Transcript AfL _FTT2__PP_Bi

‫التقييم من أجل التعلم‬
‫‪Assessment For Learning‬‬
‫التدريب ال ُميسر للمعلمين ‪ :2‬التقييم بشكل جيد‬
‫‪FTT2 : Assessing Well‬‬
‫‪1‬‬
‫قواعد التدريب‬
‫‪Norms‬‬
‫‪Session overview‬‬
‫نظرة عامة على الجلسة‬
‫‪2‬‬
‫دليل التعلم المهني‬
Companion for Professional Learning
Complete the
impact section
based on the
learning from
your previous FTT
‫أكمل نموذج تحديد األثر‬
‫الناتج عن ما تعلمته‬
‫استنادا إلى جلسة‬
‫التدريب المُيسر السابقة‬
‫دليل التعلم المهني‬
Companion for Professional Learning
Complete the
prior
thinking, K
and W
‫أكمل نموذج ما‬
. ‫سبق من معرفة‬
‫ماذا أعرف وماذا‬
‫أريد أن اعرف‬
Learning Outcomes ‫ُمخرجات التعلم‬
...‫يتوقع من المشاركين‬
‫المعيار المهني‬
Participants will…
Standard
Competency
‫مراجعة ممارسات التقييم الحالية‬
Review current assessment
practices
‫تكوين فهم حول أهمية الممارسة المعيارية‬
‫\ القياسية‬
Develop an understanding of
the importance of standardized
practice
‫كتابة خطة تقييم للمادة التي يدرسونها أو‬
‫للمرحلة الدراسية على النحو المناسب‬
Write an assessment plan for
their curriculum area or grade
level as appropriate.
The classroom
‫الصف الدراسي‬
The profession
‫المهنة‬
‫الكفاءة‬
: ‫يظهر القدرة على‬
‫• التقييم والتخطيط وفقا الحتياجات الطلبة‬
.‫من أجل وضع أهداف تعلم تشكل تحديا‬
Demonstrates the ability to:
 Assess and plan for the needs
of students in order to set
challenging learning
objectives
‫« الغرض من التقييم يكمن في تمكين عملية تعلم وتعليم أكثر فاعلية من خالل‬
‫توفير قياسات مستمرة و ذات مصداقية لما تعلمه الطلبة و ماهي المواقف‬
»‫والمهارات والفهم التي تحتاج إلى تحسين‬
62 ‫ الصفحة‬، ‫كتيب سياسة مجلس أبوظبي للتعليم – القسم السابع‬
“ The purpose of assessment is to enable more effective
teaching and learning by providing ongoing authentic
measures of what students have learned and which
attitudes, skills and understanding require improvement.”
ADEC Policy Manual Section 7, page 62
6
‫أين نحن اآلن؟‬
Where are we now?
‫هل نؤدي األشياء بترتيبها الصحيح؟‬
Are we doing things in the correct order?
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‫النظر في ممارستنا‬
Looking at our practice
8
‫التأمل الشخصي‬
Personal reflection
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‫التقييم من أجل التعلم‬
‫‪Assessment For Learning‬‬
‫التدريب ال ُميسر للمعلمين ‪ :2‬التقييم بشكل جيد‬
‫‪FTT2 : Assessing Well‬‬
‫‪10‬‬
‫لغة التقييم‬
Language of Assessment
Term
Line
Definition
Authentic
A means to ensure teachers apply assessment tools
(e.g. rubrics) to the same standard; by reviewing
benchmarked materials or marking and re-marking
common pieces of student work
Informal Assessment
Activity
A means of determining where students are, where
they need to go, and how best to get there; used
for monitoring, diagnosing and informing what to
do next
Valid
A record that substantiates teacher judgements of
student performance; e.g. observations and notes,
results of assessment techniques, contents of a
portfolio
Assessment
Intrinsic reliability is how well a test/exam/question
is able to accurately assess student understanding
(i.e. if given on a second occasion provides the
same result); extrinsic reliability is how well a
marker applies a rubric or uses a markscheme;
extrinsic reliability provides the greater and more
immediate challenge
Standardize
An assessment task (technique) that challenges
students appropriately and enables the full range of
performance to be achieved using the assessment
tools; also interpreted as tasks which are
meaningful and engaging that go beyond solely
remembering
Reliable
This generally refers to how well a
question/test/exam actually assesses the intended
learning outcomes or set of outcomes; teacherdesigned assessments provide the greatest
challenge.
Evidence
A set of systems including techniques and tools to
determine levels of student performance, means of
recording and reporting such performance
Assessment for Learning
(AfL)
A technique for gathering information about
learning as it is taking place; it usually occurs at the
start or near the end of a lesson; e.g. quiz, verbal
questioning, think-pair-share; evidence collected
informs teaching but does not contribute to
Continuous Assessment marks
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‫مناقشة المجموعة‬
Group Discussion
12
13
‫التخطيط وال ُمعايرة‬
Planning & Standardizing
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‫دليل التعلم المهني‬
Companion for Professional Learning
Complete
the
knowledge
learnt and
commit to
action
‫كتابة المعرفة‬
‫التي تم تعلمها‬
‫واإللتزام‬
‫بتطبيقها في‬
‫العمل‬
‫الروابط و القراءات والمواقع اإللكترونية‬
Links/Readings/Websites
• D. Wiliam : Embedded Formative Assessment 2011. Solution Tree
Press
• ADEC Policy Handbook: Section 7, page 62
• ADEC Portal
https://portal.adec.ac.ae/sites/P12Ed/PPPM/P12%20Policies/For
ms/AllItems.aspx
• Irtiqa’a SEF Document
• ADEC Assessment Glossary, P-12
• PowerPoint: National Assessment Policy and Standardised Testing
in Schools: Some issues to consider. Gerry Mac Ruairc, School of
Ed, University College Dublin
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