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Evaluation assessment & 2g curriculum a pril 26 2016

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Evaluation assessment & 2g curriculum a pril 26 2016

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Salam,

The 3rd 2 g curriculum & evaluation meeting was about :

1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum

Thank you

By Mr Samir Bounab ( Teacher trainer at MONE)
-

Salam,

The 3rd 2 g curriculum & evaluation meeting was about :

1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum

Thank you

By Mr Samir Bounab ( Teacher trainer at MONE)
-

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Evaluation assessment & 2g curriculum a pril 26 2016

  1. 1. Time Tasks 9:00 • Opening Session & Quick feed back about the last sessions 9:10 • Brainstorming: Teachers vs ( Testing- Assessment – Evaluation) 9:20 – 10 : 30 • 2nd G and Evaluation 10: 30 - 10:40 • Pause coffee 10:45 • Workshops : assessing and evaluating the 2nd test using the 2G recommendation 11:30 • Workshop delivery 12:00 • Closure of the meeting
  2. 2. Evaluation
  3. 3. Figure 1: Relationship and purposes of evaluation, assessment and testing Evaluation Purpose: to collect information about a particular course or program in order to evaluate its effectiveness and make decisions about it Assessment Purpose: to collect and interpret information over time about students’ abilities and knowledge in order to help them improve Testing Purpose: to measure a specific set of behaviors or skills at one point in time
  4. 4. • Measure – Get objective information about learners’ performance (students take a reading test). • Assess – Analyze and interpret information about a learner’s performance (teacher corrects the reading test, analyzes which questions were difficult for learners, how different learners performed and how the whole class performed). • Evaluate – Make decisions based on information about a learner’s performance (teacher gives learners a grade based on their performance on the reading test).
  5. 5. . What is the purpose of assessment? • Diagnostic assessment : • Done before the teaching process begins, at the beginning of an academic year or unit of study. – Diagnostic assessment helps teachers prepare to teach a group of students.
  6. 6. How often and when do you deal with : • Diagnostic assessment? • Assessment for learning? • Summative assessment?
  7. 7. Formative assessmentFormative assessment • Done during the teaching process, • to see if the instructional techniques are effective.
  8. 8. Summative assessmentSummative assessment • Done after the teaching process, to see what students have learned. • Learners are usually evaluated on summative assessment results.
  9. 9. Assessment vs testingAssessment vs testing • Bob Adamson argued that “testing does not equate with the assessment.” • Testing is apart of the assessment, but it is only one means of gathering information about a student. • The focus in testing is on finding the norm.
  10. 10. • Assessment is broader than testing. • It implies evaluation based on a collection of information about what students know and can do. • The teacher is looking for progress over time in a variety of contexts.
  11. 11. Goodevaluation can motivate learners to study.  Pooror unfairevaluation techniques may make learners lessmotivated to study.
  12. 12. The word assess comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students. (J M Green, 1998) comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students. (J M Green, 1998)
  13. 13. The word assessment Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992) Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)
  14. 14. What is formative assessment ? • If we think of our children as plants … • Summative assessment of the plants is the process of simply measuring them. • It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. • Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
  15. 15. … and a Cooking Analogy “When the chef tastes the sauce it is formative assessment, when the customer tastes it, it is summative” Attributed to Professor Robert Stake
  16. 16. What changes do you expect with the 2G in matter of evaluation? 5’ dicussion
  17. 17. 2G curriculum & Evaluation2G curriculum & Evaluation • Assessment of learning • Diagnostic assessment • Formative assessment • Formal assessment
  18. 18. Assessment of learning -Assessment is an integral part of the process of learning. - It helps to determine the level of proficiency of the learner and how he is progressing towards his learning goals -Assessment can be done at any time and / or when the teacher and administration decide. - The assessment of the learner can be diagnostic, formative or summative.
  19. 19. Diagnostic assessment: It allows for an overview of the knowledgeoverview of the knowledge and skills of the learnersand skills of the learners; it is done at the beginning of a period of learning through a battery of tasks that will help the teacher tomeasure the learners level of proficiency before they start the curriculum, identify theirstrengths and weaknesses and plan remedial work
  20. 20. Formative assessment: This is done during the week and after four weeks of teaching. This type of assessment maynot be scored as verbal comments to the learner may be sufficient Formative assessment can be oral or written or both The procedures of assessment , tasksand criteria should be communicated to the learner as he is responsible for his own learning. The learner must be aware of his progress and shortcomings, and of the importance ofregular and constant work.
  21. 21. By regularly assessing the learners, teachers can identify the source of errors, design remediation tasks and use strategies that will help him overcome difficulties (eg make him repeat a word to correct his pronunciation, explain a grammar point, give additional work to do at home, etc)
  22. 22. Types of formative assessment tools: • this is written by the learner/teacher himself • and contains personal reflections on his work, progress , difficulties and solutions • that he intends to use alone or with the teacher the log book ( or reflective journal):
