ASSESSMENT

KEY CONCEPTS

• The process of • A process of • Using an evaluative

collecting evidence collecting and device or procedure

Assessment
about programmes, interpreting in which a sample of
systems, evidence for some an examinee’s
Evaluation

procedures and purpose (Harlen, behaviour in a

processes. 2007:12). specified domain is
• The interpretation of • It supports learning obtained and

Testing
evidence with and helps measure subsequently
respect to stated or progress being evaluated and
desired objectives. made towards scored using a
(Harlen, 2007:12) planned outcomes. standardized
process. -
• “ a snapshot in time”
WHAT IS THE PURPOSE OF ASSESSMENT IN THE
PRIMARY SCHOOL CURRICULUM?
Assessment is about building a picture over time of a child’s progress and/or
achievement in learning across the Primary School Curriculum.

Information about how the child learns (the learning process) as well as what the child
learns (the products of learning) shapes the picture.

The teacher uses this information to identify and celebrate the child’s current
learning, and to provide him/her with appropriate support for future learning
WHAT DOES ASSESSMENT INVOLVE?
For the teacher, assessment involves gathering information to understand better how
each child is progressing at school and using that information to further the child’s
learning.

Assessment, therefore, goes far beyond just testing. It concerns the daily interactions
between the teacher and each child that include moment-by-moment conversations,
observations and actions.
WHAT IS ASSESSMENT?
Assessment is the process of gathering, recording, interpreting, using, and reporting
information about a child’s progress and achievement in developing knowledge, skills
and attitudes.
WHAT IS ASSESSMENT?
Assessment involves many overlapping and often simultaneous activities—gathering,
recording, interpreting, using, and reporting information.

These activities can happen within a few seconds or, in contrast, over a period of
days or weeks depending on the purpose of the assessment and the methods used.
The curriculum describes assessment as having four functions—
formative,
summative,
evaluative
diagnostic.
It focus on two principal approaches to assessment: • Assessment for Learning (AfL) • Assessment of
Learning (AoL).
These interrelated and complementary approaches emphasise two aspects of assessment that are
central to the teacher’s work
: • The teacher uses evidence on an ongoing basis to inform teaching and learning (AfL)
. • The teacher periodically records children’s progress and achievement for the purpose of
reporting to parents1, teachers and other relevant persons (AoL).
ASSESSMENT FOR LEARNING (AFL)
In essence, AfL helps teachers and children to focus on three key questions:

• where are children now in their learning?

• where are children going in their learning?
• how will children get to the next point in their learning?
ASSESSMENT FOR LEARNING (AFL)
It takes place in the day-to-day minute-by-minute interactions between teachers and
children.

Everything children do, say and make—asking questions, working on a project or a

task alone or collaboratively, playing, designing or making a model, and so on—has
the potential of providing the teacher and the children themselves with information
about what they do and don’t understand and what they can and cannot do.
ASSESSMENT OF LEARNING (AOL)
In contrast, assessment of learning (AoL) focuses more on mediumand long-term
assessment.
AoL generally involves assessing a child’s learning at the end of a given period, such
as the end of a unit of work, a week, a term, or a year.
The emphasis in AoL is on measuring a child’s cumulative progress towards curriculum
objectives.
A grade or a score is often the only feedback a child receives. While these results
are useful to the teacher they can be of limited value to the child, unless the teacher
identifies the essential information they provide about the child’s progress and
achievement and communicates this to the child.
AoL also helps the teacher to plan future work, to set new targets, and to provide
feedback and information for end-of-year assessment.
 ASSESSMENT VS EVALUATION

Assessment Evaluation
(Richards & Schmidt, (Richards & Schmidt,
2010:35-36), 2010:206),
“assessment n “evaluation n
a systematic approach to in general, the
collecting information systematic gathering of
and making inferences information for
about the ability of a purposes of decision
student or the quality or making. Evaluation may
success of a teaching use quantitative
course on the basis of methods, qualitative
various sources of methods, and value
evidence.” judgements.”
 CLIL ASSESSMENT FOR AN D OF LEARNING
STRATEGIES
FOR learning is “…the process of
seeking and interpreting evidence for
use by learners and their teachers to Examples
decide where the learners are in their
learning, where they need to go and (please, choose FOR or OF):
how best to get there” (Assessment
reform group, 2002).

CLIL Questions and answers in Peer

assessment OF learning “refers to strategies class assessment
designed to confirm what students
know, demonstrate whether or not
they have met curriculum outcomes
or the goals of their individualized
programs, or to certify proficiency
and make decisions about students’
future programs or placements” (Earl
& Katz, 2006:55).
 ASSESSMENT FOR LEARNING PROCESS
Please, suggest
your examples.
5. Adapting
1. Eliciting 4. and
evidence Providing responding to
feedback learning
of learning needs

2.
3. 6. 7.
Interpreting
the
Identifying
the gap
Scaffolding
new learing
Closing
evidence
the gap
Adapted from Heritage (2010:11-15).
ASSESSMENT OF LEARNING PROCESS
Why Assess? to certify or inform parents or others of student’s proficiency
in relation to curriculum learning outcomes
Assess What? the extent to which students can apply the key concepts,
knowledge, skills, and attitudes related to the curricular
outcomes
What Methods? a range of methods in different modes that assess both
product and process
Ensuring • accuracy, consistency, and fairness of judgements based on
Quality high-quality information
• clear, detailed learning expectations Please, suggest
• fair and accurate summative reporting your examples
Using the • indicate each student’s level of learning • provide the
Information foundation for discussions on placement or promotion
and discuss them
• report fair, accurate, and detailed information that can be in small groups.
used to decide the next steps in a student’s learning
Earl & Katz (2006:65).
Source: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
 WHAT DO WE
ASSESS?
Think about your current
system of evaluation.

