ASSESSMENT CRITERIA

Hello, everyone.

Welcome to my presentation.

My name is a Delia side.

Okay, My presentation is on assessment criteria.

And, um, the purpose of this presentation is to understand

assessment criteria fully, since it cannot really stand alone.

Um, it is part off the learning process.

So we cannot just pick assessment criteria and say that

we want 200 or write it.

We want to see how it involves other components.

So let's see what we can gather on.

Assessment. Prettier so we can apply it effortlessly.

Read about it a lot, but it needs to be

action in relation to our curriculum.

Our yearly plants semester plans weekly plants in relation to

our lesson.

Objectives are less.

A lot comes and that's when assessment criteria comes sick.

Having said that, I will be giving a task at

the end of the presentation because it is important to

write your own assessment criteria, then check against others.

The assessment of critical task is separate.

Our post that at a later time or in a

later date.

So let's dig in.

Okay, let's dig into this.

What does a statement cretier mean?

Assessment? Cretier.

We're talking about principles or standards But the something may

be judged or decided or assist this additional meaning I

picked from now some somewhere.

OK, stop my own definition.

So what we're saying is that we have an assessment,

and then we're going to apply some, uh, principles, Some

standards, some rules.

Ah, some specifications actually have the words here.

Some guidelines, some yardsticks in which we're going to use

to judge the assessment.

In other words, we have assistance, and we also have

some guidelines principles, standards, rules, specifications, criteria by which we

want to measure or judge or decide how students are

performed without a clear understanding off subject goals, Students tend

to get confused and waste time trying to discover what

it is we want them to let.

When we give them assessment criteria, they will know that

as I am learning this subject, this is what will

be expected of me even in the assessment.

So let's dig in more deeper into understanding assessment criteria.

They are statement specifying the standards that must be met.

The greatest challenges to know was standard to mark a

student's work.

But when we have assessment criteria, we have the standard

and were able to go in, we get out off

the confusion off.

What you do do what should we allow?

What you do not allow.

We have it there with us and we also have

the evidence that will be gathered to demonstrate achievement off

learning outcomes.

So evidence actually comes from the classroom all the way

into the assessment when we present evidence will be able

to show right from the learning process.

Pappas off assessment criteria to predetermine standards off performance.

Educators need to know exactly what we want students to

do and to achieve out of times when we are

assessing students, we don't bother to tell them what we

want. We are expecting them to achieve every taken time

to stipulate the requirements of the assessment so that when

they're answering or when they're doing the paper, they know

exactly what they need to do.

Then just trying together a lot of memory and put

down on the paper assessments must promote students learning not

merely audit it.

You start from the landing process than simply say, Okay,

this is the paper going on a 20 here and

you know it's supposed to be from the landing process.

Students need to know what they're being assessed fel on

what they need to achieve, to establish, clear and in

a vigorous standards off achievement for each learning outcome.

This times when, um, we've done a paper, students of

them, a paper other and then we're checking and like,

OK, this question is actually confusing this tunes.

That's why we're seeing some have unsuited in this way

and in this way, really, it should be clear when

we come to assessment criteria, it will help us to

judge the students assessment according to what actually was expected

of them instead of yes, an open ended paper that

you need to think Is this right or they this

wrong to be more objective, to improve landing outcome?

That's another purpose.

And to make consistent and comfortable decisions after completion off

marking, it's very important to know that you off something

that backs your decision, your consistent and therefore you're comfortable

to say, OK, I did it.

Yeah, it is a 20.

It is an A and I can show you where.

Okay, well marking After marking make sure that marking was

consistent. It was Tara and marked according Toa assessment design

criteria I don't know.

A lot of times we just rushed to say we

want to complete And you have to ask yourself, Have

I been Sarah?

Did I assume that the student knows it or it's

gonna actually do better?

Did I assume that this student is writing nothing?

