Review of Assessment Toolkit

1. Review of Assessment
Toolkit

2. Background on collaboration with Pearson
• Project Agreement established between
UNESCO Bangkok and Pearson in February
2016
• Focus
1. Support to NEQMAP capacity
development activities (regional and
national workshops & technical
assistance)
2. Development of the module on
assessment literacy for the micro-planning
toolkit

3. 3 categories of local stakeholders
in assessment

4. 4 general learning outcomes expected for all
stakeholders
A. Recognize the purpose of assessment and the three basic
types (diagnostic, formative and summative).
B. Understand how assessments support effective instruction
and grow learning outcomes within educational programs.
C. Recognize and be able to identify basic components and
characteristics of effective assessments (e.g. blueprints, item
types, alignment, difficulty, validity, reliability).
D. Learn from the experiences of other educational systems that
have effectively implemented assessment programs and be
able to select and adapt relevant practices to suit local needs.

5. An effective assessment program
requires four phases of
implementation:

6. Phase 1: Plan – Define Learning Goals and Types
of Assessment Tools
• What is assessment?
“Assessment is simply a process for gathering data about the effectiveness of
instruction and how well students are learning” (Hanna & Dettmer,
2014)
• Examples: informal Q&A dialogue between teacher and student, public
examinations and standardized tests
• An effective assessment program is not any one test or measure of
learning but rather a balanced and comprehensive process that supports
learning.
• Assessment of, for and as learning:
– Summative = Assessment OF Learning
– Formative = Assessment FOR Learning
– Diagnostic = Assessment AS Learning

7. Phase 1: Plan (continued)

8. Phase 1: Plan (continued)
Process for Effective Planning
1.Identify or define learning
outcomes
2.Determine what to report
and how often
3.Select and sequence
assessments that are aligned
to the learning outcomes.
4.Review and evaluate reports
from previous assessment
cycles.
Roles of the respective
stakeholders
1.School leaders
2.Teachers
3.Community

9. Phase 2: Design and Administer
• Blueprint = A plan for the assessment
tool that takes into account reporting
categories, item types and other
parameters

10. Phase 2: Design and Administer (continued)
Explanation of various
concepts
•Validity and reliability
•Depth, breadth & cognitive
complexity
•Reporting categories
•Item types (selected
response, constructed
response, technology-
enhanced, performance tasks,
etc.)
Roles of the respective
stakeholders
•School leaders
•Teachers
•Community

11. Phase 2: Collect Data and Evaluate
Types of scoring and when
to use them
•Raw score
•Percent-correct score
•Scaled score
Roles of the respective
stakeholders
•School leaders
•Teachers
•Community

12. Phase 4: Report (Communicate Results)
Important points
•Ensuring that each
stakeholder gets the
information they need in a
format that is simple but
informative.
•Planning for reporting is an
important part of Phase 1
(planning)
•It is critical that assessment
data not be reviewed in
isolation.
Roles of the respective
stakeholders
•School leaders
•Teachers
•Community

13. Last sections
• Case studies (to be interspersed throughout the module)
• Evaluation tasks (for the three stakeholder groups), e.g.:
–For school leaders: Identify ways in which each type of
assessment can be used to support and grow instruction within
your school and your region.
–For teachers: Discuss ways that you use assessment to monitor
learning and improve instruction within your classroom and
brainstorm ways that you might improve the use of assessments to
improve student learning.
–For community: Describe ways that the community can support
the school’s use of the three types of assessment. Find a
community connection and support for each type.

14. THANK YOU!