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Assessing the curriculum: Tools to assess curriculum
Transcript of Assessing the curriculum: Tools to assess curriculum
WHAT ARE ASSESSMENT STRATEGIES?
Tools to Assess Curriculum
Performance based strategy
Combination of strategies
* measures a student's ability
* affords the student a chance to construct his/he answer,
demonstrating creativity and/or originality
The teacher uses professional judgment to develop the problem, question, or statement and the scoring of the final product.
- is a pencil-and-paper assessment where a student constructs response to a question, topic, or brief statement.
- is pencil-and-paper assessment in which the student is to identify the one correct answer.
* can be administered to large numbers of students at the same time
* can be scored very quickly
* is stated in clear, simple language
- identifies the format
- selects the content to be covered
- designs the question
The Performance-based Strategy
- is an assessment which requires students to demonstrate a skill or proficiency by asking them to create, produce, or perform.
* can be diagnostic, formative or summative assessment
* uses ongoing feedback
* allows almost learners to participate successfully in varying degrees
* focuses on the process as well as the product
* provides contexts that have relevance to the students
- observes a student or group of students performing a specific task;
- shares with the student the responsibility of developing and organizing the performance task, and setting assessment criteria
- is used to assess progress in tasks that require students to be actively engaged in an activity.
* is often used in the Arts
* is either an actual situation or a simulation
* are used to test a variety of skills
assesses how well a student performs a practice, behaviour or skill.
THE OBSERVATIONAL STRATEGY
- is a process of systematically viewing and recording student behavior for the purpose of making programming decisions.
* can be used every day to assess students of different ages, across subject areas of strengths and in different settings;
* is structures with a clear purpose and focus
- watches students responds to questions, study, complete assigned task;
- listens to students as they speak and discuss with others;
- observes nonverbal forms of communication;
- observes the student's performance, then records observations on recording devices
Personal Communication Strategy
- is a formal or informal meeting between/among the teacher and student and/or parents.
* provides clear focus for discussion;
* may take place as the learner is exploring a new concept or topic;
* is brief, informal and occurs routinely
- comes to conference with prepared specific questions to be answered;
- gives individual feedback and clarifies misconceptions;
- focuses on the process of reasoning followed by student
- It is a
describing both a
in which the behavior occurred.
- Should objectively report
- Describes student performance in
- determines which observations are to be
- pre-plans the
general format of the form
with labels - e.g. name of the student, date, time, setting description
- states in
exactly what is observed
- records incidents with a purpose
- should record information
while the event or behavior is fresh in the teacher's mind
observes, judges, and determines if a student's
performance meets the criteria outlined.
record the occurrence of the skill, behavior,
concept, process, or attitude on the checklist.
should make a sufficient number of
observations about a student before an
evaluative judgement is applied.
The Rating Scale
is a simple tool for
a several-point scale ranging from low to high.
based on criteria
which allows the teacher to judge performance, product, attitude, and/or behavior along a continuum.
is used to judge the
quality of a performance
1. Anecdotal record
3. Rating scale
5. Learning log
are the structures through which student knowledge and skills are assessed.
uses a scale to describe the student;
makes decision about the student's work
on the basis of description, categories,
topic and assign a numerical or qualitative description.
, written descriptions of the different levels of student performance;
descriptive rating scale
which requires the rater to choose among the different level.
with specific performances outlined for each level.
and associated descriptions to
assess the actual performance
selects which of the descriptions comes
closest to the student's performance
The Learning Log
by the student
of what he/she does while working on
a particular task or assignment;
provides the guidelines for the maintenance
of the learning log.
provides regular feedback to the students.
- is a form of conversation
in which all parties increase
knowledge and understanding.
- tends to be a meeting which involves inquiry.
- is usually guided by planned questions.
- occurs routinely.
- guided by planned questions.
