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ASSESSMENT FOR LEARNING IN GREECE

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mar scord

on 5 June 2018

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Transcript of ASSESSMENT FOR LEARNING IN GREECE

QUALITY-3c child?
Assessment for learning in Greece: A daily process in our classrooms

What is assessment
Assessment for learning is the process of collection, synthesis and interpretation of information which arises from the framework of everyday experience in the classroom. Its aim is to contribute to decision making, regarding learning and teaching. These decisions are taken by both the teacher and the student him/herself.
The assessment facilitates and enhances learning when:
 It is continuous and is a component of the learning process.
 It is authentic and meaningful to them
 It is differentiated
 It involves all the family

Assessment in kindergarten
The main aim of assessment in kindergarten is to find out what the child knows, understands, thinks, feels and learns, by gathering information through what he does, writes, draws, or communicates in various ways (verbal or non-verbal). The teacher relies on this information to plan and implement diverse teaching approaches that meet the learning styles and needs of children. The teacher, the child and the family are all involved in the assessment process.
During the procedure of evaluating, the teacher follows a series of steps.
Systematic observation - and the recording of observations - is the most important method of gathering information on the assessment of preschool children.
Self-Assessment
Dialogue- discussion
Portfolio
Organisation of a portfolio

thank you...


11th Nipiagogio Chanion
Greece
The self-assessment of a student provides, among other things, information about their way of thinking, their needs and goals, their self-image, the way they approach learning and how they face difficulties.
It is about a process which is taught, it doesn’t just happen by itself. Through this, children practice skills such as the ability to remember and to contemplate their actions, to process past experiences and knowledge and to use them in new contexts, to differentiate the easy from the difficult, and to monitor their development and progress.


Dialogue is complementary to the above methods and takes place between teacher and children, or between children themselves in order to establish their own perspective and their way of thinking, or to give feedback by the teacher (and peers) on the development or progression of a child in a certain field or task. The dialogue facilitates open-ended questions without however excluding the closed type, depending on the child's needs and the purpose of the dialogue.
Assessment as everyday educational practice
A portfolio is a tool for the collection, recording and interpretation of data concerning the development and progress of the child. Additionally, it is a means of showing the effort, the development and the achievements of both the child and the adults involved in the child’s learning (teacher and parents).
The data which is collected and the way in which it is organized and presented, should serve the purpose of assessment for learning, i.e. to facilitate decision-making related to learning and teaching. Otherwise, the portfolio plays a merely commemorative role like a showcase.


Data collected reflects the all-round developmental course of the child. Examples include:
Skills in relation to the objectives of the learning areas
Knowledge in relation to the objectives of the learning areas
Basic Skills
Stance and values
The portfolio can also contain notes from either the teacher or the child, photographs, recordings, checklists, observation notes, handwriting examples, material gathered from the implementation of work plans, self-assessments and children’s projects. The children are involved in the organization and use of the personal file in the everyday learning process.
Introduction
It contains information about the purpose of the portfolio.

Organisation of facts – information
Filed in chronological order. The material in the file can be organised according to the learning areas of the curriculum (e.g. language, mathematics, natural sciences, etc.) to make it more functional and understandable. The material contained in it, should be placed in chronological order, so that "readers" (children, parents and teachers) can monitor the development and progress of children through comparisons of past and recent work samples

Organisation of learning areas
At the beginning of each learning area, there may be a short summary of the content and its contribution to the development of the child

Teacher’s Comments
The teacher’s comments either accompanied by children’s projects, providing information on the context and their mode of action
or they are used to summarize the child’s achievements or they are used to summarize the child’s achievements


The Child’s Profile
A portfolio is completed with the child's profile (2 -3 times a year) and constitutes a portrait of the child’s abilities and skills.
Systematic observation

Assessment for Learning
promotes a more personalised approach to learning and a move towards teaching for independent learning.
This assessment is central to day-to-day practice. The routine, daily interaction of the teacher with the child provides many opportunities for embedding assessment in class room practice.
Sources:
Supplementary Curriculum for Greek Pre Primary schools (2011). Retrieved 17/11/16 from http://tinyurl.com/jbgxlz6
Blandford, Sonia and Knowles, Catherine. (2012)
Assessment for learning : a model for the development of a child’s self competence in the early years of education.
Education 3-13, Volume 40 (Number 5). pp. 487-499. ISSN 0300-4279.
Fyssa, A. & Vlachou, A. (2015). Assessment of quality for inclusive preschool programs in Greek preschool classrooms.
Journal of Early Intervention
, 37, 190–207. doi:10.1177/1053815115606908
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