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Assessment and Evaluation in the International Perspective

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Queenie Chi Wah Wong

on 13 May 2015

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Transcript of Assessment and Evaluation in the International Perspective

Allow Choices for Students in the Classroom
Peel (2015) suggested 10 principles of teaching to engage students to enhance their learning experiences. Some principles in my opinion do connect with each other, this presentation will be demonstrating the following two principles:
1. Share intellectual control with students and
3. Provide opportunities for choice and independent decision making
Choices to Assessment
Choices to assessment is similar to Principle 1: share intellectual control with students.
Choices in the Rubrics
The achievement chart is originally derived from the revised Bloom's taxonomy (Wineberg and Schneider, 2009) because its 8 columns by 10+ rows form, we can manipulate the columns that fit the assessment criteria for each assessment tool
Number of Labs the class wants to do...
Number of Labs students I will be doing, but I do explain the pros and cons of doing the lab
So let's look at what the literature says...
Assessment and evaluation in an international perspective
(by Queenie chi wah wong)

Assessment is ....
Evaluation is....
So Within Assessment, we have two types of assessment...
So Can You Give me some Examples?
Using an Online Poll helps all the time... (even though, facebook is not allowed in Canada, in Malaysia it is boleh! (Okay)
Assessment/Learning Models
Doodle.com has a great scheduling voting system for teachers and everyone to help you care on the logistics and coordinate your meetings with students
Choice in Challenge
The section of a Lab includes a Literature Review or an Annotated Bibliography, I allow the students to choose which section they like to do and show them what is needed to do...
Peel Publish (2015) suggests that it provides a shared ownership to the intellectual property and it is an affective way of achieving high levels of student interest and engagement
Suggested ideas from Peel (2015) are:
(a) Negotiation on content, tasks, or assignment,
(b) ensuring students questions, comments and suggestions regularly influence, initiate (or terminate) what is done
Here are some ways you can allow students to change the achievement chart:
(a) Number of categories tested
(b) Type of task for each category (Orange)
(c) Number of expectations for each category (Green)
(d) Simplification in language for transparency (Blue)
Choices in the type of question items to respond in a test
Test can be designed in an open-ended way where there is choice for students to answer in a test.
~ Provide multiple opportunities for students to achieve a certain curriculum expectation (Not every test is one size fits all)
~ Allows creative thinking to occur
~ Provide transparency to the assessment
~ Increase the enjoyment/interest to the assessment
~ allow intrinsic motivation to occur
When giving choices to students in terms of assessment, make sure it fits growing success and the curriculum expectations!
Let them give them feedback about YOUR teaching!
There are shy students who may want to tell you something that you have said/done that might get offensive, or want to clarify stuff, or want you to do, or even continue doing. A start stop continue (red, yellow green light) is useful.
I have used google drive/forms that is online that can help it to be environmental friendly and keep it as a record...and students can fill this in whenever...
At the end, Empowerment can enhance the learning experience of our students
So...Let's Remind Ourselves...??
What does Assessment mean?
What does Evaluation mean?
Formative Assessment
Summative Assessment
Looking at Assessment in another angle
Assessment for Learning
Assessment as Learning
Assessment of Learning
Bloom's Taxonomy
Solo Taxonomy
ICE Model
Looking at Different Assessment Tools for Assessment of Learning that other curricula uses...
Norm Referenced Forms
Criterion Referenced Form
Assessment of Learning: It is a judgmental process using the evidence collected and interpreted of the student’s learning with foundation of criteria given to both students and teachers. A value is assigned to the student’s learning and is used as communication tools to parents, teachers and students. This process usually happens at the end of a unit or a major topic taught during the school year (Ontario Ministry of Education, 2010).
Assessment as Learning: It is a process, which allows students to think metacognitively about their learning progress. The feedback from teachers, self and peers assists the student to leads to their next steps and future goals. It was assumed that students have understood the assessment criteria. With the student being involved in the assessment process, assessment as learning aims to connect the student’s learning to the assessment (Ontario Ministry of Education, 2010).
Assessment for Learning: The collection and interpretation of evidence to understand the student’s learning progress. The teacher provides feedback that allows student to improve and assists directions of where the student needs to aim for their learning (Ontario Ministry of Education, 2010).
collection of data
of a student’s attempt in learning of a concept at a certain amount of time (Bonesronning, 2004; Ontario Ministry of Education, 2012).
An evaluation is the
interpretation of the data
and provides a value that may attempt to measure the ability of the student’s learning at the certain point of time (Bonesronning, 2004; Ontario Ministry of Education, 2012).
Examples of Assessment of Learning
Tests/ Exams
(Internal or External)
Group Projects
Performance-Based Assessments
(Presentations/Drama skits/Lab/Cooking)
Examples of Assessment as Learning
One on One Feedback
Peer Assessment
Self Assessment
Examples of Assessment for Learning
Laying out Assessment Criteria
KWL Charts
POE Squares
Goal Setting
Technically You Can see it as a Merge of Both...
Harlen, (2005) ; Taras (2005)
Black and William (1998)
The study of Black and William (1998) supported formative assessment to enhance the performance of under-achievers and students with disabilities in subject disciplines such as mathematics.
The increase of self-esteem of students is needed in order to enhance motivation and create a positive environment and perception of assessment for students. Increase the use of self-assessment as a tool in the classroom to encourage students to think meta cognitively.
Resources to help you further understand Assessment Evaluation
Criterion Reference Form Refers to a teacher assess and evaluate student's work with reference criteria in levels depending on the curriculum rather than the comparison of other students in the class
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