Teacher's development

1. Assessment
Presented
By
Tagreed Abed
Faculty of Education
Ain Shams University
Feb.23rd ,2015
Instructor: Dr. Asmaa’ Gheith

2. Question
*What another term do we use to assess our
students?
* What does Assessment mean to you?

3. Assessment & Evaluation

4. The processes of assessment and evaluation in
institutional research began at the end of World
War II and are now common in strategic
planning for higher education. They are used to
measure students’ performance.
These two methods may seem similar, but they are
very different methods.

5. Evaluation
• Evaluation occurs at one moment in time and
involves both quantitative and qualitative
analysis of information.
• It is used to determine whether or not
established goals of any program have
successfully been achieved, to measure the
strengths ,weaknesses and effectiveness of
given programs and teaching methods.

6. “If evaluation is successful it will determine the
match between intended outcomes and actual
outcomes. Evaluation of a program considers
not only student learning but also research
activities, community service and cost-
effectiveness”(https://www.gvsu.edu )

7. Assessment:
* The systematic collection, analysis and
interpretation of information related to a
particular outcome (student learning )and is a
long-term process.
*It is used to evaluate the educational progress
and guide in the decision-making process.
“There is a great amount of quantitative and
qualitative complexity with assessment and the
results guide us. Assessment does not dictate
decisions to us but aids our professional
judgment to make appropriate decisions”
(https://www.gvsu.edu/.../)

8. • “Since assessment focuses on goals for
• student learning, and evaluation addresses
all the major goals of a program, in
combination they result in the ongoing
development of building a strong, resilient and
successful institution”
(https://www.gvsu.edu/.../)

9. Key differences between A.&E.
Dimension of Difference:
1-Content: timing, primary purpose
2 -Orientation: focus of measurement
3- Findings: uses
• http://duke.edu/arc/documents

10. Assessment Evaluation
Summative: final, to
measure quality
Product-oriented:
what’s been learned
Judgmental: arrive at
an overall grade/score
Formative: ongoing,
to improve learning
Process-oriented:
how learning is going
Diagnostic: identify
areas for
improvement

11. In general:
*Summative assessment: refers to summary
assessments of student performance – including tests
and examinations and end-of-year marks.
Summative assessments of individual students may
be used for promotion, certification or admission to
higher levels of education. It is referred to as
Assessment of learning,
*Formative assessment: draws on information
gathered in the assessment process to identify
learning needs and adjust teaching : Assessment for
learning.
( Looney,2011)

12. Advantages of Formative Assessment
• It encompasses: classroom interactions, questioning,
structured classroom activities, and feedback aimed
at helping students to close learning gaps.
• Students are also actively involved in the assessment
process through self- and peer-assessment.
• Information from external tests or from school
inspections may also be used formatively to identify
learning needs and adjust teaching strategies. The
crucial distinction is that the assessment is formative
if and only if it shapes subsequent learning
(Black and Wiliam, 1998; Wiliam, 2006 in
Looney,2011).

13. Assessments and evaluations have been
developed to meet a range of purposes
(Looney, 2011),
1-Accountability:is seen as a way to motivate
improvement. Data on educational performance
are made available to taxpayers, parents and
policy makers, who want to know whether
schools are meeting standards,

14. 2-School and system improvement – School
leaders, teachers and policy makers may refer
to data to identify areas where schools are
performing well, and where they may need to
improve. These data may help shape policy
and/or school management decisions on
resource distribution, curriculum development
and so on. Teachers may also use the data to
shape general teaching strategies

15. 3- Support for student learning through
classroom-based formative assessment –
Information on individual student progress and
understanding is used to adapt teaching. The
focus is on helping all students meet learning
gaps.

16. Authentic Assessment
http://jonathan.mueller.faculty.noctrl.edu/toolbox/
whatisit.htm (2014)
• A form of Assessment in which students are asked
to perform real-world tasks that demonstrate
meaningful application of essential knowledge
and skills (Mueller,2014).
• "Performance assessments call upon the
examinee to demonstrate specific skills and
competencies, that is, to apply the skills and
knowledge they have mastered." -- Richard J.
Stiggins -- (Stiggins, 1987, p. 34 in Mueller,2014).

17. Alternative Names: Authentic Assessment
• Performance Assessment: Students are often
asked to perform real-world or authentic tasks
or contexts.
• Alternative Assessments: Alternative to
traditional assessment using a rubric.
• Direct Assessment: Provides more direct
evidence of meaningful application of
knowledge and skills.
• (Based on Mueller,2014 PP)

18. Differences between Traditional and Authentic
Assessment
Traditional: Teachers make sure that students
know the content of the disciplines when they
graduate. Usually , traditional assessment
depends on memorizing the material to be able
to retrieve it on the test.
Authentic : Usually includes a task for
students to perform and a rubric by which
their performance on the task will be
evaluated.

19. • In the TA model, the curriculum drives the
assessment. “The” body of knowledge is
determined first. That knowledge becomes the
curriculum that is delivered. Subsequently,
the assessments are DEVELOPED and
administered to determine if acquisition of the
curriculum occurred.

