This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.

1. Webinar Series 4
Assessment in Pedagogy of Education
Department of Education
Manonmaniam Sundaranar University
Tirunelveli – 627 012

2. Patron
Prof. K. Pitchumani
Hon’ble Vice Chancellor
Manonmaniam Sundaranar University
Tirunelveli – 627 012

3. Prof. B. William Dharma Raja
Dean, Faculty of Arts
Head, Department of Education
Manonmaniam Sundaranar University
Tirunelveli – 627 012
Organizing Secretary

4. Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University, Tirunelveli-12
Resource Person

6. Agenda Feedback devices01
Guidance as a feedback device02
Assessment of portfolios03
Reflective journal04
Rubrics05
Competency based evaluation06
Assessment of teacher prepared ICT
Resources
07

7. Art of Teaching Children
Pedagogy
• Ways and means - Art and Science - theory and practice - of Teaching / to Lead Children
• Interaction between teacher, student, leaning environment and learning task
• Creates, transact and imparts - knowledge, skill and attitude in educational context
• Instructional strategies - governed - Teachers experience, preference, content, nature
of learner
• Educational goals - set by Teacher & Student

8. Pedagogy
03
01 Teaching
Styles
Teaching Theory
Feedback and
Assessment
02

9. Assessment
• Sets direction for ongoing Teaching & Learning process
• Determines achievement of educational objectives
• Gather evidence to judge about student progress
• Teachers- evaluate their teaching - modify, adapt or
change strategies “Assessment is the process of
identifying, gathering and
interpreting information about
students' learning”

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Assessment – Pedagogy
• Ongoing to support learning
• Measures across all dimensions
• Addresses the learning strategies,
processes and the learning outcomes
• Learners reflect on their own learning
• Various tasks with clear success
criteria
• focusing on application on knowledge
• Positive Learning atmosphere
• Active learners who construct
knowledge out of personal
experience
• Opportunities for reflective practice
to ensure self-regulated learners
• Personalized & caters needs of all
learners
• Connections with real life situations

11. Feedback

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Feedback - Meaning
“Feedback – Process - in which the effect or output of an
action
is returned (fed – back) to modify the next action”
• Dialogue between people which reflects back how another person
sees someone else's behavior or performance.
• All kinds of comments made after the fact, including advice, praise,
and evaluation is referred as feedback.
• feedback informs one’s efforts and progress towards reaching a
definite goal.

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Modifies action5
Assess teaching6
Critical component of ideal
instructional cycle7
Path to progress8
Ongoing & Continuous Process 1
Cost effective approach 2
Bridges
Assessment & Learning 3
Assess performance of learner 4
Feedback
Feedback

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Feedback - definition
Collectively the research defines feedback as information:
• for the learner and teacher about the learner’s performance
• about performance relative to learning goals
• based on evidence of learning
• from the teacher, the student or peers
• leading to changes in teacher and student behaviour.

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Objective of Feedback
drive a student’s
understanding
or performance
towards a
learning goal
justify t students
how their mark or
grade was derived
identify and
reward specific
qualities in
student work
Motivate
students to act on
their assessment
to improve
drive a teacher to
assess her teaching
performance ad
competncy
develop student
to monitor,
evaluate and
regulate their own
learning

16. Models of feedback - Focus
Where is the learner going /
where am i
Where is the learner right now/
How am i
How to get there / where to
next
1
2
3
Hattie and Timperley - Model of feedback (2007)
Black and Wiliam - Model of formative assessment (2009)

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Levels of feedback
Feedback can be provided at one or more of four levels:
1. The learning activity
2. The process of learning
3. The student’s management of their learning
4. The student as an individual

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Keys to Effective feedback
Learners Characteristics
Instructional Content
Feedback Level
Feedback Structure

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Feedback - Outcome
As a result of the feedback process, changes could include:
• increased student effort;
• student use of more effective strategies;
• improved student autonomy, self-assessment and self-management;
• teacher provision of more appropriate and specific goals; and
• teacher adaptation of teaching strategies to meet students’ needs.

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Importance of feedback
• Improvement and progress in learning experience of students;
• Significant effect in professionalizing teaching;
• facilitate students’ development as independent learners ;
• Shapes the learning future practice;
• Promotes student learning;
• Reduces the gap between higher and lower-achieving students; and
• Information about student’s progress towards a learning goal.