- responsible for initial questions that guide the
conversation, as well as the flow and movement of the exchange
- generates information during the interview
which may lead to decisions, agreement, solutions
The Oral Strategy
The Q & A
Questions are posed by the teacher to
determine if students understand what is
being presented or to extend thinking,
generate ideas or problem-solve.
Answers provide opportunities for oral
assessment when the student responds to
a question by speaking rather than by writing.
help teachers and students clarify their purpose for learning and link previous information with new understanding.
should ensure that all students
participate, not just those individuals who typically respond with answer.
is an assessment which requires students
to verbalize their knowledge, select and present samples of finished work and organize thoughts, in order to present a summary of learning about a topic.
- can provide students with an opportunity to use concrete materials to express their ideas and talents.
- may be teaching tool if the presentation is designed to further the learning of the audience.
The Reflective Strategy
- is a process of gathering information
and reflecting on one's own learning.
- leads a student to a greater awareness
and understanding of himself/herself
as a learner.
- promotes the development of metacognitive ability.
- is used to determine if a student's beliefs about his/her performance correspond to the actual performance observed by the teacher.
- guides student by helping students
understand how to reflect on learning.
- design the questions or selects the
self-assessment tool .
- a visual presentation of a student's
over a specified time.
- is a purposeful collection of samples of students work that is
- demonstrates the range and depth of a
over time and across a variety of contexts
tracks student progress
on a variety of assessment over a period of time.
- promotes skills of
- has a stated
which are important in the entire process.
- may include entries that the student and teacher consider as important representations of learning
- can provide a
focus for a conference
or an interview
involving the student, the teacher, and parents.
- provides the
opportunity for students
to practice, assess, and select their own work
- makes regular formative assessments during the portfolio process to determine individual needs and progress toward specified learning expectations in order to provide further instruction
- provides regular feedback to students regarding their performance related to pre-stated criteria in order t help the students to improve.
- reads the reflections and comments on the student's assessment of personal learning
-with the student or alone set
the criteria for the assessment
of the presentation.
-provides oral or written
feedback after the presentation.
COMBINATION OF STRATEGIES
- makes regular
during the portfolio process to determine
towards specified learning expectations in order to provide further instruction.
to students regarding their performance related to pre-stated criteria in order to help the students improve.
- reads the
on the student's assessment of personal learning.
- is used when the process or product can be broken into components that are
judged to be
- provides a
list of key attributes
of good performance that are checked as either present or absent
capable of charting student progress
- is quick and useful with
large number of criteria
- is useful for diagnosing an
individual student's strengths and weaknesses
- is useful for students in
- provides rich portraits of an individual
which have special significance
and cannot be obtained from other classroom
- may appear unstructured since this tool is used to
over time and carefully
analyzed in order to make accurate judgements about
- provides a mechanism to recognize
patterns of student
- often used to
document a student's behavior
of responses for each item that the teacher is assessing.
- it can be analytic or holistic.
Analytic rating scales
describe a product or performance in multiple dimensions.
consider all the scoring criteria simultaneously, rather than assigning separate scores.
consists of several descriptions
each for a different level of quality.
addresses several qualities
(criteria) simultaneously within the same scale at different levels.
uses the same set of variables to
judge at each level of rating
is a useful tool if students are working on a project which stretches over several days or even weeks.
provide unlimited opportunities for individualized reading and writing on consistent basis.
NON-TEST MONITORING AND ASSESSMENT
1. Oral and Written reports
2. Teacher observations
4. Portfolio of student's work
5. Slates or hand signals
13. Daily assignments
14. Anecdotal record
16. Learning centers
20. Organize note sheets and
- Pencil and paper strategy
- Performance based strategy
- Personal communication
Recording devices provide various means of organizing the recordings of information about student achievement.
provides rich portraits of an individual student's achievement.
which have special significance an cannot be obtained from other classroom assessment strategies
provides a mechanism to
recognize patterns of student growth
often used to
document a student behavior for later reference