  23. 23. How can Assessment for learning applied in our daily teaching work? How can Assessment for learning applied in our daily teaching work? P R O C E D U R E Date Time Class CONTEXT Observation Sunday April 27th,2014 8 :00 9 :00 MS4 Project 3: Write narrative account on a topic of inetrest File 6: Fact & Fiction Lesson : Telling Story PDP ( read) Pre-reading = Interpret photo page 156 During reading = acti 1,2,3 pages 156/157 Post reading= activi 5 page 157 Swbat : tell story Formative assessment - more visual aids - give mre time for pps to explore the text -clarify more the post reading stage…
  24. 24. The portfolio • this contains the learner s written work such as a reading report, a written account of a film or play, a newspaper article related to project work, a dictation , a letter to a friend . • These productions must be corrected by the teacher and then rewritten by the learner who will be able to measure his own progress
  25. 25. The debate • this allows learners to acquire the skills needed for exchanging and sharing information • this will teach them how to listen to each other and solve problems together
  26. 26. Conferencing: • this is a face –to-face exchange with the teacher on learning problems in order to help correct errors and improve learning
  27. 27. Formative assessment therefore enables everyone to know where he is. There are threethree typestypes of formative assessmentof formative assessment: • Tutoring • Peer assessment • Self-assessment
  28. 28. Each type involves criteria and indicators, as described above • Tutoring: • This is done by the learner who sits with the teacher and corrects his errors himself with the teacher s guidance • Peer assessment: • This is done between learners(student-student ) or with the teacher(student-teacher);learners assess e ach others productions using the criteria given by the teacher • Self-assessment: • In this type, the learner is critical of his own work and tries to improve it. • He gradually shows more autonomy and responsibility, using learning devices such as the portfolio or the logbook .
  29. 29. Assessment through tests and Exams Assessment through tests and Exams
  30. 30. Formal assessmentFormal assessment • This type is best known and most practiced by the school system, and it is meant to select and orient the learners. Formal assessment is usually summative and occurs at the end of a cycle (BEM orBEM or BACCALAUREAT);BACCALAUREAT); through formal assessment, the learner should demonstrate the mastery of language knowledge and skills. According to the official guidelines, formal assessment should include tests and examinations. These should come at the end of a specific learning period (school term or end of schoolyear) , and provide learners with grades or scores. Formal assessment should help teacher and administration to make decisions about learnerranking, succeeding and moving to the upper level, or repeating the year
  31. 31. Action Plan evaluationAction Plan evaluation • To understand different types of evaluation the teacher follows a predetermined plane ( When? Why? Why ?When? Why? Why ? How ? What?How ? What? ) Some examples : 1- diagnostic evaluation1- diagnostic evaluation : ( WhenWhen? ): it should be done at the beginning of or during new learning. -( Why? )( Why? ) : It is conducted to make the necessary decisions to start new learning. -(Why?)(Why?): It checks if the prerequisites are installed . - (How?)(How?) : It is done through a test of the prerequisites that will help diagnose and remedy . - ( What? )( What? ) : The test will refer to a skill which will cover part of the Output Profile From.
  32. 32. Regulatory assessment = AFLRegulatory assessment = AFL - ( WhenWhen? ) : It is done throughout the year, during each lesson . - ( what for?what for? ) It is conducted to make decisions to improve the quality of teaching and learning. - (Why?Why?) It is made to regulate as soon as possible , adapting instruction to students, improve the quality of teaching and learning , reduce disparities. - (How?How?) It is conducted through observations , rapid assessments , and error analysis - diagnosis - remediation. - ( What? )( What? ) :The test will report a specific goal
  33. 33. The certification assessment = Formal AssessmentThe certification assessment = Formal Assessment - ( When? )( When? ) It is practiced by year end. - It is conducted to make the decisions pass / fail is to say control of what is strictly necessary pre requisite to begin the important learnings . - ( For what?( For what? ) It also allows students to make classification decisions on a performance scale. - (Why?)(Why?) It can ' certify socially that ...‘ -( What? )-( What? ) It is done through examinations for certified assessment at quarter end on a skill, or end of the cycle compared to Profil output
  34. 34. By the end of each file
  35. 35. Criteria of Integration (March 2015)Criteria of Integration (March 2015)
  36. 36. EVALUATION Grid OF A SITUATION OFEVALUATION Grid OF A SITUATION OF INTEGRATIONINTEGRATION Characteristics and components of the situation yes no Suggested regulation Does the situation fits the learners’ interests and environment (me, my world, the world)? Does the language used belong to the learners’ repertoire ? Is it in conformity with the exit profile ? Is the situation doable with the resources at hand ? Does it include values ? Does it require the mobilization of different types of knowledge ? Is there a context of use ? Is the situation new for the learner and allows critical thinking ? Is there a task to accomplish and not drills for restitution ? Are the formulations /tasks adapted to the cognetive level of the learners ? Do they describe exactly what the learner should do ? Is the situation complex ? Does it require the mobilization of the acquired resources and the information contained in the supports? Does it suggest a problem solving (a challange) that can be solved by the learner ?
  37. 37. integration’s assessment gridintegration’s assessment grid
