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Assessment

A summary of the document Assessment for Learning Assessment as Learning Assessment of Learning
by

Elizabeth Castelli

on 18 March 2013

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Transcript of Assessment

Assessment to support teachers in assessing their students effectively, efficiently, and fairly. One assessment approach is not good and another bad: the key issue is around fitness for purpose. What is assessment? It is not an accumulation of atomized bits of knowledge that are sequenced, hierarchical, and need to be explicitly taught and reinforced. It is a process of constructing understanding, during which individuals attempt to connect new information to what they already know, so that ideas have some personal coherence. Why assess? Classroom assessment practices are deeply rooted in societal expectations. Classroom assessment plays a major role in how students
learn, their motivation to learn, and how teachers teach. Why change the way we assess? Today, high school graduation is considered a
necessity for all, and the educational community is being asked to ensure that graduates be proficient in complex critical thinking, problem-solving, and effective communication to meet demanding societal, economic, and technological challenges. Learning is an interactive process by which learners try to make sense of new information and integrate it into what they already know.

When learning is the goal, teachers and students collaborate and use ongoing assessment and pertinent feedback to move learning forward. Motivation is essential for the hard work of learning. The higher the motivation, the more time and energy a student is willing to devote to any given task.

Grades are motivating for some, and de-motivating for others. Each student’s learning is unique. Important Elements of Assessment Reliability Reference Points Validity Record Keeping Assessment for Learning It is designed to make each student’s understanding visible, so that teachers can
decide what they can do to help students progress. In assessment for learning, teachers use assessment as an
investigative tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have. Teachers’ Roles in Assessment for Learning aligning instruction with the targeted outcomes identifying particular learning needs of students or groups selecting and adapting materials and resources creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning providing immediate feedback and direction to students Assessment as Learning focusses on students and emphasizes assessment as a
process of metacognition (knowledge of one’s own thought processes) for students. students are the critical connectors between assessment and learning. students must learn to be critical assessors who make sense of
information, relate it to prior knowledge, and use it for new learning. Teacher's Role in Assessment as Learning model and teach the skills of self-assessment guide students in setting goals, and monitoring their progress toward them work with students to develop clear criteria of good practice provide regular and challenging opportunities to practise, so that students can become confident, competent self-assessors Assessment of Learning confirm what students know demonstrate whether or not they have met curriculum outcomes make decisions about students’ future programs or placements provide evidence of achievement Teachers’ Roles in Assessment of Learning a rationale for undertaking a particular assessment of learning at a particular point in time clear descriptions of the intended learning processes that make it possible for students to demonstrate their competence and skill a range of alternative mechanisms for assessing the same outcomes transparent approaches to interpretation Self-assessing how I assess
When I assess, I:
Never Always
a.Know the purpose of my assessment 1 2 3 4 5

b.Use a variety of assessment methods 1 2 3 4 5

c.Use assessment to monitor student progress 1 2 3 4 5

d.Am accurate and consistent in my assessment 1 2 3 4 5

e.Have clear, detailed learning expectations 1 2 3 4 5

f.Engage the student in challenging his/her
thinking. 1 2 3 4 5

g.Provide students with accurate, descriptive
feedback. 1 2 3 4 5

h.Have students focus on the task and his/her
learning (not on getting the right answer) 1 2 3 4 5 As society changes, educators find themselves faced with the task of creating schools that will serve their students well, even if they are uncertain about the nature of the society that their students will face in the future I think that's right, but let me check In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists.
Eric Hoffer
Full transcript