Assessment is a strategy used to collect information based on evidence to improve the process of learning or performance.
Assessment is part of evaluation. It is done by the teacher himself inside class during the presentation. This collected information is learner-centered, course based, frequently anonymous, and not graded.
Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. “Formative” assessment is a measurement for improving it.
It measures terms, knowledge, skill, attitudes, and beliefs. It is a
tool or method of obtaining information from tests or other sources about the achievement or abilities of individuals.
Often used interchangeably with test. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the.educational system as a whole.
Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching.
The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits.
How to Assess Teacher Quality:
There is general agreement that he key to standard learning success is that is the quality
of a teacher’s instructional skills, combined with the teacher’s ability to
understand their students as individuals with diverse needs, backgrounds, behavioral
issues, social skills, and learning styles.
But
while there is general agreement on the teacher’s role in their
student’s success, there is considerable disagreement on how to measure the
quality of a teacher’s skills and abilities.
Teacher education reform, specifically in
the area of quality testing for teachers involved in elementary and
secondary
education systems, has been a subject of interest to educators,
politicians,
policymakers, and parents in countries around the world for some years.
Let’s examine what we have learned over the last decade or so.
There are three common methods for assessing teacher
performance: “value-added assessments of
student achievement, standardized observation protocols, and surveys of teacher
performance.” The report suggested that the
effectiveness of teacher education programs should be measured by well-established
scientific methods that focused on behavior.
And, it encouraged quality
teaching measures to be developed in
partnerships with teacher education programs, school districts, and states.
However what is known is that about five
years after the implementation of standards in the US and Australia to improve
and measure teacher quality, “The evidence base for how teaching quality and
impact may be defined and demonstrated is weak.
There are 2 main recommendations
More research is needed to test, measure, and monitor new quality teaching methods.
But first, “…there needs to be more consensus in the discourse on how ‘quality teaching’ may be measured or evaluated.”
Tools and methods of assessment:
1-The oral discussion.
2-The feedback.
3-The observation sheet.
4-The grading register.
5-The weekly and monthly reports.
6-The learners' portfolio and achievements.
7-The projects and the monthly tests.
8-Performance tasks and self reflection.
9-Periodic quizzes and discussion out of a questions bank .
10-Baseline assessment.
11-Check lists, check points or grade books.
12-Unit projects and extended projects .
13-Register of standards and anecdotal records .
14-Remedial work plan for slow learners and prizes for
advanced or gifted ( Learners with special needs ).
15-Formative and summative interviews.
16-Diagnostic tests.
17-Formative general pretests.
18-summative specific standardized oral tests.
19-Marking and grading.
20-Embedded projects / Electronic projects.
21-Multiple choice Exercises/Close tests/True or false/short answer
22-Essays / written reports / paragraphs / experiments.
23- A survey and a data analysis.
Areas of assessment:
1-The discussion share between the teacher and the learners.
4-The learners' share in solving problems and projects.
5-Learners' story telling, feedback and self-evaluation.
6-The learners' share in the electronic teaching programs.
7-learners'share in songs, debating, interviewing and miming.
8-The learners portfolio, written exercises and tests.
9-The learners' ability to listen, speak, read and write fluently.
10-The learners' ability to dialogue with themselves and with
others, imagine, discover, research, create and innovate.
11-The learner's interaction with the course content, the peer,
the pair, the group, teaching aids, means of technology, the
teacher and with the environmental activities.
Stages of Assessment:
KWL Charts:
K-what do the students already know?
W-what do the students need and want to know?
L-what did the students learn?
1-Pre-assessment:
It
is a measurement of the learning received during the class as part of
comparing what the student knew before in a pre-test and after the class
experience in a post test.
During "Pre-assessment stage",the teacher thinks about the:
A-Essential curriculum standard(s) and indicator(s) upon which the pre-assessment will be based.
B-The clear goals and purposes of assessment.
Pre-assessment benefits:
1-It helps to differentiate instruction.
2-It also helps the learning process by identifying the misconceptions .
3-pinpointing a starting point for learning.
4-It is conducted at the beginning of a learning event.
5- It is not graded.
2-During assessment:
1-It is usually done to gauge where the learner is.
2-It is helpful to pinpoint if the learner is progressing or having a
misconception that needs to be cleared up .
3-It is either formative or summative.
4-It is graded or ungraded.
Post Assessment:
1-It is used to determine if the learner has met the learning outcomes.
2-It is either formative or summative.
3-It is graded.
2-Student Self-Assessment
The term 'student self-assessment' is used as an
umbrella term which encompasses:
student self-assessment
student self-evaluation; and
student self-regulation or self-monitoring.