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Features
• Constructive - meaningful
• Timely feedback
• Actionable
• Student friendly
• Forward looking suggestions – path forward not addressing past
errors
• Stress positive relation between their effort and achievement and
reduce uncertainty
• Sustain the learners level of engagement and interest in learning
• Ongoing, consistent and
• Minimal complexity to convey needed corrective or elaborate
instruction (cognitive overload)

22. Informal (Spontaneous)
Formal (Planned, Scheduled Systematic)
Formative (ongoing)
Summative (Product focused)
Student self feedback
Student self feedback
Teacher feedback
Negative feedback (corrective comments)
Positive feedback (affirming comments)
Types

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Feedback Opens Door of opportunities to……
4
5
6
1
2
3
learners to adjust their thinking and behaviour
improved learning outcome
Cues to instructors about errors, weakness in their
teaching method
Effective improvement in achievement
develop Self regulatory learning skill
Improves learners knowledge acquisition, motivation
and satisfaction

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Summarize- feedback
• Understanding of what good performance or goal means
• Simplifies the improvement process or reflections in learning
• Provide quality information about their
• Allowing peer dialogue in understanding feedback
• Inspiring motivational beliefs
• Provide opportunities to close the gap between current and desired performance
• Effective feedback can provide information to teachers that can be used to help
shape the teaching:
• Give positive learning environment
• Choosing right moment (timely) – bored uninterested
• Inform revised goal targets that are at, or just beyond learners current abilities

25. Devices
Feedback devices

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Feedback devices - Criteria for selecting
• Plan
• Selection of appropriate feedback
• Selection of specific time for feedback
• Ask the recipient for own feedback
• Actively listen & understand student emotion
• Providence of proper feedback
• End on a Positive way

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Key point for using feedback devices
• Safe, secured, flexible and comfortable
• Never criticize - personal, social, economic
• Check understanding by students opinion
• Accept his plans for improvement
• Be positive

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Guidance as a Feedback device
“Guidance is a process, device and technique
which helping an individual
discover & develop - potentialities, abilities and capacity
towards progress”
Conscious effort to assist in social, emotional and intellectual growth
and progress of an individual

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Educational Guidance
“Educational guidance is a process of assisting the individual student
to reach optimum educational development”
• Assistance given to pupils in their choices and adjustment with relation to schools,
curriculum, courses and school life
• Dynamic
• Continuous process
• It is also used as a feedback device
• Effective for Training programme
• Primary concern - Student’s success in educational career

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Role of guidance for providing feedback
• Identify - problem, potential, talent, ability
• Provide help – Solve problems
• Provides motivation
• Guides towards improvement
• Provides strategies and techniques for effective performance

31. Assessment
of
Portfolio

32. Assessment of Portfolio
‘Portfolio is a collection of student work that can exhibit students efforts,
progress and achievements in various areas of curriculum’
• Profile – biodata
• A systematic purposeful collection of an individual’s work which can demonstrate
learning and can be used as an effective assessment tool
• Reflects the Skill, knowledge, Attitude
• Teachers guide the student’s for effective performance
• Sample for students work which shows growth overtime
• Qualitative
• A student portfolio creates a channel of communication between home and school.
• Both formative and summative assessment is possible
• Each portfolio entry needs to be assessed with specific leaning objectives

33. Student portfolio
• The purposeful systematic completion of work done by student
which reflect the students best efforts are called student portfolio.
• Cumulative assessment or collection of students work, samples
progress and achievement in one or more area
• Document - Collection of works accomplished by the student
• Portfolios are practical ways of assessing the students work
throughout the year
• An alternative to standard assessment
• Students outstanding works which depicts their achievements
• Developed by both teacher and student

34. Portfolio - Characteristics
• Focused
• Samples of students work
• Selective
• Systematic and organized
• Reflective
• Evaluative
• Excellent communication tool between students – teachers,
parents and peers

35. Portfolio - Purpose
• Reflect on their growth over a period of time
• Basis for assigning grades
• Showcase finished work & achievements
• Communication with parents
• Placement
• Analyze and assess their students progress
• Plan and manage students time to complete work
• Integrate diverse experiences in and out of the classroom
• Make decisions about future goals based on evidence and criteria

36. Portfolio - Elements
1. Cover letter – summarizes the evidences of a students
learning & progress
2. Table of contents– no of pages
3. Entries – best pieces of work, reason for less work
(core and optional)
4. Date on all entries
5. Drafts – oral and written products or revised versions
6. Reflections – performance in formative summative
assessment in learning process progress and
growth

37. Types
• Showcase or Display Portfolio
– exhibit the best of students performance- strength weakness
• Developmental or Working Portfolio
– Shows students and teachers effort on process – current work
• Assessment or Progress Portfolio
• – Used for assessment of progress – best works of students – formative and
summative

38. Steps to build a Portfolio
3. Decide what to be included
depends on the type of portfolio
1. Set a purpose for
portfolio
4. Choose paper or digital
portfolio
5. Student involvement-
depending upon the type of
portfolio and students age group
2. Determine how you will
grade it

39. Advantages

40. Summary - Portfolio
• Evaluation by teacher, peer and self
• Growth reflections over a period of time
• Self portrait with guidance and feedback
• To report student achievement to parents
• College admission
• Job
• To determine grades
• Self reflection and self assessment skills

