Assessment

&
Introduction

https://exploringfresh.wordpress.com/category/helpful-quotes/
Ice breaker
 contents
• Assessment
• Importance of Assessment
• Types of Assessment
• Assessment Strategies
• Purpose of Assessment
• Assessment tools practised in the classrooms
what is assessment?
 Learning Intentions
You will be able to:
• answer the question ‘What is Assessment?’ and
‘Why it is important?’
• identify different types of assessment
• share and analyze assessment strategies
• research into purposes of assessment
• differentiate between Assessment for Learning,
Assessment as Learning and Assessment of
Learning
• explore tools of assessment for learning in
effective teaching & learning
 assessment

Assessment is the process of identifying, gathering

and interpreting information about students'
learning. The central purpose of assessment is to
provide information on student achievement and
progress and set the direction for ongoing teaching
and learning.

http://www.curriculumsupport.education.nsw.gov.au/consistent_teacher/assessment.htm
 Why assessment is important
in school environment

• Strives to increase achievement

• Informs students about themselves
• Reflects targets that underpins standards
• Can produce unique results for individuals
• Teachers role is to promote success for different types
of learners
• Students role is to strive for improvement
• Motivates with promise of success
 Types of assessment
• Formative assessment
• Summative assessment
 Types of Assessment
Summative Assessment
- occurs after the learning
- to prove learning
- measures learning
- done to learners
- widens the ability range…
- externally referenced
- outcome focused
Formative Assessment
- occurs during the learning
- to improve learning
- grows learning
- done with learners
- narrows the ability range
- personally referenced
- process focused
© PMB 2007
 Task # 1
• Individually think about assessment strategies you use in
your classroom and then discuss them with your partner.
(Individual and Pair Work)

Assessment Strategies
used in your classroom

10 minutes individual work

10 minutes pair work © DPD alright reserved. Tcs/studies dpd/sbitt/phase-i/2014-15/day5
Feedback
10 minutes
Handout
Simple Assessment Strategies & Tips You Can Use Every Day
15 minutes

1. An open-ended question that gets them writing/talking

Avoid yes/no questions and phrases like “Does this make sense?” In response to these questions, students usually answer “yes”. So of course it’s
surprising when several students later admit that they’re lost. To help students grasp ideas in class, ask open-ended questions that require
students that get students writing/talking. They will undoubtedly reveal more than you would’ve thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they’ve learned. Then, ask them to consider how they
would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students’ understanding of content. Students can show anywhere from five fingers to signal maximum
understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check
for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a
question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while
teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to
monitor and assess understanding. The teacher poses a question or makes a statement. Students then move to the appropriate corner of the
classroom to indicate their response to the prompt. For example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I
agree somewhat,” and “I’m not sure.”
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing
with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher.
This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice
phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the
written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a
conversation that continues with a series of responses and additional questions. Students learn to formulate questions
that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they
learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates
student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a “ticket out
the door” to check for students’ understanding of a concept taught. This exercise quickly generates multiple ideas that
could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found
helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student journals, teachers
can identify class and individual misconceptions and successes.
15. Formative pencil–paper assessment
Students respond individually to short, pencil–paper formative assessments of skills and knowledge taught in the lesson.
Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student
progress and to inform future instruction. Both student and teacher can quickly assess whether the student acquired the
intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you’re covering. Ask them whether they
agree or disagree and to explain why.
17. Analogy prompt
Periodically, present students with an analogy prompt: “the concept being covered is like ____ because ____.”
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately
know what all students know. More than likely, this means during a single class the same technique should not be
repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in
each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she’s
learned. If she can do that successfully, it’s clear she understood your lesson.
22. “Separate what you do and don’t understand”
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they
think they know, but what they don’t know as well. This won’t be as simple as it sounds–we’re usually not aware of what
we don’t know. They’ll also often know more or less than they can identify themselves, which makes this strategy a bit
crude. But that’s okay–the goal isn’t for them to be precise and complete in their self-evaluation the goal is for you to
gain insight as to what they do and don’t know.
And seeing what they can even begin to articulate on their own is an excellent starting point here.

http://www.teachthought.com/teaching/20-simple-assessment-strategies-can-use-every-day/
 Assessment for learning

Assessment for learning is the process of seeking and

interpreting evidence for use by learners and their
teachers to decide where the learners are in their
learning, where they need to go next, and how best to
get them there.
Northern Ireland Curriculum
 AfL in the Classroom

Planning

Learning
Improvement
Intentions

Peer & Self- Learning, Teaching &

Assessment & Input
Evaluation
Assessment Cycle

Formative Success
Feedback Criteria
Learning
Activity

© PMB 2007
Assessment for learning

http://www.richmondpark.amdro.org.uk/english/curriculum/assessmentforlearning/pages/default.aspx
 Assessment of Learning
 The purpose of assessment that typically comes at the
end of a course or unit of instruction is to determine
the extent to which the instructional goals have been
achieved and for grading or certification of student
achievement. (Linn and Gronlund, Measurement and
Assessment in Teaching).

 The purpose of this kind of assessment is usually

SUMMATIVE and is mostly done at the end of a
task, unit of work etc.
Rethinking Classroom Assessment with Purpose in Mind” Page 55
Assessment as Learning
Through this process students are able to learn about themselves as
learners and become aware of how they learn – become meta
cognitive (knowledge of one’s own thought processes).

