Transcript Diapositiva 1 - Educational Leadership | “Alone we can

FORMATIVE ASSESSMENT
TOOLKIT FOR CLASSES III-V
Presented byMISS. SAHAYA MARY
HM, KVS ZIET MYSORE
Objective of the FA Toolkit
• It is a Practical Guide for Teachers that
will help teachers think in new ways
about teaching and learning.
• We believe that teachers and others who
use and read this book will change/adapt
the way they teach.
• They want to improve /help and support
children's learning.
Suggested Ways to Use the Tool kit for
Teachers
• Professional development for teachers in a
school or those in a cluster of schools; in
subject committee meetings
• Guidebook for newly appointed teachers
• A ready reckoner for contractual / part time
teachers
NOTE: It does not define what should be done in
each teaching and learning situation.
Rather, the toolkit has brought together examples,
ideas, and information from many sources in order
to illustrate to teachers some good teaching and
learning practices
Understanding Formative Assessment
• Assessment is a way of observing and
collecting information and making
decisions based on the information.
• Assessment is concerned with observing
learners and collecting in-formation about
those observations.
• Assessment of learners is a way of finding
out what learners know, understand can
do.
• There are different ways to assess
learners.
Some Common Terms
DIFFERENCE BETWEEN PEN- PAPER TESTS
AND FORMATIVE ASSESSMENT
FIVE REASONS FOR USING FA
1. To find out what students know and can do....
2. To provide all children with opportunities to
show what they know and build confidence.
3. To promote learning for understanding
4. To improve teaching. To help determine what
kind of remediation and enrichment activities to
provide, and to identify which students students
need assistance.
5. To let the students and their parents know how
well they are progress- in their own learning and
lead overall evaluation.
How does continuous assessment help
learners? -By giving Feedback
• Feedback refers to the information
teachers give to learners about their
performance on an assessment.....
• FEEDBACK is
 POSITIVE,
 TIMELY,
 INSTRUCTIVE(how to improve),
 SUPPORTIVE ( to those falling behind)
 ENRICHING ( to those who are ahead),
 builds SELF AWARENESS AND POSITIVE ATTITUDE
in the learner,
Reasons for children not learning
1.Learners have not learned the skills required to do
the task. For example, students will not be able to
write paragraphs or stories if they have not
mastered writing complete sentences.
2. The instruction in this particular skill was not
adequate for that student.
3. Learners may need more time to practice and
understand.
4. The student may not be motivated.
5. The student may not be developmentally ready.
6. The student may have emotional, physical or
mental problems.
Remediation
Remediation provides learners who are falling behind with
alternative ways to learn knowledge and skills.
For example, if the teacher identifies five learners in her
class that do not know how to add double digit numbers
successfully, when 40 other learners in the class are doing
it successfully, the teacher has to provide additional
support to those five learners so they do not fall behind.
The teacher might ask some learners to assist those
learners ( peer/ buddy)
or the teacher might give the 40 learners who have mastered
the topic a task to do at their seats while the teacher works
with the five students (individually or in groups), simplifying
the task, asking them questions, demonstrating procedures
ENRICHMENT
Enrichment means to "make richer." Enrichment
activities in the classroom make learners richer in
knowledge and skills.
Many learners grasp ideas and skills easily and would
benefit from further intellectual stimulation.
Instead, what happens in many class-rooms is that the
fast learners are ignored by the teacher while the other
learners are helped.
Sometimes the teacher teaches to the fast learners
because they are the ones always participating in
class. In this case the 'slower learners' fall behind.
How does FA benefit teachers?
A teacher's job is to ensure that all learners
learn. (S)He does this by teaching in a variety of
ways.
Here are some things continuous assessments
may tell a teacher:
• which learners are struggling with a topic or skill;
• what aspect of the topic is difficult for the
learners;
• which learners are grasping the topic and skill
well; and
• whether the teaching was effective at helping
IMPLEMENTATION-Carrying
Classroom
Out FA in the
How can teachers develop good
performance assessment activities?
• TIME- when you assess learner
performance, there should be enough time
to practice and comprehend the
information or skill.
• PRACTICE-assessment of learners
should follow practice
• CRITERIA- Inform the criteria of
assessment before assessing the activity
• VARIETY- Different types of activities
TYPES OF PERFORMANCE TASKS
How can teachers develop good product
assessments?
