for learning

for learning

1. Nature

   • By nature assessment is strongly embedded into and interconnected with the process. It's role serves the purpose to inform and guide the student and teacher with information on how to improve. it provides information to the teacher/mentor on the state of the learners ability.

2. Functions

   • Data
     • This involves the use of empirical data, with the purpose of refining and improving learning experiences
   • process
     • Gathering and discussing information obtained from many sources to understand what students know and understand. And also what to do with the knowledge from their learning experiences. This process ends when the results are used for improvement and subsequent learning
   • inferences
     • A systematic basis for making inferences about learning and development of students
   • improvement
     • A systematic collection, review, and, use of information about educational programs undertaken for the purpose of improving student learning and development

3. Perspective

   • Assessment FOR learning
     • Uses information and guidance so learners can plan and manage the next steps in their learning
     • Approach
       • - Day to day conversations - Mental note by teachers made by observation - Self and peer assessment - Analysis of student work - Tools, such as written items, interviews, or teacher made items
     • Principles
       • Should be 1. Part of effective planning 2. Focus on "How" students learn rather than on "What" 3. Central to classroom practice 4. Assessment regarded as a professional skill 5. Take into account the emotional impact and be constructive and sensitive 6. Taking account of learner motivation 7. Contribute to promoting learners commitment to learning 8. Deliver constructive guidelines about how to improve 9. Develop capacity for 'self assessment ' 10. Should recognise and reward achievement at all levels.
   • Assessment OF learning
     • 1. Is the use of a task or activity to measure, record, and report on a students level of achievement with regard to specific learning expectation 2. It is accompanied by a grade and compares achievement with a set standard. 3. Results will be communicated at the end of learning.
   • Assessment AS learning
     • ▪Use of task or activity to allow students the opportunity to use assessment to further own learning ▪Self and peer assessments for strengths and weaknesses analysis ▪Chance to set personal goals and advocates students own learning ▪It begins as students become aware of the goals and criteria for performance.

4. Types

   • Placement
     • A pre-assessment test to determine the level of a students understanding, knowledge and skills
   • Formative
     • Used during learning process, during instruction with the purpose of providing ongoing feedback to students & teachers regarding the success or failure of teaching and learning
   • Diagnostic
     • Diagnostic assessment is used to improve the learners experience and their level of achievement, and used to find the reasons for the students persistent and recurring learning difficulties and plans for remedial action
   • Summative
     • ▪Demonstrates the extent of a learners success in meeting the achievement criteria ▪Used to gauge the intended learning outcomes of a program, and which contributes to the final mark given for the module ▪Normally administered at the end of a unit of teaching, to quantify & reward achievement, and to provide data for selection ▪The validity and reliability of such tools are of great importance

5. Domains

   • Blooms taxonomy
     • Cognitive
       • ▪Emphasised development of the mind Knowing, thinking, problem solving ▪6 levels of organizational thinking skills (from lowest to highest) remembering understanding applying analyze g evaluating creating
     • Affective
       • ▪Development of emotions (highest) deals with values, attitudes, interest, appreciation, social and emotional adjustment ▪5 major classes receiving responding valuation organizational characterization by value
     • Psychomotor
       • ▪Devlopment of physical skills, neuro muscular development, coordination & manipulation, motor skills The levels are.. imitation manipulation precision articulation naturalisation

6. Learning outcomes

   • Should be
     • ● Observable ● Measurable ● And done by learner
   • Characteristics
     • ▪Be learner focused ▪Be precise ▪Measurable ▪Realistic ▪Flexible ▪Time bound
   • Tasks
     • In increasing level □Remembering □Comprehension □Application □Skill (accurate, precise,speedy) □Expression □Appreciation

7. Instruments

   • Characteristics
     • validity reliability objectivity
     • validity
       • ▪The degree to which the instrument measures what it is supposed to measure. ▪The degree to which the test or any measuring tool is truly measuring what it is intended to measure
       • content validity
       • concurrent validity
       • predictive validity
       • construct validity
     • reliability
       • Whether an assessment instrument gives the same results each time it is used, in the same setting with the same type of subjects
       • test - retest
       • parallel forms
       • split half method
       • method of rational equivalence
     • objectivity
       • An objective test measures a variable independent of the people who are conducting the test, and the circumstances of the test
       • lack of bias
       • verifiable data
       • fairness

8. Differentiated assessment stategies

   • pre-assessment
     • ▪to determine what a student knows ▪determine students learning style and preferences ▪determine how well a student can perform a set of skills related to a particular subject ▪Identify learning gaps ▪Inform, instruct and guide learning ▪To make up subsequent phase of learning ▪Determine the level of understanding of the student ▪ To grade a student against a standard
   • teacher assessment
     • ▪The process is undertaken by the teacher to systematically collect, review and use information for improving student learning ▪Process of defining, selecting, designing, collecting, analyzing, interpreting, and using the information to further learning
   • self assessment
     • ▪Where students grade assignments or tests based on teacher benchmarks ▪Self assessment using an established set of criteria
   • peer assessment
     • ▪Process where peers grade assignments or tests based on a teacher benchmark ▪Individually assess each other using a predetermined list of criteria
   • criterion referenced tests
     • ▪ provides for translating test scores into a statement about the behaviour to be expected from a person with that score or their relation ship to a specified test ▪Test by teacher
     • purpose
       • Whether each student has achieved specific skills/concepts based on standards
     • content
       • Skills identified by curriculum experts
     • characteristics
       • Tested at least 4 times to get an adequate sample
     • score
       • As a percentage
   • norm referenced tests
     • ▪yields an estimate of the students position in a predefined population ▪Identifies with a comparison with other test takers
     • purpose
       • rank students - identify high and low acheivers
     • content
       • Text books, syllabi, and judgement by curriculum experts
     • characteristics
       • Comparison with other examinees
     • score
       • As a percentile

9. Modes

   • performance tests
   • written tests
   • open book exam
   • online exam

10. Feedback & Reporting

    • feedback concepts
    • meaning
    • types
    • reflective practices
    • statistical application

11. concerns

    • no detention policy
    • ranking of schools
    • profiteering

12. CCA

13. tool & techniques

    • tools
      • > Questions > observation > tests > checklists > rating > anecdotes > document analysis > portfolio > experiment > research > rubrics
    • techniques
      • > exam > assignment > quiz & competition > projects > debates > elocution > group discussion > club activities
    • Rubrics
    • portfolio

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