In other words, the focus is on the ability of the students to:
understand both learning intentions and success criteria
use these criteria to judge what they have learnt and what they still need to learn
reflect on the learning process to ascertain how they learn best
act on feedback received from their teacher and their peers
set learning targets based on what they still need to learn
manage the organisation of their learning.
Student self-assessment involves students in evaluating their own work and learning progress.
Self-assessment is a valuable learning tool as well as part of an assessment process. Through self-assessment, students can:
identify their own skill gaps, where their knowledge is weak
see where to focus their attention in learning
set realistic goals
revise their work
track their own progress
if online, decide when to move to the next level of the course
This process helps students stay involved and motivated and encourages self-reflection and responsibility for their learning.
You should set clear expectations for student performance. As in
peer assessment, you need to coach students on assessment criteria and
how to apply them in grading their work. Give them practice assessing
themselves. A valuable process on its own, self-assessment may be paired with
peer assessment.
Applying knowledge gained through peer assessment,
students’ self-assessment can be a potent next step in actively
promoting their own learning and achievement.
3-Assessment vs Testing
Assessment
and testing are often used interchangeably. What’s the difference
between assessment and testing? When developing instruction, it’s
important to know what the difference is between assessment and testing.
Assessment?
Assessment is the systematic process of documenting and using
empirical data on the knowledge, skills, attitudes and beliefs. By
taking the assessment, teachers try to improve student learning. This is
a short definition of assessment.
Testing?
Almost everybody has experienced testing during his or her life.
Grammar tests, driving license test etc. A test is used to examine
someone’s knowledge of something to determine what that person knows or
has learned.
It measures the level of skill or knowledge that has been
reached. An evaluative device or procedure in which a sample of an
examinee’s behavior in a specified domain is obtained and subsequently
evaluated and scored using a standardized process
So, what’s the difference?
Test and assessment are used interchangeably, but they do mean
something different. A test is a “product” that measures a particular
behavior or set of objectives. Meanwhile assessment is seen as a
procedure instead of a product.
Assessment is used during and after the
instruction has taken place. After you’ve received the results of your
assessment, you can interpret the results and in case needed alter the
instruction. Tests are done after the instruction has taken place, it’s a
way to complete the instruction and get the results. The results of the
tests don’t have to be interpreted, unlike assessment.
4-Practical Example for Assessment
In dealing with our education problems, the American EDX
program, Harvard university, USA :(Introduction to Data Wise: A
Collaborative Process to Improve Learning & Teaching)taught me the
following steps to solve the problem of poor listening and speaking
skills:
Example: 1-Organizing collaborative work:
We formed a group work to exchange work, experience and guide.
2-Creating data:
We did diagnostic tests collaboratively and collected data using our senses, observation and statistics.
3-Digging into students' data:
We studied data to find the evidence that refers to the problem reasons and the way of remedy.
4-Finding evidence:
Learners
couldn't speak well because of the lack of language practice and
communication. The GTM method(Grammar Translation Method) that depends
on grammar and translation was not good for learners to use listening,
speaking or communication.
5-Deciding the problem:
Learners were poor at listening and speaking skills.
6-Developing the action plan:
Speaking
English through authentic situations, guided and free practice was the
remedy. Teaching rules can't help learners to develop their speaking
skill.
7-Acting and assessing progress:
We started our
remedial work plan collaboratively through focusing on using real
situations and free practice for learners to work in pairs to ask and
answer questions through using gestures, pointing, acting, CDs, songs,
music, games, realia and authentic material and situations. Assessment
went side by side.
8-Solving the problem.
Learners became good speakers when they used and functioned the language.
I can pass EDX experiences, experiences of my study in England and my work experiences in Egypt on to my colleagues in the USA.
4-Practical Example for Assessment
In dealing with our education problems, the American EDX
program, Harvard university, USA :(Introduction to Data Wise: A
Collaborative Process to Improve Learning & Teaching)taught me the
following steps to solve the problem of poor listening and speaking
skills:
Example: 1-Organizing collaborative work:
We formed a group work to exchange work, experience and guide.
2-Creating data:
We did diagnostic tests collaboratively and collected data using our senses, observation and statistics.
3-Digging into students' data:
We studied data to find the evidence that refers to the problem reasons and the way of remedy.
4-Finding evidence:
Learners
couldn't speak well because of the lack of language practice and
communication. The GTM method(Grammar Translation Method) that depends
on grammar and translation was not good for learners to use listening,
speaking or communication.
5-Deciding the problem:
Learners were poor at listening and speaking skills.
6-Developing the action plan:
Speaking
English through authentic situations, guided and free practice was the
remedy. Teaching rules can't help learners to develop their speaking
skill.
