Means of assessment.

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Means of assessment





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Introduction:



Assessment is a means of formative or informative 

testing to improve the learners' standards. It refers

 to improving. How?




I can use an alternative teaching aid , modify my 

method of teaching or even use an alternative 

technique of teaching to help carry out the

 objectives of the lesson. It happens during the 

process of presentation inside the class every 

day or every period.



Evaluation is a means of testing to measure the 

progress of learning that has been achieved and

 the one that hasn't been achieved.




It refers to grading.  It happens at the end of the 

course, the term or the whole year to measure the 

general standard of the learners through giving 

grades, scores, marks or standards.


 


 



Assessment:



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 the

 purpose of 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. This information is learner-centered,

 course based, frequently anonymous, and not graded.


 



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.



 


Provide Life Skills for Middle School Students




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.


 


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Stages of Assessment:



1-Pre-assessment:



1-It helps to differentiate instruction.


2-It   identifies 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.


 


View other resources:


1-Assessment and evaluation.



2--How to conduct ELT workshop



3-Task-based language teaching.



4-Reader's Guide.



5-Teaching methods for 3 stages.



6- The role of Assessment in Teaching.


View Resources:


1-Reader's Guide       
       

                                              
2-Learning Styles.


3-Lexical Approach.


4-Learning strategies.


5-Learning outcomes.


6-Teaching Strategies.


7-Interaction  /  Interactivity


8-Intercultural Communication.


9-Education and development.



10-How to conduct ELT workshop.




Teaching Forum 2004,


Volume 42,


Number 2


1-The Psychic Rewards of Teaching



2-Western Culture and Teaching of E



3-Why and How to Teach Collocations



4-Reciprocal Teaching:Useful Tool in


Increasing Student-Talking Time


5-Near-Peer Tutoring in an ESOL.



6-Letters to the Editor


7-The Lighter Side


8-Maps and Legends


9-An Integrated Skills Lesson Plan



10-The Making of a City


11-Human Resources Management.


12-Task-based language teaching.


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