Which of the skills

mentioned above are
included in it? How could we
adapt it to CLIL?
Baxter (1997:17)
 Open the following link (pages 15, 16, 17)
and add some examples of assessment
tools:
ASSESSMENT TOOLS EX•AMSPeLlfE-Sassessment http://cefire.edu.gva.es/pluginfile.php/86
Procedures • Peer-assessment 9799/mod_resource/content/2/Unit%2

How do w• Tee
acher-assessment 03%20Assessment%20in%20the%20te
aching%20learning%20process.pdf
assess? • Grids, tables
• Visual texts 1. Procedures
Formats • Matching information 2. Formats
• Labelling 3. ICT tools

• Learning management systems

ICT tools • Test-makers
• Online quizzes
ASSESSMENT IN MATHEMATICS Please, take a look at
the assessment
• Anecdotal Notes
examples:
http://www.learnalberta.
Observation Checklists
Strategies & • Conversations ca/content/mewa/html/a
• Portfolios ssessment/strategies.ht
tools • Question and Answer ml

• • Checklists, Rating Scales and Rubrics

• explain, interpret and justify what they know in their own

ways
Mathematics, • make and explore connections that are not immediately
obvious
• speak to their peers about the personal strategies they

learning have used to arrive at their solutions

• provide evidence of their learning based on explicit
criteria
outcomes • create new ways to express ideas, insights and feelings
• take action when they recognize that their understanding
of issues, problems and ideas could be improved.
 AREAS OF ASSESSMENT
CONTENT LANGUAGE
HOW? WHAT? • Recall subject-specific vocabulary
Methods that use the • Operate functionally, using appropriate
least language: • Factual Knowledge
• General language structures and forms to discuss
• Grids understanding
• Drawings • Higher-level thinking
and disagree, ask effective questions,
• Pictures skills: interpretation, report, etc.
• T/F analysis, synthesis,
• Correction of wrong application • Listen or read for meaning
facts • Independent research • Present or discuss effectively
• Simple answer skills
questions Please, • Demonstrate thinking/reasoning
suggest • Show awareness of grammatical features
your of the language
examples.
RUBRICS
• Rubric [BG: pубрика; DE: Kriterienkatalog, Bewertungsraster; ES: rúbrica; FR: répertoire;
IT: rubrica (valutativa); LV: vērtēšanas kritēriju kopums, rubrika; RO: set de descriptori de
performanță; SV: rubriken; TR: değerlendirme çizelgesi]:

a scoring tool usually in the form of a matrix used to assess learner outcomes
(products, performances). A rubric includes a set of criteria, standards and levels of
performance. Rubrics can be holistic – where the teacher scores the product as a
whole ‒, analytic – where the teacher scores part of a product ‒, general or
specific.

Sourcehttps://www.alsdgc.ro/userfiles/2827-10627-1-PB.pdf
 DEVELOPMENT OF RUBRICS
• Rubrics video https://www.youtube.com/watch?v=xEMjcn9JWko

What are the main features of

rubrics?
How can you use rubrics in
your teaching practice?
How do you score students’
work?
RUBRIC PURPOSE AND DESIGN
Defines
How to design a rubric:
criteria

• Topic
• Objectives
Adds self & • Performance criteria, %
Improves
peer
assessment
Rubric results • Achievement levels
• Quality scale

More information:
Reduces http://www.ascd.org/publicatio
stress ns/books/112001/chapters/W
hat-Are-Rubrics-and-Why-Are-
EXAMPLE: HOLISTIC RUBRIC

Source: http://www.alsdgc.ro/userfiles/2827-10627-1-PB.pdf
EXAMPLE: ANALYTIC RUBRIC

Source: https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx
EXAMPLE: CLIL RUBRIC,
CONTENT

Source: http://aeclil.altervista.org/Sito/wp-
content/uploads/2013/02/AECLIL-Assessment-
and-evaluation-in-CLIL.pdf
EXAMPLE: CLIL RUBRIC,
LANGUAGE

Source: http://aeclil.altervista.org/Sito/wp-
content/uploads/2013/02/AECLIL-Assessment-
and-evaluation-in-CLIL.pdf
EXAMPLE: CLIL RUBRIC,
COOPERATION

Source: http://aeclil.altervista.org/Sito/wp-
content/uploads/2013/02/AECLIL-Assessment-
and-evaluation-in-CLIL.pdf
ICT RUBRIC TOOLS
https://rubistar.4teachers.org

https://www.rcampus.com/indexrubric.cfm

https://www.quickrubric.com/

https://www.quickrubric.com/

https://chrome.google.com/webstore/detail/orangeslice-teacher-
rubri/hfbffoacepkeklpippgijnoemfmiondo?utm_source=permalink
 BIBLIOGRAPHY
https://ncca.ie/media/1351/assessment-guidelines.pdf