  38. 38. Assessing the Three (3) IIPAssessing the Three (3) IIP competenciescompetencies • Oral interaction • Oral or written interpretation • Oral or written production
  39. 39. The learner can… yes no What to do ? (Tdsessions) -make contact with the interlocutor -transmit a message -react in a non verbal way to verbal messages -maintain an oral interaction using listening strategies -sort out the general meaning of an oral message -Sustain a short oral narrative ,argumentative ,descriptive, prescriptive on topics of interest,a series or sequence connected points assessment grid for oral interaction
  40. 40. The learner can : yes example no Remedial work (TD) -Deduce the meaning of a word from a picture. -Listen and do (fill in a table ,match, circle…) -read a descriptive,argumentative text and sort out the lexis about junk food Use the vocabulary related to to design a leaflet Use lexis related to a low-calory menu Sort out lexis related to commercials Sort out facts and opinions Classify food Defend and respect opinions Exploit,use information for a survey Assessment grid related to interpretive competenceAssessment grid related to interpretive competence
  41. 41. Ican … yes example no Remedial work (TD) Report events/ facts/ Make recommendations Express likes and dislikes Compare cooking habits/eating habits/table manners Write/respond to emails Design a leaflet/commercial Write a healthy menu Exploit the results o f a survey about food habits/cooking habits Make posters with recommendations,advice,prohibitions Assessmnt grid related to procude competenceAssessmnt grid related to procude competence
  42. 42. The learner can: yes sample no What to do? 1.Intellectual competency: o he can understand and interpret verbal and non-verbal messages o he can solve problem situations using a variety of communication means o he can show creativity when producing oral and writtenmessages o he can show some degree of autonomy in all areas of learning 2.methodological competency : o he can work in pairs or in groups o he can use strategies for listening and interpreting oral discourse o he can develop effective study methods , mobilize his resources efficiently and manage his time rationally o he can use information and communication technology whenever he needs it for learning and research o He can evaluate himself o he can evaluate his peers Assessment grid for cross-curricular competencesAssessment grid for cross-curricular competences
  43. 43. The learner can: yes sample no What to do? 3.communicative competency o he can use dramatization and role-play to communicate appropriately o he can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures o he can use dramatization and role-play to communicate appropriately o he can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures o he can process digital data o he can evaluate his peers 4.personal and social competencies : o he is aware of his role and others' role in the development of projects o he is keen on promoting the work of his peers o he respects our national values and behaves consistently o He is honest and accountable for his work and respects others work o He asserts his personal identity and behaves with self- confidence o He socializes through oral or written exchanges o he develops attitudes of solidarity
  44. 44. The learner can: yes mode l no What to do ? National identity the learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ... National conscience: o He can speak about our school days, weekend and national public holidays (historic, religious, etc) Citizenship : o he shows respect for the environment and protects it continually Openness to the world : o He is keen on learning about others’ markers of identity Assessment grid for values
  45. 45. 2 G Curirculum & Remedial Work • After the exploitation of results and identification of learners unearned criteria , the teacher sets up a remedial device to highlight the strengths and weaknesses of their learners and give meaning to learning Differentiated • Remediation must put the emphasis on the performance of learners and learning. • It must not be the same for all learners in the context of differentiated instruction • The teacher will develop activities to one or more criteria in some unearned learners such as relevance , the correct use of language and consistency .The learners have an excellent level of assessment of situations much more complex for the purpose of Excellency
  46. 46. STEPS TO FOLLOWSTEPS TO FOLLOW 1- correct copies 2 -make an inventory of the most common mistakes 3 -classifier errors prioritized and compared to the learning objectives of 4 -The present learners in context 5 -ask learners to identify these errors 6 - analyze and understand the errors 7- prepare remediation activities by integrating unearned criteria 8- give more complex assessment of situations for good learner
  47. 47. Test Report
  48. 48. • What have I learnt ? • What have I found easy ? • What have I found difficult ? • What do I want to know now ?
  49. 49. WorshopsWorshops Group work: each group must be mixture of experienced teachers , new qualifiedGroup work: each group must be mixture of experienced teachers , new qualified teachers and new confirmed onesteachers and new confirmed ones • Group 1Group 1: Use your latest teststests and evaluate them according to the 2 G curriculum criteria « values and cross curricular competencies? » • Group 2Group 2 : Use the last National BEM Exam and evaluate it according to the 2G recommendations exam designers « values and cross curricular competencies? » • Group 3Group 3 : Use your last lesson plan and your « teacher’s plan book = log book » and make evaluation grids about the 3IIP and to what extent it reflects the 2G curriculum • Group 4: It’s nearly the end of the school year try to make a summative assessment about 2015 – 2016 School
  50. 50. • Resources : • Natioanl Curriculum March 2015 • Document d’accompagnement March 2015 • Criteria of Situation of Integration 2015 by MR Samir Bounab • Google images • Google translator
  51. 51. Thank YouThank You

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