20. In Authentic Assessment
Assessment drives the curriculum. That is,
teachers first determine the tasks that students
will perform to demonstrate their mastery and
then a curriculum is developed that will enable
students to perform those tasks well, which
would include the acquisition of essential
knowledge and skills.
(It is like preparing an instructional program)

21. Reflection?
Can you think of professions which require an
authentic assessment or direct demonstration
of relevant skills before someone can be
employed in any field?
Do you think that we should ask the same of our
students before we say they are ready to
graduate? Or pass a course? Or move on to the
next grade?

22. Possible Answer
• Doctors, electricians, teachers, actors and
others must all provide direct evidence of
competence to be hired. Completing a written
or oral test or interview is usually not
sufficient.

23. My Reflection
My own examples about BZU
Ruba, Rania, Adnan,……Conducting
experiments …micro teaching..
My Methodology SS= Micro teaching and
Praticum
My experience in interviewing
teachers:testing

24. Reasons for Testing /Assessment (Ur,1996, p:34
* Give the teacher information about where the
students are at the moment, to help decide what
to teach next;
* Give the students information about what they
know, so that they also have an awareness of what
they need to learn or review;
* Assess for some purpose external to current
teaching (a final grade for the course, selection);
* Motivate students to learn or review specific
material;
* Get a noisy class to keep quiet and concentrate;

25. *Provide a clear indication that the class has
reached a “station” in learning, such as the end
of a unit, thus contributing to a sense of structure
in the course as a whole;
*Get students to make an effort (in doing the test
itself), which is likely to lead to better results
and a feeling of satisfaction;
*Give students tasks which themselves may
actually provide useful review or practice, as
well as testing;
* Provide students with a sense of achievement
and progress in their learning

26. Types of Traditional Testing Items
1- Questions and answers
2-True/false
3-Multiple-choice.
4-Gap-filing and completion
5-Matching.
6-Cloze
7-Transformation
8-Rewriting.
9-Essay

27. Reasons for conducting Authentic Assessment
• To train students to use the acquired knowledge
and skills in the real-life , or authentic situations.
• We cannot fill students’ minds with information
We teach them to construct meaning of the world,
using information from the text, world and their
own experiences
• To encourages the integration of teaching,
learning, and assessing.
• Since there are different strengths and
weaknesses in how people learn. Similarly, they
are different in how they can best demonstrate
what they have learned.

28. Can you think of some types of Authentic
assessment in Language Classrooms
1-
2-
3-

29. Possible answers
• Product
–Essays
–Stories or Poems
–Research Reports
–Art Exhibit or Portfolio
–Newsletter
–Newspaper
–Poster
–Performance

30. Oral Performances or Presentations
• Performance-based assessments include
interviews, oral reports, role plays, describing,
explaining, summarizing, retelling,
paraphrasing stories or text material, and so
on.
• Oral assessments should be conducted on an
ongoing basis to monitor comprehension and
thinking skills

31. • Beginning L.L. often experience success when
writing assignment is GUIDED or structured.
FOCUS ON PROCESS
• The teacher can guide students through a pre-
writing stage, which includes discussion,
brainstorming, webbing, outlining, and so on.
The results of pre-writing, as well as the
independently written product, can be
assessed.

32. – Audio- and videotaped recordings of readings or
oral presentations.
– Writing samples such as dialogue journal entries,
book reports, writing assignments (drafts or final
copies), reading log entries, or other writing
projects.
– Art work such as pictures or drawings, and graphs
and charts.
– Conference or interview notes and anecdotal
records.
– Checklists (by teacher, peers, or student).
– Tests and quizzes.

33. What criteria do we use to measure students’
performance in the task? RUBRIC
• Definition: A scoring scale used to assess
student performance along a task-specific set
of criteria:
• Comprised of two components:
–Criteria
–Levels of Performance

34. • Analytic
articulates levels of
performance for each
criterion so the teacher
can assess student
performance on
each criterion.
–
– PP based on Mueller(2014)
• Holistic
• Assigns a level of
performance by
assessing
performance
across multiple
criteria as a
whole.

35. References
• Authenic Assessment .PP.Retrieved feb 15,2015 from
www.usd261.org:8080
* Flórez, M.T.& Sammons,P.(2013). Assessment for learning:
effects and impact. CfBT Education Trust
Centre for British Teachers
*Jon Mueller,J.(2014) Authentic Assessment Toolbox.
Retrieved Feb,15,2015 from ?
*Ur, Penny (1996). A Course in Language Teaching Practice
and Theory. Cambridge University Press.

36. THANK YOU ALL FOR YOUR
PATIENCE
Tagreed Bajes Butros Abed

37. MY EXAMPLE: KWL
• Many teachers have success using K-W-L charts
(what I know/what I want to know/what I've
learned) to begin and end a unit of study,. Before the
unit, this strategy enables teachers to gain an
awareness of students' background knowledge and
interests. Afterward, it helps teachers assess the
content material learned. K-W-L charts can be
developed as a class activity or on an individual
basis. For students with limited English proficiency,
the chart can be completed in the first language or
with illustrations.