41. Reflective Journal

42. Reflection
“Reflection refers to the active intellectual monitoring and evaluation of
one’s own formal learning and professional practice activities, to
examine them for new understandings that add to the individual’s
accumulated knowledge and experience”
• Reflective thinking based on experiential learning is a key skill required
for the lifelong learner and the socially mature professional
• Looking back at an event idea and experience which deals with
teaching learning process & students learning process

43. Reflective journal
“Personal account of an educational experience”
A space to record & reflect upon ones own observation & response to
situation
• Personal record – teacher student
• Transfer thought processes into words
• Valuable tool in developing self-assessment
• Critical reflection in learning and learning experiences
• Collaborative work
• Effective for practicing professional skills

44. Cont…
• Valuable learning tool
• Record of thoughts and insights about ones own learning
• Enables deep thinking about your learning and take charge and guide for your own
learning
• Record any observation, experience, thoughts and feelings that are significant to you
and learning
• What you did
• How you did
• Why you did
• How you felt

45. Reflective journals for teachers
• Analyze experiences working with students and relate it to other
• Experiences with teaching theories
• Appropriateness and applicability of methods
• determine what results in the best outcome and the most
productive learning environment for students
• improve the reflection on teaching skills.

46. Reflective journal for student
• Record to develop learners ideas and insight
• Analyze learning process fro self development
• Reflections - Subject, content, personal experience, perspective of
class
• Better understanding of self

47. Reflective journal - Purpose
• develop an understanding of how the same event or issue might be
perceived in varying ways based on the attributes of the observer
• opens your mind to these varying perspectives of your classmates and
where those perspectives came from
• develop your own beliefs and investigate what you base those beliefs on
develop your logic and ability to incorporate what you know or what you
are learning into your beliefs and perspective
• Connect historical events to one another and relate these events back to
you today

48. Writing journal
According to Hatton & Smith (1995)
• Descriptive writing
• Descriptive reflection
• Dialogic reflection
• Critical reflection

49. Basic writing steps - Reflective journaling
3. Analyze Your Thoughts,
Feelings and Reactions
4. Make conclusions
2. Reflect: Contemplate on the
Experience
1. Record an Experience/Event

50. 1. Record an Experience/Event
• Describe the event
• Who/what was involved?
• What part did who/what play in the event?
• What will you do differently?

51. 2. Reflect: Contemplate on the Experience
• What are your reactions to what happened?
• What are your feelings about what happened?
• What are the positive aspects and the negative
aspects of the situation?
• What you have learned from what happened?

52. 3. Analyze Your Thoughts, Feelings and Reactions
• What was really going on and was everything as it appeared?
• What sense can you make of the situation?
• Can you integrate a learned theory into this particular experience?
• Can you demonstrate a better grasp of what occurred and how this
helped in your overall development as a teacher?

53. 4. Make conclusions
• What can you take away with you from this experience?
• What can be concluded in general and in a specific sense from this
experience and the analyses you have made?

54. Conditions for reflective journals
• Don’t limit to mere description
• Reflection, analysis and reason for happening
• Give honest analysis
• Don’t include everything only key aspects or important ideas

55. Benefits of reflective journal
• Helps in healing emotional wounds
• Solves educational problems
• Gives clarity in thinking
• Provides insights into your actions
• Provides a focus on your dreams

56. Tips for effective reflective journal
• Always keep the journal nearby
• Make regular entries
• Participate and observe
• Summarize and contemplate
• Review regularly

57. Rubrics

58. Rubrics
• A rubric is a unified criteria for students’ work that includes descriptions
of the level of performance.
• Set of guidelines to assess performance
• consist of a fixed measurement scale and detailed description of the
characteristics for each level of performance
• Focus on quality not quantity
• Scoring tool

59. Cont…
• Descriptive in nature
• Skills to be evaluated are described as various levels and that the
level of the students is identified for that particular skill
• Increase the consistency and reliability of scoring
• Used to assess individuals or groups and, as with rating scales, may
be compared over time.

60. Cont…
• communicate expectations directly, clearly and concisely to students
• constructed with input from students
• quality work for students to use as reference points
• used for summative purposes to gauge marks by assigning a score to
each of the various levels.

61. • Level 4 - Standard of excellence level
All aspects of work exceed grade level expectations and show exemplary
performance or understanding.
• Level 3 - Approaching standard of excellence level
Indicate some aspects of work that exceed grade level expectations and
demonstrate solid performance or understanding.
• Level 2 - Meets acceptable standard
Indicate minimal competencies acceptable to meet grade level expectations.
• Level 1 - Does not yet meet acceptable standard
Not adequate for grade level expectations and indicates that the student has
serious errors, omissions or misconceptions.