Students reflect on their work on a regular basis,

usually through self and peer assessment and decide
(often with the help of the teacher, particularly in the
early stages) what their next learning will be.

Assessment as learning helps students to take more

responsibility for their own learning and monitoring
future directions.

Rethinking Classroom Assessment with Purpose in Mind” Page 55

 Task # 2
 As a group compare the three types of assessments
 Think about examples of these types of assessment
in your own teaching
 Record your findings

15 minutes
Feedback
10 minutes
Assessment for learning tools
practised in the classroom

Top 12 AFL Tools

Not a red pen in sight!

Lesley Ann McDermott

http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0
CCIQFjAA&url=http%3A%2F%2Fteachmeet.pbworks.com%2Ff%2F12%2BAFL%2BStrategies%
2BTeach%2BMeet%2B(1).ppt&ei=Cx2rU8ibEYav7Aad54CwBQ&usg=AFQjCNGScJG2cAAHbjtk
I0OLLJJxBys80A&bvm=bv.69620078,d.ZGU
 Progression Traffic Lights
 Use traffic lights as a visual means of showing
understanding. Laminate for display.
RED, AMBER, GREEN
 Either give students red, amber, green cards which they
show on their desks or ask for raised hands.
 At the beginning of the lesson ask for prior knowledge.
 Review in the plenary session.

Instant feed back to inform your planning.

RED = don’t understand, know nothing, not confident...
AMBER = know a little, nearly there...
GREEN = totally get it, got is sussed, confident learner etc...
 Think, Pair, Share
 Pose an opened ended question or problem to which there may
be a variety of answers.
 THINK: Allow ‘thinking time’ and direct them to think about
the question.
 PAIR: Students then work in pairs to share ideas, discuss, clarify
and challenge.
 SHARE: Share ideas with another pair or with whole class

 It is important that students need to be able to share their own

partner’s ideas as well as their own.

 Peer interaction and thinking time are powerful factors in

improving responses to questions.
 Numbered heads together
 Divide students into groups of 4, students
each given a number 1-4
 Teacher poses a question or problem.
 Each individual in the group has to
contribute an idea, answer or solution.
 The group then have to agree on which idea
will be their group answer.
 Teacher calls out a number randomly 1-4.
 Students with that number raise their hands,
and when called on, the student answers for
his or her team.
 ABCD TF YN cards
 Laminate lettered cards A, B, C, D, or T, F, Y, N,
 Ask Multiple choice questions: A, B, C, D.
 Even better when there is more than one correct answer to
spark a discussion, or when the answers depend on the
assumptions the student makes.
 Ask True/False or Yes/No questions.
 Students hold lettered cards up in response.

A B C D T F Y N
If you can’t afford active vote or get hold of active vote
this is a cheaper alternative!
 Class basketball
 Pass a soft ball to one student to give one main idea
from the lesson to share with group.
 The ball then passes to another student to give another
main point of the lesson.
 Once a student has taken part s/he cannot be passed the
ball again.
 This continues until the teacher thinks the main points
have been given.
 Student created problems

 Students in pairs/groups pose a

question for the class to answer –
write it on mini whiteboards or post
its.

 At end of the lesson take the questions

and ask other groups to answer them.
 Students in groups then work on
answers –
 Groups feedback to class with
answers.
 Find the fib

 Write two correct statements about the

lesson and one fib

 Ask students to tell you which one is the

fib and why?
 One, Two, Review, Review
One Two Review Review – I didn’t
‘I’ ‘You’ - I now know... know/think of this
because...

 ONE: ‘I’ – ‘I learned this...’

 TWO: ‘you’ – ‘You thought/added...’
 REVIEW– ‘I now know...’ – what they have learned
from paired conversation
 REVIEW – ‘I didn’t know/think this because...’ – allows
reflection on thought processes.
 Starts with the individual’s contribution and then moves
onto the paired learning experience.
 Two Stars and a Wish
 Peer assessment, self assessment or teacher assessment
 Identify two positive things the student has done well and
what you wish they could do in the future.

 It may be assessment, behaviour, presentation driven. Ask if

they can act on the wish next time or there and then for
immediate action.
 This could be recorded in their books on a sheet.
 Smiley faces

  Got it. Ready to move on!

  Nearly there! Understand some parts but not

all.

  Unsure. Do not understand and need to look

at it again!

Students draw smiley faces to indicate how Good for checking

comfortable they are with the topic. . knowledge on revision lists.
 Thumbs
  I get it

  Sort of – half way there...

  I don’t get it

Check class understanding of what you are teaching

by asking them to show their thumbs.
 Post it
What I have learnt? What I have found easy??

What have I found What do I want to know now?

difficult?

• Set an area of wall space for students to stick post it notes.

• Groups, pairs, individual can answer.
• Instant feedback to inform your planning.
 Task # 3
 Working in small groups
 Discuss the AFL tools used in your classrooms,
most frequently / less frequently
 Prepare a list and share it with other group with one
example of each
 Select a presenter
(Collaborative Work)
15 minutes
Presentation PPT
20 minutes
Wrap up
Thank You