Second session of the NEPBE I in cycle 42012-2013

Dirección de Educación Secundaria

February 22, 2013

Purpose of the Session

To design assessment instruments in line with the NEPBE framework in order to strengthen planning and assessment processes.

To establish assessment as part of the planning process, recognizing the importance of making it explicit in the planning process and the need for teachers to integrate these two processes, planning and assessment, in their practice.

Anticipation Guide

• On a sheet of paper write a list of numbers from 1 to 6.

• Read the statements on the next slide and respond by marking A (Agree) or D (Disagree) next to each number.

• Keep your answers private – no discussions!

1. Formative assessment is done at the end of the learning process.

2. Formative assessment is used only for the teacher to adjust instruction.

3. Students are graded on every formative assessment.4. Formative assessment and instruction go hand-in-

hand.5. Formative assessment is sharing learning outcomes

with the students.6. Formative assessment can affect scores on

summative assessment.

ASSESSMENT IS MORE THAN TESTING

BE SEEN FROM A LEARNING-

CENTRED PERSPECTIVE

SUPPORT LEARNING AND

TEACHING

BE CONGRUENT

WITH LEARNING

ASSESSMENT SHOULD

WHEN TO ASSESS?

Diagnostic assessmen

t Aims to

establish what a child can do and cannot do

yet

Formative assessment

It can be used to provide

immediate, meaningful

feedback

Summative assessmen

t

Aims to assess

learning at the end of a unit , term,

year, or course...etc.

During the teaching -learning process

DefinitionA systematic process to continuously gather evidence and provide feedback about learning while instruction is under way Heritage, Kim, Vendlinski, and Herman (2009).

Formative assessment is always a planned process; it does not happen accidentally .

Gather evidence

Give feedback

Reflect and plan

Teach and learn

Assessment

Planning

Collecting

Analyzing

Repo

rting

Assessment = process of planning, collecting, analyzing and reporting information about students learning.

Adapted from Teachers of English to Speakers of Other Languages. (1997). Managing the assessment process: A framework for measuring student attainment of the ESL standards. Alexandria, VA: TESOL.

takes place during the learning processinforms both teachers and studentsallows teachers to adjust instructioninvolves studentscannot be separated from the instructional

processis Classroom Assessment for Learning

Formative assessment

Seven Strategies

Where am I now?How can I close the gap?Where am I going?

2. Use examples of strong and weak work

4. Teach students to self-assess & set goals

Stiggins, 2006

1. Provide clear Learning Target 3. Provide descriptive feedback

5. Design lessons to focus on one aspect.

6. Teach students focused revision.

7. Engage students in self-reflection, let them keep track of and share their learning.

Anticipation Guide

• Look at the statements again• Change any Agrees or Disagrees

based on new information you have gained

• Discuss your answers with a partner

Compare your answers

• Takes place during the learning process• Informs both teachers and students• Allows teachers to adjust instruction• Involves students in the assessment process. • Formative assessment is sharing learning outcomes with the students.• Classroom assessment is for learning

But are we intentional , specific, varied and effective, in giving feedback?

GOOD NEWS ….. YOU ARE DOING

MUCH OF THIS ALREADY!

Formative classroom assessment

Team work. Orally answer the following

questions.

Activity

• What is planning?• What elements should you consider when planning?• How is planning related to assessing?• Why is important to plan assessment?• How is assessment understood in the NEPBE?• What difficulties might a teacher come across when

planning assessment of a specific competency?

PlanningThe planning needs to include:

• Strategies to check students’ understanding of the goals.• The criteria that will be applied in assessing their work. • How students will receive feedback.• How they will take part in assessing their learning . • Opportunities for both student and teacher to obtain

information about progress and use it to direct the learning process.

PLANNING THE ASSESSMENT OF LANGUAGE LEARNING

• What do I want to use the assessment outcomes for?PURPOSES AND OBJECTIVES OF ASSESSMENT

• How will information be gathered and will be interpreted ?• How will students be involved in gathering the information?

METHODS OF ASSESSMENT

• How can I make sure the assessment is valid, reliable and fair?

QUALITY MANAGEMENT IN

ASSESSMENT

• Who will I share the assessment outcomes with?FEEDBACK

• How will the outcomes of assessment inform future teaching, planning and learning opportunities?

• What will the impact be on students’ motivation?IMPACT OF THE

ASSESSMENT

“If appropriate judgments are to be made, then the criteria by which this occurs need to be explicit, available, open to interrogation and shared."

Team work

Activity

Development of assessment criteria

• Choose the social practice of the language and the specific competency from the syllabus Unit IV.

• Review the information on that social practice and specific competency.

• Develop a list of criteria to assess that specific competency.

• Write the criteria on a sheet of paper.

List of assessment instruments established in the Acuerdo 592 (SEP; 2011:25)

INSTRUMENT Use it

Rubrics

Check lists

Teacher journals

Direct observation

Written and graphic products

Group projects involving research, identification of problems and development of solutions

Schemes and concepts maps

Records and students attitude table (used of group activities)

Portfolio

Written and oral tests

Analyze the instruments given in terms of the following aspects:• Relationship between the specific competency, achievements

and instruments.• Strengths or positive aspects of the instrument ( what type of

information does it provide? When is it appropriate to use it? Etc.)

• Weaknesses of the instrument ( what negative implications does it have? What sort of aspects are not taken into account by these instruments? Etc.

• Write down your analysis

Development of assessment criteria

Write your analysis notes

• Instrument 1 • Strenghts:

• Weaknesses:

Designing assessment instruments

• With your team, review the assessment criteria you developed for the specific competency chosen.

• Design one instrument to assess the specific competency by selecting one assessment instrument established by the Acuerdo 592. Use as a basis the assessment criteria you developed earlier on.

• Share your instrument.

More information about assessment

• http://www.youtube.com/watch?v=2K8qbI_FzGE

• http://www.ets.org/Media/About_ETS/pdf/ELL_Guidelines.pdf

• http://fcit.usf.edu/assessment/basic/basica.html

• SEP. (2012).Strengthening Planning and Assessment Process at State Level Cycle 4 ITESO. Mexico• Heritage, M ., Kim, J ., Vendlinski, T ., & Herman, J . (2009) . From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues and Practice, 28(3), 24–31.

• FWPS-Teaching for Learning RTI Jan 2008• http://rubrics4teachers.com/

• http://www.glasbergen.com/education-cartoons/?album=4&gallery=91