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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.
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.
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.
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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.
2-The learners' share in pairs and in groups.
3-The learners' role-playing, practical learning .
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:
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.
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?
Testing?
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.
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-Case studies.
2-Survey research. 3-Statistical analysis.
4-Model building. 5-Benchmarking.
6-Content analysis.
7-Conversation analysis. 8-Questionaire.
9-Inquiry.
10-Interview. 11-Grading.
12-Assessment.
13-Data Analysis. 14-Policy analysis.
15-Qualitative research.
16-Quantitative research. 17-Rubrics.
18-Meta-Analysis.
Areas 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
life problems.
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.”
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)