7-Acting and assessing progress:
We started our
remedial work plan collaboratively through focusing on using real
situations and free practice for learners to work in pairs to ask and
answer questions through using gestures, pointing, acting, CDs, songs,
music, games, realia and authentic material and situations. Assessment
went side by side.
8-Solving the problem.
Learners became good speakers when they used and functioned the language.
I can pass EDX experiences, experiences of my study in England and my work experiences in Egypt on to my colleagues in the USA.
Evaluation
Meaning:
Evaluation is a strategy used to collect information based on
evidence to modify the system of learning. Evaluation includes
repeated assessment.
It is done by the teacher, senior teacher and the
supervisor at the end of the term or the whole year. It includes all
the classroom components, course content, learners' activities and the
teacher's strategy. This information is graded.
Evaluation focuses on grades and may reflect classroom components other
than course content and mastery level. These could include discussion,
cooperation, attendance, and verbal ability,
Evaluation is the process
of observing and measuring a thing for the purpose of judging it and of
determining its “value,” either by comparison to similar things, or to a
standard. Evaluation of teaching means passing judgment on it as part
of an administrative process.
Tools of evaluation:
1- The aims and their relation with the learning outcomes.
2-The collection of the teacher's assessment round the term.
3-The collection of learners' projects and achievements.
4-The collection of the monthly tests and the final exam.
5-Giving a general score and a total judgement.
Qualitative and quantitative methods of evaluation:
1-The course content and the teaching strategies..
2-The curriculum analysis.
3-The learners' activities inside class, inside and outside school
4-What have been achieved of the general aims put before.
6-The learners' ability to communicate with daily lifeproblems.
Kinds / Fields of evaluation:
1-Evaluation by objectives.
2-Evaluation by competencies.
3-Evaluation by achievements.
4-Evaluation by performance.
5-Evaluation by outcomes.
6-Evaluation by process.
Who and for whom is evaluation?
1-Participants. 2-Facilitators. 3-Organisers.
4-Funders. 5-Decision makers. 6-People in charge of the policy.
Evaluation Instruments:
1-Pre-evaluation.
2-Post- evaluation.
3-Follow up evaluation.
4-Insructor information sheet.
Pre / post evaluation tests:
Pre/post evaluation compares data from two points in time:
A “pre-evaluation stage” or baseline wave and the “post-evaluation stage” or outcomes wave, to measure change over time.
Kinds / Fields of evaluation:
1-Evaluation by objectives.
2-Evaluation by competencies.
3-Evaluation by achievements.
4-Evaluation by performance.
5-Evaluation by outcomes.
6-Evaluation by process.
Who and for whom is evaluation?
1-Participants. 2-Facilitators. 3-Organisers.
4-Funders. 5-Decision makers. 6-People in charge of the policy.
Evaluation Instruments:
1-Pre-evaluation.
2-Post- evaluation.
3-Follow up evaluation.
4-Insructor information sheet.
Pre / post evaluation tests:
Pre/post evaluation compares data from two points in time:
A “pre-evaluation stage” or baseline wave and the “post-evaluation stage” or outcomes wave, to measure change over time.
Why Pre/Post evaluation?
Pre/post evaluation allows a comparison before the “event” is launched and after it has concluded to show the true impact of the event.
The “pre” baseline wave serves as a control group to judge the “post” outcomes wave against.
Without a baseline comparison, evaluations may fall victim to the post-hocfallacy, which assumes that simply because A preceded B, then A must have caused B. A pre / post evaluation avoids overstating the influence of the “event.”
The difference between the pre and post measurements are then calculated. The difference represents the change that may be attributed to the program or activity. When measuring behaviors using this evaluation design, an appropriate amount of time must be given before the post measurement is administered to allow the behavior to take place.
Follow up evaluation:
The evaluating test must be / S M A R T / :
(Subjective, measurable, accurate, reliable and timed).
Specific – targets a specific area for improvement. / (Subjective)
Measurable – quantifies or suggest an indicator of progress.
Agreed upon – specifies who will do it. / (Achievable / actual).
Realistic– states what results can realistically be achieved. /(Relevant)
Time-related – specifies when the result(s) can be achieved. / (Timed)
Assessment
1-Content:
It is formative
2-Timing:
It is ongoing.
3-Primary purpose:
To improve learning.
4-Orientation:
It is process oriented.
5-Focus of measurement:
It measures how learning is going.
6-Findings:
It is diagnostic. It identifies areas to improve.
7-Individualized
8-Not graded.
9-Provides feedback.
Evaluation
1-Content:
It is summative.
2-Timing:
It is final.
3-Primary purpose:
To gauge quality of learning.
4-Orientation:
It is product0oriented.
5-Focus of measurement:
It measures what has been learnt.
6-Findings:
It is judgemental. It arrives an overall score or grade.