62. Example - Rubric

63. Purpose of Rubrics
• tool to set his learning objectives
• Evaluate students performance
• Scope for students’ self-reflection and to become aware of their
own learning
• Reflect the student progress and teaching process

64. Steps in creating a Rubric
1. Select the learning activity - general or specific in nature
2. List the criterion relating to the learning activity
3. Decide levels for each criterion ranging in different modes
4. Develop rubric template.
5. Execute the learning activity and record scores against each
criterion
6. Asses and evaluate children’s performance based on the scoring in
rubric.
7. If required, revise the rubric based on the feedback and
performance of children.

65. Analytic Rubrics
• An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column
and with levels of performance listed across the top row often using numbers and/or descriptive tags
• To analyze relative strengths and weaknesses among component tasks
• Focus on Multiple aspects - Breaks the objective into components parts
• detailed feedback
• to assess complicated skills or performance
• make students to self-assess their understanding or performance.
• each of the criteria is scored individually.
• weighted to reflect the relative importance of each dimension.

66. Analytic Rubric

67. Holistic rubric
• Focus on one level or rating of performance that best exemplifies the overall
quality of performance, proficiency or product
• Easy to create
• Quick snapshot of achievement.
• A single dimension is adequate to define quality
• an overview of student work
• There is no correct answer/response to ask a task (e.g. creative work)
• The assessment is summative

68. Holistic Rubric

69. Good Rubric
• address all relevant content and performance objectives;
• define standards and help students achieve them by providing
criteria with which they can evaluate their own work;
• be easy to understand and use;
• be applicable to a variety of tasks;
• provide all students with an opportunity to succeed at some level;
and
• yield consistent results, even when administered by different
scorers.

70. Conditions
• Developing criteria - Acceptable level
• Criteria should not go beyond the original performance task
• Reflect higher order thinking skills -demonstrate within the
parameters of the initial task.

71. Competency
Based Evaluation

72. Competency Based evaluation
• Competency comprises knowledge, skills or attributes that are required to
perform activities in a given role or fulfill a particular job function effectively.
• Focus on potential or existing skills and competencies of individual to specified
performance standards
• Process used to identify the suitability of the individual to given role
• Determines the aptitude and sustainability for certain roles
• This assessment ensures the skill and competency profile align with the career
strategic plans
• Competence means being able to operate in a real world situation.

73. Competency based evaluation
• Evidences to establish conclusions on character and scope of learner
progress towards professional standard
• Beyond mastery of information
• Skillful organization of factual knowledge within framework
comprised of communication skill
• Interpersonal conduct

74. Features
• Competency-based assessment is criterion based.
This means that learners are assessed not in competition against others. They are
assessed against a standard criteria or benchmark. The criteria used may be from a
set of competency standards, learning outcomes or other performance outcomes.
• Competency-based assessment is evidence based.
This means that decisions about whether a person is competent are based upon
evidence demonstrated, produced, gathered or provided by the person to be
assessed.
• Participatory based
• Supports the underpinning principles of adult learning

75. Steps in creating Competency Based Assessment
• Articulate competencies
• Develop evidence of competency
• Build student friendly rubric
• Create learning experience

76. Benefits
• Depth and value to curriculum
• Improved clarity and transparency
• Increased efficiency – honed skills and competency
• More seamless personalization of learning
• It helps shift towards culture of assessment
• Students better understand their learning profile
• Removes the stress of grading – letters and percentage

77. Types of competency based assesment
• Performance and psychometric tests
• Competency based interviews
• 360 degree feedback
• Self assessment
• Skill gap analysis
• Presentation
• Observation

78. Assessment of Teacher
Prepared ICT Resources

79. • Teaching, learning and evaluation has undergone changes with the
emergence of ICT
• The ICTs include television, computer, iPod’s, learning management
system(LMS), virtual reality, social networking sites, online teaching,
online digital repositories, etc.
• Teacher & digital competency

80. Digital resources
• Webgraphy – full text documents
• You tube
• Slide share
• PPt
• Google forms
• Socrative
• Moodle
• Email
• Blogs
• Webinar
• Whatapp
• Facebook

81. Learning resources
• E books
• Podcast
• Online course
• Interactive tutorials
• Socrative
• Flubaroo
• Moodle
• Pad let
• Infographics

82. ICT - enabled assessments provide
• individualized testing situation - Self paced
• Immediate feedback
• Continuous engagement
• Generates interest and increase motivation
• Cost effective
• Time saving
• Easily prepared
• Develop higher order thinking
• Digital literacy
• Caters to individual differences

83. Assessment devices of teacher prepared ICT resources
• Formative assessment
• Summative assessment
• Observation
• Reviews
• Students learning outcome
• Teacher professional growth

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E feedback techniques
• Email
• Audio-video feedback
• Google forms
• Blogs

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Thank you