Active learning & classroom assessment practices
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This document discusses various assessment techniques including formative and summative assessment, criteria for good assessment, and examples of performance-based assessments. Formative assessment occurs during instruction to inform teaching, while summative assessment happens at the end to evaluate learning. Good assessments are valid, reliable, standardized, practical, and have positive washback effects on teaching and learning. Performance-based assessments examples include K-W-L charts, pass slips, portfolios, peer assessment, and self-assessment. The role of assessment is to align learning objectives, instruction, and evaluation of skills and knowledge.
Active learning & classroom assessment practices
- 10. Multiple Intelligences Musical Intelligence Linguistic Intelligence Bodily Kinesthetic Intelligence Spatial Intelligence Logical Mathematical Intelligence Interpersonal Intelligence Naturalist Intelligence Intrapersonal Intelligence
- 14. How to remember formative vs. summative? Summative happens at the end – like a summary or to sum up the total. Formative happens while instruction is taking place, while students’ understanding is still forming.
- 15. Criteria of Good AssessmentS • A good assessment is supposed to show what students have truly learned. Some MAJOR qualities of good assessments. Validity Reliability Standardization Practicality Washback
- 16. Validity •Validity refers to the accuracy of the assessment. •Validity addresses the question of whether the assessment accurately measures what it was intended to. •An assessment can be reliable but not valid.
- 17. Reliability •The extent to which an assessment yields consistent information about the knowledge, skills, or abilities being assessed •An assessment is considered reliable if the same results are yielded each time the test is administered. •Closely defined questions, which demand definite answers, are associated with higher reliability. •An unsatisfactory mark scheme can be the principal source of unreliable marking.
- 18. Standardization •The extent to which the assessment and procedures of administering the assessment are similar, and the assessment is scored similarly for each student. •Standardization reduces the error in scoring. •The more standardized the assessment, the higher the reliability.
- 19. Practicality •The extent to which an assessment or assessment procedure is easy to administer and score. How long will it take to develop and administer the assessment? How expensive are the assessment materials? How much time will the assessment take away from instruction?
- 20. Washback •The effect of testing on teaching and learning. •There are two opposite effectives of testing: positive washbacks and negative washbacks. Positive Washback Negative Washback Guided washback, providing effective feedback both to the teaher and the student. Motivating students. Test-driven, only studying what they need to know for the test. Frasturating if students do not meet the prerequisite level yet.
- 22. The role of assessment Assess Teach Plan There is a clear alignment between expected learning outcomes, what is taught and learnt, and the knowledge and skills assessed. Learning Objectives Instructional Activities Assessment
- 24. ABCD 1.Audience (A) 2.Behavior (B) 3.Condition (C) 4.Degree (D) Generally, the written order is CABD. The s of Learning Objectives
- 25. Cognitive– “After the types of living things has been learnt and through the activity, Grade 2 students will be able classify the living things into four main groups correctly, without having misunderstandings, mistakes and confusions, within the context of long-term memory goals.” Psychomotor – “Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.” Affective - "Given the opportunity to work in a team with several people of different races and cultures, the students will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."
- 26. Problems Error Types Solutions Too vast/complex The objective is too broad in scope or is actually more than one objective. Use the ABCD method to identify each desired behavior or skill in order to break objectives apart. No behavior to evaluate No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe. Determine what actions a student should demonstrate in order for you to know of the material has been learned. Only topics are listed Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information. Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need? Vague Assignment Outcomes The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics. Determine parameters for your assignments and specify them for your students. Objective Writing Problems with Solutions
- 30. CAT: K-W-L Charts & Pass Slip What I know What I want to know What I've learned K W L Most four-legged animals are mammals Is there any mammal with different body structure? Yes, there are many, such as marine-mammals.
- 31. CAT: Portfolios Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas over time. They reflect with students on their work, to develop students' ability to critique their own progress.
- 32. Sample materials included in a portfolio: Audio- and videotaped recordings of readings or oral presentations Writing samples such as dialogue journal entries, book reports, writing assignments (drafts or final copies), reading log entries, or other writing projects Art work such as pictures or drawings, and graphs and charts Conference or interview notes and anecdotal records Checklists (by teacher, peers, or student) Tests and quizzes To gain multiple perspectives on students' academic development, it is important to include more than one type of material in the portfolio. CAT: Portfolios
- 33. CAT: Portfolios
- 34. CAT: Peer-Assessment One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers.
- 35. CAT: Self-Assessment Self assessment encourages students to become independent learners and can increase their motivation. Wow! Looking really Great! How handsome I am!
- 36. CAT: Conclusion Using various forms of assessment techniques help us evaluate our students of different intelligences, strengths and weaknesses in all aspects. Let’s experience the fun of assessment together with our students. Happy Teaching, and Happy Testing!