• Product assessments can be described as a
tangible (can be touched with the hands)
objects created by the student and can be
viewed by the teacher.
• Product assessments differ from
performance assessments because they are
physical pieces of student work that can be
touched. Performances need to be observed
or heard in order to assess them.
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GUIDELINES
• TIME-Plan and allot sufficient time
• SUPERVISION- carrying out the assessment
activity, they may require guidance from the
teacher. The teacher's role is to offer
suggestions and feedback to help the learner
stay on track and on task. The conversation
between the student and teacher at this stage
can be very informative for the teacher
• CRITERIA- Inform the criteria of assessment
to the students before they engage in the
task
Examples of Assessment of
Products
EXAMPLE OF GROUP ASSESSMENT
What is a portfolio and how can we use it
with learners?
• A portfolio of student work is a systematic collection
of a student's work over a year, a term or a topic.
• The work can be collected in a folder,
• When a student completes an assessment activity or
task, it is placed in the portfolio.
• All the different pieces of work in the portfolio
contribute to an overall evaluation of student work.
• The portfolio can show student progression/path of
learning.
• The teacher and students can decide which pieces
of student work to place in the portfolio.
• In some places portfolios of student work take the
place of exams or testing at the end of the semester.
EXAMPLES OF PORTFOLIOS
PORTFOLIOCOLLECT..SELECT.. REFLECT
Each student is responsible for his or her portfolio. It is
their work.
Students play a role in selecting what work samples to be
included in the portfolio.
Collect and store the samples in the portfolio safely.
Develop criteria to evaluate each piece of work in the
portfolio.
An overall set of criteria can be developed to assess the
whole portfolio.
Involve students in continually assessing their work.
Hold conferences with students about their portfolio.
Hold conferences for parents on student portfolios.
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What are some some ways to grade and record FA?
Scoring, Marking and Grading
Tools for Scoring and Grading
Rubric
Rating Scale
Checklists
RUBRIC
• A rubric is used when an activity has
many parts and you want to assess the
different parts.
• For example, after reading a story,
groups of learners identify the main
characters, summarize the plot and
come to consensus about whether the
main characters' actions at the end of
the story were justified or not. The
teacher uses the rubric to assess each
group's presentation to the class
AN EXAMPLE FOR A RUBRIC
Rating scale can be useful when you expect the learners
to have a lot of different answers or responses on an
assessment activity.
Rating scales usually have a number part and a
descriptive part
Rating scales such as the one shown have a description
that tells why something is a “1,” a “2,” or a “3,” etc.
It tells why in a very simple way.
An important thing to keep in mind when using rating
scales is to try to keep the number of divisions on the
scale between 4 and 7.
There are 5 divisions on the example of the rating scale
given
Checklists tell if some knowledge
or skill has been mastered or not.
The checklist indicates if the
learner can do the particular task
(or knows the material) or is
unable to do the task.
checklist is useful for a range of
tasks that students are required
to perform regardless of the level
of skill demonstrated.
Checklists can often be used
when there are a large number of
elements or tasks to be assessed
For example, in science a checklist could be
constructed to show if learners have mastered the
measuring tasks stated in the syllabus.
• Checklists can also be used for readiness
skills of young learners.
• The types of skills in a readiness checklist
might be:
• counting from 1-10;
• recognizing letters of the alphabet;
• saying the alphabet;
• recognizing basic shapes
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FORMATSName ,date, lesson, criteria of the Activity
Grades
Notes on the Assessment , feedback,
Diagnosis, Remediation, Enrichment
• CCE SOFTWARE- computes the
aggregates , weightages, grades and
assessment wise and year end analysis,
• e- report cards
• Student details, fees, enrolment particulars,
category listing and all abstracts
INTRODUCTION
CCE PLAN OF
ACTIVITIES
DIAGNOSIS
REMEDIATION
ENRICHMENT
BLUEPRINT
ADAPTING THE
ACTIVITY
DESCRIPTION
PERIODICITY
CRITERIA
RECORDING
EVIDENCE
REPORTING
TLP
CRITERIA
GRADING
ANALYSIS OF
PERFORMANCE