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Lecture 2 Penaksiran Akademik
- 1. LEARNING ASSESSMENT (FCE3501) TOPIC 2 LEARNING ASSESSMENT PLANNING Faculty of Educational Studies Universiti Putra Malaysia
- 3. Role of teachers in realization of National Philosophy of Education 3 Mentor Role model Resource provider Instructional specialist Curriculum specialist Learning facilitator Advocate High Order Thinking Skills Classroom supporter School leader Agent (catalyst) of change Life-long learner Can you explain each role with appropriate example?
- 4. 4
- 5. 5
- 6. Relationship between NPE and Philosophy of Teacher Education 6
- 7. Benefits of constructive alignment • It provides a conceptual framework for planning education quality work. • It can be extended to other areas of learning/development, such as career planning, organizational planning, etc. • It can lead to better results.
- 8. Planning for Learning and Teaching, Assessment and Moderation Three central ideas • The quality of the learning – what will we assess ? • Assessment is ongoing – when will we assess ? • Approaches to assessment – how will we assess ?
- 9. What ? Focus on the experiences and the learning outcomes • The experiences and outcomes are a set of statements which describe the expectations for learning and progression for each of the eight curriculum areas. • The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.
- 10. What will we assess? Each learner’s progress and achievements in terms of : • Knowledge and understanding • Skills • Attributes and capabilities
- 11. How will we assess? • Planning rich and engaging learning experiences • Using a range of approaches to learning / assessment • Gathering appropriate evidence • Working together to gather as much information about each learner’s achievements, strengths and next steps
- 12. say write make do • in response to the whole range of learning experiences • from across contexts and settings The assessment process will involve all partners in • gathering and consideration of evidence by adults and learners • using agreed criteria to arrive at judgements about what has been learned and how well, and what needs to be done next Gathering a range of Evidence Evidence of learners’ achievements may come from things that pupils
- 13. Assessment during learning Taking a close look at individual progress… Assessment of key milestones in learning Progress and achievement Holistic assessment judgements to ‘sum up’ Transitions On-going Periodic Periodic When will we assess?
- 14. 14
- 15. TERIMA KASIH / THANK YOU www.upm.edu.my
Hinweis der Redaktion
- We need to define what assessment is about – why do it? to provide all stakeholders with sufficiently dependable information and feedback to inform judgements, choices and decisions about learning, and to inform planning for improvement.
- What will we assess ? The focus for assessment will be on the knowledge and understanding, skills and attributes and capabilities within the experiences and the learning outcomes
- Consider what kind of activities you plan to offer the learners in your group/class, that will result in evidence of their learning, in line with the principles of CfE: coherence, breadth, depth, relevance, progression, personalization and choice, challenge and enjoyment Consider a range of assessment approaches including Self and Peer Assessment .We know that ‘conversations about learning’ are at the heart of good assessment. The more learners share an understanding about what is to be done, what good learning looks like, and what needs to be done next, the better the learning will be. The assessment process will involve gathering and consideration of the evidence by teachers and learners, using agreed criteria, in order to arrive at judgements about what has been learned and how well, and what needs to be done next. Working together will help ensure that information about the amount and quality of each young person’s learning is both accurate and consistent, and is used as part of improvement planning to promote better learning.
- Gathering evidence Evidence may come from things that learners say, write make or do in response to their learning experiences. The processes of gathering evidence across CfE experiences and outcomes requires an approach to assessment which actively involves both learners and teachers in both supporting learning and in making judgments about progress.
- In developing assessment approaches it is important that we do build on our current effective practice and use self-evaluation activities to identify priorities for improvement. In taking a coherent approach to planning learning, teaching and assessment, it is helpful to plan a strategic approach to ensure there is an appropriate balance between the on-going assessment that supports learning and the periodic assessment at key milestones including for qualifications. We need to be careful that in developing assessment to support learning that we ensure that it does not become too time consuming and have unintended consequences. Well-designed valid tests and examinations will of course continue to be very useful and be used in an appropriate and proportionate repertoire of assessment.