Science-Backed Ways to Improve

Learning Retention
POMODORO TECHNIQUE
 Session Aim:

To provide an overview and some

practical suggestions about how
assessment of learning can take
place within the classroom
 Learning Outcomes

By the end of this session you will have been

provided with opportunities to:
• Reflect on your own experiences of assessing
learning in the classroom
• Discuss types of assessment and their
purposes
• Consider different ways of assessing learning in
the classroom
• Identify the dimensions of providing feedback to
students on their learning
 Introduction
Essential Questions:
1.Who are my learners? How well do I know
them? How do they learn best?
2. What is the end in mind? Graduate Attributes?
Curriculum standards? National Development
Goals?
3. How do I determine (assess) that students
learned beyond reasonable doubt?
 POINTS TO PONDER
Assessment needs to be central to our thinking and
curriculum design. Students can survive (with difficulty)
poor teaching, but they can't escape the effects of poor
assessment (Boud, 1998).
Matters of assessment matter and must be central to your
thinking and curriculum design.
POINTS TO PONDER
Whole Child Tenets
VUCA WORLD
Points to Ponder

14. Standards and Assessment

 BASIC CONCEPTS

TEST
➢ Instrument designed to measure any quality , ability, skill or
knowledge
MEASUREMENT
➢ Process of quantifying the degree to which someone/something
possesses a given trait.
➢ Process by which traits , characteristics and behaviors are
differentiated.
 BASIC CONCEPTS

ASSESSMENT
➢ A process of gathering and organizing data into an
interpretable form to have a basis for decision-making.
➢ Prerequisite to evaluation. It provides the information which
enables evaluation to take place.
EVALUATION
➢ Process of systematic analysis of both qualitative and
quantitative data in order to make sound judgment or decision.
➢ It involves judgment about the desirability of changes in the
students
 MODES OF ASSESSMENT
TRADITIONAL ASSESSMENT
➢ The use of pen – and – paper objective test.
ALTERNATIVE ASSESSMENT
➢ The use of methods other than pen-and-paper objective test
which includes performance tests , projects , portfolios, journals,
and the likes.
AUTHENTIC ASSESSMENT
➢ Use of an assessment method that simulate true - to – life
situations.
Sharing Time
Think – Share – Pair
 Exercise: Purpose of assessment

• Motivation
• Creating learning opportunities
• To give feedback
• To grade

Assessment should be an integral part of the learning process

rather than something that is “tacked on” at the end
(Chris Rust,
http://www.heacademy.ac.uk/ourwork/learning/assessment;
Accessed 9.10.08)
 Purpose of Assessment

• Assessment for Learning (Formative)

• Assessment of Learning (Summative)
• Assessment as Learning (Metacognitive)
 Common Definitions
Activities undertaken by teachers –
and by their students in assessing themselves—
that provide information to be used as feedback to modify the
teaching and learning activities in which they are engaged.

Black, P.J. & Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom assessment. King’s College,
London.

(see http://en.wikipedia.org/wiki/Assessment_for_Learning)
Constructive alignment
 Types of Assessment
• Assessment for learning
• Assessment of learning
• Assessment as learning
• Evaluation
• Pre-assessment
• Formative assessment
• Summative assessment
 Assessment FOR Learning
2 Phases : 1. Pre – Assessment ( Diagnostic Test , Placement Test )
2. Formative Assessment ( Before instruction , During instruction)

Based on variety of information sources:

▪ Portfolios
▪ Work in progress
▪ Teacher observation
▪ Conversation

▪ Provides feedback (verbal or written) to the student that is descriptive and emphasizes
strengths, identifies challenges, and points to next steps.
▪ Involves instructor adjustment of instruction to keep students on track.
▪ Does not provide grades or scores; record-keeping is anecdotal and descriptive.
▪ Occurs throughout the learning process, from the outset of the course of study to the time
of summative assessment.
 Assessment OF Learning
▪ Is accompanied by a grade (summative)
▪ Compares one student’s achievement with standards
▪ Produces results that can be communicated to the student
▪ Occurs at the end of the learning unit.
▪ It is used to certify what students know and can do and the
level of their proficiency and competency.
▪ The results reveal whether or not instructions have
successfully achieved the curriculum outcomes.
▪ The results of which are communicated to the students ,
parents , and other stakeholders for decision making
 Assessment AS Learning
• Requires student awareness of goals of instruction and criteria for
performance.
• Involves goal-setting, monitoring progress, and reflecting on results.
• Implies student ownership and responsibility for moving his or her
thinking forward (metacognition).
• Occurs throughout the learning process.
 Standards for Teacher Competence in
Educational Assessments od Students
1. Teacher should be skilled in choosing assessment methods
appropriate for instructional decisions.
2. Teacher should be skilled in developing assessment methods
appropriate for instructional decisions.
3. Teacher should be skilled in administering , scoring , and
interpreting the results both externally-produced and teacher-
produced assessment methods.
4. Teachers should be skilled in using assessment results when
making decision about individual students, planning teaching ,
developing curriculum, and school improvement.
5. Teacher should be skilled in developing valid grading procedures
which use pupils assessments
 Evaluation
A judgment made on the basis of a
student’s performance.
A process of systematic interpretation,
analysis, appraisal or judgment of the worth of
organized data as basis for decision-making.
It involves judgment about the
desirability of changes in students
 Pre-Assessment
• Determines what a student does and does not know about a topic

• Determine a student's learning style or preferences used to

determine how well a student can perform a certain set of skills
related to a particular subject or group of subjects

• Occurs at the beginning of a unit of study

• Is used to inform instruction

• Makes up the initial phase of assessment for learning

 Formative & Summative
Assessment
Formative assessment
• Determines a student’s knowledge and skills, including learning
gaps as they progress through a unit of study.
• Is used to inform instruction and guide learning.
• Occurs during the course of a unit of study.
• Makes up the subsequent phase of assessment for learning.

Summative assessment
• Is done at the end of a unit of study to determine the level of
understanding the student has achieved.
• Grades against an expected standard.