You know, marking us to be consistent and marked according

to the assessment DESCEND criteria?

Because assessment is an criteria takes care of each and

everything that this student does.

It's good to check list.

This validation checklist is, uh, to make us actually also

oh, be comfortable with the design criteria because the design

criteria also is to be questioned.

When once you have your papers, you have already marked

thoroughly. You have already used a design criteria.

Okay, you have been objective enough.

So you're asking yourself was marking down?

According who's marking done against the assistant designed criteria?

What is students need to understand?

What did they need to include?

We need to compare grades.

We need to compare a greater cross, even levels what

also different between this paper, this class and the other

students respond.

Then it will also give us more knowledge into they're

learning outcome that actually makes assessment criteria.

Um, much the learning outcomes assessment.

Cretier is supposed to match the learning outcomes.

So a new question it then we can check it

against the students performance.

So what did it student?

A form like Why did they student perform like they

did what unique skills or abilities did exhibit in their

tusks are there on the lining issues.

Remember, we're supposed to include social emotional learning.

Even at this point, we should not.

We should assess that.

Also, there's a way in which we can assess that

can do that by you know, I have some assessment

types. I think that I will send.

You will see that you can have Ah, checklist.

You can have, ah, form that they can feel to

check that so that if you if you want to

assess probably the western support performed, then you can you

can actually um, report on underlying issues is very important.

I cannot leave it out.

What should we have done to improve the score?

Okay. Evidence assessments need to provide a variety of evidence

to support educational decision making.

What you need to do is to check against this

standard and look for evidence.

We look for evidence of what they had done, not

what they have no done so as didn't doing an

exam. And after invigorating, I always see them say We've

not been taught and they've said that also to me,

every assessment must make sure that they have captured it.

They have done it and it's according to their learning

article, so there's no chance a student should say that

they have not done it.

Should that arise, you'll go back to the topic and

to the assessed to the lesson outcome onto the assessment

for that lesson outcome and then be able to to

provide evidence for it.

We look for evidence off what they had done, not

what they have not done.

So every student will have something to say.

Students should be graded for everything they have done.

There's something that they have written.

Okay, um illustration.

So in my illustration, um, I want to stress the

fact that assessments actually assessment criteria comes from a wider

curriculum down to our semester plants down toe.

Our weekly plans toe our lesson objectives to the lesson

outcome and then to the assessment criteria So let's say

we have, um Oh, curriculum on the curriculum Say's that

we in this week we should maybe have narrative to

the week.

Maybe there is part of the curriculum that requires us

to teach objectives.

And in this particular week, I've narrated two objectives.

Okay, so we're supposed to to to use objectives were

supposed to To see many ways in which we can

use objectives is trapped them in many ways in which

this can be used.

Then in week one, I have correct use off objectives.

In my lesson objective, I will be saying that landowners

should be able to describe their tongue.

That is my lesson objective.

In my lesson outcome, I should be able to stipulate

that landing took place and, for example, that there was

creativity. So if creativity is a not come from your

lesson, it should apply across the board.

If creativity is, uh, out of a lesson outcome, all

students in some way should be able to demonstrate that

their creative.

You see, sometimes we assess creativity and writing, and then

we have five marks.

And then we say, uh, this is for the person

who was creative.

Did we teach them how to be creative.

Where does this creativity testing come from?

We have to test them from what?

From what they want.

That's why I am saying that the learning outcome should

be reflected in the assessment criteria and assessment criteria should

come from the learning outcome otherwise will not be assessing.

They're right thing.

So assessment criteria comes from assistant from learning outcome.

Learning outcome comes from all our landing objectives on Alania.

Objectives come from a wider, um, part off our curriculum

and weekly and semester plans and yearly plans.

So, um, what I want to stress here is that

every learning process, every landing process has to be assessed.

And that's where we have an assessment criteria.

It even assesses behavior, everything we have to prove that

ASSESSMENT CRITERIA

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