C8 formative-assessment.pptx

8/14/2019 C8 formative-assessment.pptx

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FORMATIVE ASSESSMENTTOOLKIT FOR PRIMARYCLASSESPresented by-

MISS. SAHAYA MARYHM, KVS ZIET MYSORE


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Objective of the FA Toolkit

It is a Practical Guide for Teachers thatwill help teachers think in new waysabout teaching and learning .

They want to improve /help and supportchildren's learning.


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Some Common Terms


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DIFFERENCE BETWEEN PEN- PAPER TESTSAND FORMATIVE ASSESSMENT


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FIVE REASONS FOR USING FA

1. To find out what students know and can do....2. To provide all children with opportunities to

show what they know and build confidence.3. To promote learning for understanding

4. To improve teaching. To help determine whatkind of remediation and enrichment activities toprovide, and to identify which students sneedassistance.

5. To let the students and their parents know howwell they are progress- in their own learning andlead overall evaluation .


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How does continuous assessment help

learners? - By giving Feedback

Feedback refers to the informationteachers give to learners about theirperformance on an assessment.....

FEEDBACK is POSITIVE,TIMELY,

INSTRUCTIVE(how to improve),

SUPPORTIVE ( to those falling behind)ENRICHING ( to those who are ahead),

builds SELF AWARENESS AND POSITIVE ATTITUDEin the learner,


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Reasons for children not learning

1.Learners have not learned the skills required to dothe task. For example, students will not be able towrite paragraphs or stories if they have notmastered writing complete sentences.

2. The instruction in this particular skill was notadequate for that student .3. Learners may need more time to practice andunderstand.4. The student may not be motivated.5. The student may not be developmentally ready.6. The student may have emotional, physical ormental problems.


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RemediationRemediation provides learners who are falling behind with

alternative ways to learn knowledge and skills.For example, if the teacher identifies five learners in herclass that do not know how to add double digit numberssuccessfully, when 40 other learners in the class are doingit successfully, the teacher has to provide additionalsupport to those five learners so they do not fall behind.The teacher might ask some learners to assist thoselearners ( peer/ buddy)or the teacher might give the 40 learners who have masteredthe topic a task to do at their seats while the teacher workswith the five students (individually or in groups), simplifyingthe task, asking them questions, demonstrating procedures


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ENRICHMENTEnrichment means to "make richer." Enrichment

activities in the classroom make learners richer inknowledge and skills.

Many learners grasp ideas and skills easily and wouldbenefit from further intellectual stimulation.Instead, what happens in many class-rooms is that thefast learners are ignored by the teacher while the otherlearners are helped.Sometimes the teacher teaches to the fast learnersbecause they are the ones always participating inclass. In this case the 'slower learners' fall behind.


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How does FA benefit teachers?

A teacher's job is to ensure that all learnerslearn. (S)He does this by teaching in a variety ofways.Here are some things continuous assessmentsmay tell a teacher: which learners are struggling with a topic or skill; what aspect of the topic is difficult for the

learners; which learners are grasping the topic and skill

well; and

whether the teaching was effective at helping


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IMPLEMENTATION -Carrying Out FA in theClassroom


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How can teachers develop goodperformance assessment activities?

TIME- when you assess learnerperformance, there should be enough timeto practice and comprehend the

information or skill. PRACTICE -assessment of learners

should follow practice

CRITERIA - Inform the criteria ofassessment before assessing the activity VARIETY - Different types of activities


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TYPES OF PERFORMANCE TASKS


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How can teachers develop good productassessments?

Product assessments can be described as atangible (can be touched with the hands)objects created by the student and can be

viewed by the teacher. Product assessments differ from

performance assessments because they arephysical pieces of student work that can betouched. Performances need to be observedor heard in order to assess them .

.


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GUIDELINES TIME-Plan and allot sufficient time SUPERVISION - carrying out the assessment

activity, they may require guidance from theteacher. The teacher's role is to offersuggestions and feedback to help the learnerstay on track and on task. The conversationbetween the student and teacher at this stage

can be very informative for the teacher CRITERIA- Inform the criteria of assessment

to the students before they engage in the

task

l f f


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Examples of Assessment ofProducts


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EXAMPLE OF GROUP ASSESSMENT


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What is a portfolio and how can we use itwith learners?

A portfolio of student work is a systematic collectionof a student's work over a year, a term or a topic.

The work can be collected in a folder , When a student completes an assessment activity or

task, it is placed in the portfolio. All the different pieces of work in the portfolio

contribute to an overall evaluation of student work. The portfolio can show student progression/path of

learning. The teacher and students can decide which pieces

of student work to place in the portfolio. In some places portfolios of student work take the

place of exams or testing at the end of the semester.


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EXAMPLES OF PORTFOLIOS


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P ORTFOLIO-COLLECT ..SELECT. . REFLECT

Each student is responsible for his or her portfolio. It istheir work.Students play a role in selecting what work samples to beincluded in the portfolio.Collect and store the samples in the portfolio safely.Develop criteria to evaluate each piece of work in theportfolio.An overall set of criteria can be developed to assess the

whole portfolio .Involve students in continually assessing their work.2 Hold conferences with students about their portfolio .Hold conferences for parents on student portfolios.


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What are some some ways to grade and record FA?Scoring, Marking and Grading

Tools for Scoring and GradingRubric

Rating ScaleChecklists


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RUBRIC A rubric is used when an activity has

many parts and you want to assess thedifferent parts.

For example, after reading a story,

groups of learners identify the maincharacters, summarize the plot andcome to consensus about whether the

main characters' actions at the end ofthe story were justified or not. Theteacher uses the rubric to assess eachgroup's presentation to the class


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AN EXAMPLE FOR A RUBRIC


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Rating scale can be useful when you expect the learners

to have a lot of different answers or responses on anassessment activity.Rating scales usually have a number part and adescriptive part

Rating scales such as the one shown have a descriptionthat tells why something is a 1, a 2, or a 3, etc.It tells why in a very simple way.An important thing to keep in mind when using ratingscales is to try to keep the number of divisions on thescale between 4 and 7.There are 5 divisions on the example of the rating scalegiven


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Checklists tell if some knowledgeor skill has been mastered or not.The checklist indicates if the

learner can do the particular task(or knows the material) or isunable to do the task.checklist is useful for a range oftasks that students are requiredto perform regardless of the level

of skill demonstrated.Checklists can often be usedwhen there are a large number ofelements or tasks to be assessed


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For example, in science a checklist could beconstructed to show if learners have mastered themeasuring tasks stated in the syllabus.


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FORMATS- Name ,date, lesson, criteria of the Activity Grades Notes on the Assessment , feedback,

Diagnosis, Remediation, Enrichment CCE SOFTWARE- computes the

aggregates , weightages, grades and

assessment wise and year end analysis, e- report cards Student details, fees, enrolment particulars,

category listing and all abstracts


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INTRODUCTION

CCE PLAN OFACTIVITIES

BLUEPRINTACTIVITY

DESCRIPTIONPERIODICITY

CRITERIARECORDING

EVIDENCEREPORTING

CRITERIAGRADING

ANALYSIS OF

PERFORMANCE

DIAGNOSIS

REMEDIATION

ENRICHMENT

ADAPTING THE

TLP

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