Transcript What is assessment ? - School Library Association of Victoria

What is assessment ?
Assessment is the ongoing process of gathering,
analysing and reflecting on evidence to make
informed and consistent judgements to
improve future student learning.
VELS advocates 3 types of
assessment
 formative
 summative
 authentic
Formative assessment is a continuous
and ongoing process, part of day to day
teaching where teachers continually
confirm or modify their activities and
directions with their students.
The second form of assessment advocated in
VELS is Summative – which is used at the
end of a unit or semester to determine what
each student has achieved and learnt.
The final type of assessment, Authentic, involving
the application of knowledge and skills over time
requires clear criteria of which students are aware
and involved.
“In relating assessment criteria to clearly developed
learning expectations with a given task, students
think carefully about what is being assessed and
the kinds of evidence that would need to be
provided to show their understanding.”
VELS Assessment p3
Three purposes for assessment
Assessment for learning occurs when teachers use
inferences about student progress to inform their teaching.
(formative)
Assessment as learning occurs when students reflect on and
monitor their progress to inform their future learning goals.
(formative)
Assessment of learning occurs when teachers use evidence
of student learning to make judgements on student
achievement against goals and standards. (summative)
Assessment
In pairs or small groups, brainstorm the
assessment strategies used in your
school/classroom.
Some strategies you may have listed
Formative:
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Brainstorming
Concept maps
Know Want Learn How
Pathfinders or search plans
Graphic organizers
Venn diagram
PMI (De Bono)
Notetaking
Questioning
Summative:
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Self assessment
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Peer assessment
Authentic:
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Rubrics
Activity
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Consider your brainstorm list of assessment
strategies.
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Can you now categorise these into the 3
purposes for assessment? (for, as, of)
Assessment for learning:
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establishes a classroom culture that encourages
interaction and the use of assessment tools
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occurs throughout a learning sequence and is planned
when teachers design teaching and learning activities
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involves teachers sharing learning intentions and
explicit assessment criteria with students
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involves teachers and students setting and monitoring
student progress against learning goals
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requires teachers to ascertain students' prior
knowledge, perceptions and misconceptions
Assessment for learning:
(continued)
 involves teachers focusing on how students learn and
how to scaffold their learning
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involves teachers adapting teaching practice to meet
student needs
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provides sensitive and constructive feedback to
students on their performance
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involves teachers making formative use of
summative assessment
Activity
In pairs or small groups, select two
characteristics of Assessment for
learning and discuss how these may be
demonstrated in your classroom.
Assessment of learning:
 enables students to demonstrate what they know and
can do
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describes the extent to which a student has achieved
the learning goals, including the Standards
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uses teacher judgements about student achievement
at a point in time
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is supported by examples or evidence of student
learning
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ensures consistent teacher judgements through
moderation processes
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is used to plan future learning goals
Activity
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In pairs or small groups discuss the types of
assessment of learning used in your school.
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How is the information/data from these used?
Authentic learning - Rubrics
“..When given to students before they commence
a unit of work, students are able to think about
the criteria and goals they have to meet and how
they can address these.
Rubrics serve an important role in creating
assessment that is student – centred and
standards driven..” VELS
Assessment Rubrics
Two Examples
Student’s name
Assessment of Thinking Strategies
Mary Smith, Jane Doe, 3. Has demonstrated the use of suitable
Harry Butler
thinking strategies, such as graphic
organizers, to generate, analyse, and
interpret evidence
Jim Heinz, Fred Jones
2. Has shown an understanding of the
use of graphic organizers as a thinking
strategy, to generate and analyse
evidence.
1. With assistance can use a graphic
organiser to generate and analyse
evidence
Assessment of Thinking Strategies:- Use of Graphic organisers
Science Level 3
Mary Smith
3. Has demonstrated the use of suitable thinking
strategies, such as graphic organizers, to generate, analyse, and interpret
evidence
Jane Doe
3. Has demonstrated the use of suitable thinking
strategies, such as graphic organizers, to generate, analyse, and interpret
evidence
Jim Heinz
2. Has shown an understanding of the use of graphic
organizers as a thinking strategy, to generate and analyse evidence.
Level 3: Science:
Students Name
Through use of Graphic Organisers
Has demonstrated use of
suitable thinking
strategies to generate,
analyse and interpret
evidence
Has shown some use of
thinking strategies to
generate, analyse and
interpret evidence
With assistance can use
a limited range of
thinking strategies to
generate, analyse and
interpret evidence
Has demonstrated use of
suitable thinking
strategies to generate,
analyse and interpret
evidence
Has shown some use of
thinking strategies to
generate, analyse and
interpret evidence
With assistance can use
a limited range of
thinking strategies to
generate, analyse and
interpret evidence
Has demonstrated use of
suitable thinking
strategies to generate,
analyse and interpret
evidence
Has shown some use of
thinking strategies to
generate, analyse and
interpret evidence
With assistance can use
a limited range of
thinking strategies to
generate, analyse and
interpret evidence
Has demonstrated use of
suitable thinking
strategies to generate,
analyse and interpret
evidence
Has shown some use of
thinking strategies to
generate, analyse and
interpret evidence
With assistance can use
a limited range of
thinking strategies to
generate, analyse and
interpret evidence