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on 20 March 2014

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Transcript of Assesment

E-Mergin Forum 4: Assessment
Can be a practical starting point for test development
A quantitative measure
Contextual use
Adapt – don’t adopt
Great detail – more than the self-assessment grids
It's a brief summary of the key issues brought up at the Assessment strand of the E-Merging Forum 4 as viewed by the participants.

Assessment for learning
Teacher to teacher
Student to student
Student to teacher
Teacher to student
Ongoing, continuous process
Specific, narrow focus, no marking

– stating the result; backward looking; used at the end of a unit / course;

– ongoing process; aimed at showing the student a perspective of their learning: where they are now, what to improve and how to do it;

Formative + Summative assessment = balanced
Wait time
Wait for them to start and wait for them to finish their answers.
More students get involved
Better answers
A key point in assessment ; through it we identify where we are

Assessment rubrics/scale
The way a teacher makes the students understand the intended outcomes;
Use it to measure, motivate,
Wide application, not just for academic purposes;

The perception of students was measured:
Good students – tend to under estimate themselves; poor students – tend to over estimate themselves.

What can be done?
(possible solutions)

Teach them evaluation skills
Share evaluation criteria

Peer observation for learning
The main function of P.O. is to uncover opportunities
Teacher development context (teacher-teacher observation)
Can be controversial
Students might not like outsiders (observers)

Teaching and Testing

Cycle of testing what you teach first, then evaluate what you tested and teach
Not either – or! Balance is the key

What’s the most pressing issue in assessment related to your area of specialty?
We asked the plenary speakers of other strands
Literature and culture:
Assessing the unassessable


Background of students
Unrealistic expectations on what they’ll be assessed on

Digital technology
Criteria of assessment – move assessment beyond the knowledge of the language

Young learners
Why are we assessing?

Perspectives for Forum-5
Communicative testing – what is should be like?
Assessment literacy
Workshop on test design
Assessing the unassessable
Ways of sharing evaluation criteria with learners
Why are we assessing young learners?
Move assessment beyond the knowledge of the language: assessment criteria of digital literacy
click to watch
Alan Pulverness
click to watch
Tony Prince
Catherine Kneafsey
Nicky Hockly
click to watch
click to watch
Full transcript