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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.
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.
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
In other words, the focus is on the ability
of the students to:
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.
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.
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)
View Resources:
1-Selecting the right alternative test.
2-Twenty Testing mistakes to avoid.
3-The role of Assessment in Teaching.
4-Means of assessment.
5- Testing
Other Resources:
1-Classroom rules.
2-Disruptive learners.
3-Classroom discipline.
4-Students' behavior
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