Demystifying Assessment 22nd March 2017- Abundance Initiative @ Sharing Good Practice Jwairia Saleem, Principal, The Indian Academy, Dubai

GD & KWL-GO

Discuss in group & Write what , how, when and why we assess.

Write what you would like to know

Possible “K”:

WHAT: Students knowledge and understanding

WHEN: During the year & term end, year end HOW: projects, quiz, checklists ,tests,

exams, formatives , summatives WHY: to decide their promotion status, give

rewardsWHO: Teacher (s)

What should we assess?Not just content but skills!

Critical thinking CommunicationCreativityCollaboration CharacterCitizenshipIBM prediction on the internet of things: knowledge will double every 12 hrsSo, what they learn today may be obsolete when they enter the workforce. The focus of teaching must be not on content but transferable skills needed for success in the 21st century.

When ? Nor just in tests, but during lessons !

Just as your BP and other vitals are checked at every visit, you must assess students 6C in lessons all through the learning cycle

HOW? Using sophisticated assessment tools

Just as sophisticated equipments reveal diseases , AfL tools and techniques make metacognition visible to teachers..KWL, GO, Concept maps, GD, exemplar cards, T-P-S, 1 sentence summaryes, exit cards

WHY? To learn better, not just to evaluate attainment

“ The report says only 60%of your heart is functioning . Come again for a retest next month ”

Assessment that does not lead to remedy is undesirable. When grading students, we celebrate what he has achieved but choose to ignore what he did not learn…these gaps in learning continue and accumulate over time to slow down his progress.

HOW DO WE USE ASSESSEMENT ?

I am writing some pills, take them regularly and come again next week to see if they are working?

Ah well, it isn’t working for you.. I’ll change this pill and add a new one- this should be fine. We’ll check again next week. A good doctor uses diagnosis well to help patient improve A good teacher uses

assessments to help students get better at learning

Diagnosis

Set learning goals

AaL

Monitor learning AFL

Reteach

/adjust teachin

g method

s

AoLASSESSMENTS DURING

THE LEARNING

CYCLE

TYPES OF ASSESSEMNTS

Diagnostic Done in the beginning of a course, unit , or

lesson to check if all students have the fundamental knowledge needed for learning the lesson:

Tools: CAT4, Previous exam results, entrance exam results, KWL , Concept map, Gos, Q,

VENN diagram: distinguish between

KWL- helps teacher trace progress

Assessment as learning

All learning activities that encourage self direction & collaboration and cooperation

Done during the main part of the lesson: when children work in small groups or pairs and learn from each other- teacher is free to guide students on a needs basis

Tools : Blooms stem cards, 6 hats, checklists, rubrics for self and peer assessment / group work

Graphic organizers

Assessment for learning:

For monitoring progress: In the practice activities where teacher

assess students understanding and reteaches during recap

Tools: learning logs, teacher checklists, completion of KLW charts or concept maps

Assessment of learning

End of lesson plenary, sometimes done by students

end of unit or end term assessment that gives the attainment of students . It is the only ones that are high stakes and marked/graded by teacher

MCQ. Quiz, One sentence summary, essay, assingments, projects

Exemplar math solution

Use of Assessments

Diagnostic assessments: used to understand the needs of students so instruction can be changed suitably

Formative assessments: used to check progress and reteach so all students learn as much as they can and no blocks in learning happen

These two help in improving quality of learning for each child,Summative assessment: used to plan further

courses and decide placements

DIAGNOSTIC ASSESSMENT

Start of course• CAT4 • VAK• Entrance • Last exam• Used to group

students and differentiate instruction

Start of unit• KWL• Cause effect GO• Concept maps• Use to adjust

pace /content of teaching, differentiate instruction

Start of lesson• KWL• GO• Questioning • Error hunt• Adjust pace/

content of teaching /

Assessment as learning

• Students read a text/ watch material to find correct statements and correct the false ones Decisions

• Students work their problem and use the exemplar card to self correct/ explain why their solution is correct

Exemplar

• Students use a checklist to set standards for their workChecklist/model

Assessment for learning

Teacher corrects and provides feedback

Students use rubrics to edit their work

Students provide feedback on each others work

Assessment of student work

Purpose is to diagnose misconceptions and provide remedies.

Careful observation of mistakes: analysis of why they occur

How to correct these errors: corrective feedback for improvement

Characteristics of good Feedback:

Specific to goalImmediate Personalized, Sensitively givenImprovement guaranteed

Notebook comments

Conventional Comments Well done (neither specific, not will lead to improvement) Neat work (“) Do again (rude, unlikely to lead Work on your punctuation (which punctuation mark? How to correct ?) Check your answer( with whom/ what) Complete your work( how, by what time) Excellent! Keep up the good work! (telling the child there’s no room for

improvement? Leads to fixed mind set, fear of failure)

Sample feedbacks on students work

AoL

Please finish the KWL chart to track your progress