Paper attempts to study………
1. To foster the skills for quality
assessment in mathematics among
prospective teachers.
2. To explore the extent to which these
practices helped in improving quality of
learning as well as teaching.
Data resources
MCD primary school students from
grade II to V
B.El.Ed. 4th year interns
Methodology…….
Four Phases:
Phase I
Survey of assessment practices followed in
MCD primary schools by authors as well as
by pre- service teachers of B.El.Ed 4th year.
Class II Question Paper
Class II Question Paper cont….
Methodology……..
Phase II
Review the assessment practices
Preparation of format of assessment
profiles for students
Components of assessment
profiles
four point rubrics
concepts /sub concepts to be dealt
assessment indicators corresponding to the
tasks
four categories (Excellent for full
accomplishment, proficient for Substantial,
Marginal for Partial, Unsatisfied for little)
comments
anecdotal records
Format rubric
Methodology……
Phase III
Implementation of assessment practices in classes
Aspects covered:
○ implementation of assessment practices for three months
○ Rubrics to be prepared periodically viz. a record for pre-requisite skills/knowledge in the
beginning of teaching a theme
cumulative record having the sub-concepts to be dealt in a lesson plan,
Aspects covered continued……
○ Assessment indicators in correspondence with
the activities
○ Extent to which students have achieved
taught concepts
○ Comments
METHODOLOGY…….
PHASE IV
Discussion with students- teachers on
○ Feed back with respect to implementation of
alternative assessment practices
○ Challenges faced by them in implementing
Result and Discussion
Phase I
Assessment practices prevailing in MCD
schools
○ Paper pencil tests with emphasis on
assessing learners’ ability of rote memorizing
proficiency of learning an algorithm or procedural
skills
○ No qualitative feedback but only marks
Phase I discussion led to…….
Need for implementing
alternative assessment
practices
Result and discussion
Phase II
Preparation of rubrics-Lay out (attached)
writing description about the process of
students’ learning through observation in
anecdotal records.
Result and discussion
Description of samples collected of
assessment profiles
Theme: division
Class: V
Pre- requisite:
○ number representation (place value),
○ number operation (Subtraction)
○ grouping
Rubrics for assessing pre-
requisite skills
Cumulative record
Cumulative Record…..
Result and Discussion…..
Phase IV
Assessment Profiles as a resource
Helps to Design Group tasks
Heterogeneous Grouping in class to optimize Peer Learning…….An Excellent category Learner often assisting the learner with marginal indicators
Provide intern an opportunity to observe
and interact with learner sincerely and look into their processes of learning
Results and Discussion…..
Design Tasks to accommodate the
individual needs of the learners
Design Tasks employing different modes
of Representation to cater to needs of
learners at different levels of responses.
Results and Discussions
CHALLENGES
Apart from observations interns had to interact a lot personally with students to write ancedotes
It was difficult to maintain record for each student during Internship
Absenteeism of students made it difficult to maintain these records
Some interns suggested to keep a record only of the unexpected or unusual outcomes of the students
Class performance should be seen wholistically.
CONCLUSION
There is a need to prepare pre-service teachers for alternate assessment practices .
Categorizing students on the basis of the different levels depends on the mathematical content knowledge of the teachers .
In the study profiles focus on assessment of Mathematical Concepts ,Reasoning and Application of Concepts.Mathematical Attitudes and Communication though observed is not recorded.
Conclusion…..
Modified forms of Rubrics can be
implemented with pre-service education.
Future researches can be done in the
area of forming assessment indicators
,concept maps and the relevant
assessment tasks .