Student Assessment & Evaluation

The primary purpose of assessment and evaluation is to improve student learning.
(pg 28-29)
 

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"Students’ interest in learning and their belief that they can learn are critical to their success. After reviewing the impact of testing on students’ motivation to learn" Harlen and Deakin Crick (pg 29)

requires teachers and students to acknowledge and enact a fundamental shift in how they perceive their roles in the learning process. (pg 30)

As essential steps in assessment for learning and as learning, teachers need to:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

• analyse and interpret evidence of learning;

• give and receive specific and timely descriptive feedback about student learning;

• help students to develop skills of peer and self-assessment.

"assessment for learning is used in making decisions that affect teaching and learning in the short term future, whereas assessment of learning is used to record and report what has been learned in the past” (pg 30)

An Assessment Framework  

The research on effective assessment locates assessment for learning and as learning within a framework of three key processes and five strategies that teachers and students use collaboratively to support student learning.

The three processes, as identified by Ramaprasad in Black and Wiliam (p. 7), are:
  • establishing where the learners are going in their learning;
  • establishing where they are in their learning;
  • establishing what needs to be done to get them to where they are going.
The five strategies, adapted from Black and Wiliam (p. 8), are:
  • identifying and clarifying learning goals and success criteria;
  • engineering effective classroom discussions and other learning tasks that elicit information about student learning;
  • providing feedback that helps learners move forward;
  • through targeted instruction and guidance, engaging students as learning resources for one another;
  • through targeted instruction and guidance, helping students understand what it means to “own”
  • their own learning, and empowering them to do so.

Activity

 
"Gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools." 


Brain Storm (4 Minutes) and list how you would gather information:

  • Before,
  • During,
  • At or near the end of the period of instruction

Consider if the assessment would be formal or informal

This page Created by Roger Nevin (December 2011)
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