What is assessment

1
What is assessment ?

• Assessment is the ongoing process of gathering,
  analysing and reflecting on evidence to make
  informed and consistent judgements to improve
  future student learning.

2

• VELS advocates 3 types of assessment
• formative
• summative
• authentic

3

• Formative assessment is a continuous and ongoing
  process, part of day to day teaching where
  teachers continually confirm or modify their
  activities and directions with their students.

4

• The second form of assessment advocated in VELS
  is Summative which is used at the end of a unit
  or semester to determine what each student has
  achieved and learnt.

5

• The final type of assessment, Authentic,
  involving the application of knowledge and skills
  over time requires clear criteria of which
  students are aware and involved.
• In relating assessment criteria to clearly
  developed learning expectations with a given
  task, students think carefully about what is
  being assessed and the kinds of evidence that
  would need to be provided to show their
  understanding.
• VELS Assessment p3

6
Three purposes for assessment

• Assessment for learning occurs when teachers use
  inferences about student progress to inform their
  teaching. (formative)
• Assessment as learning occurs when students
  reflect on and monitor their progress to inform
  their future learning goals. (formative)
• Assessment of learning occurs when teachers use
  evidence of student learning to make judgements
  on student achievement against goals and
  standards. (summative)

7
Assessment

• In pairs or small groups, brainstorm the
• assessment strategies used in your
• school/classroom.

8

• Some strategies you may have listed
• Formative
• Brainstorming
• Concept maps
• Know Want Learn How
• Pathfinders or search plans
• Graphic organizers
• Venn diagram
• PMI (De Bono)
• Notetaking
• Questioning

9

• Summative
• Self assessment
• Peer assessment
• Authentic
• Rubrics

10

• Activity
• Consider your brainstorm list of assessment
• strategies.
• Can you now categorise these into the 3
• purposes for assessment? (for, as, of)

11
Assessment for learning

• establishes a classroom culture that
  encourages interaction and the use of assessment
  tools
• occurs throughout a learning sequence and is
  planned when teachers design teaching and
  learning activities
• involves teachers sharing learning intentions
  and explicit assessment criteria with students
• involves teachers and students setting and
  monitoring student progress against learning
  goals
• requires teachers to ascertain students'
  prior knowledge, perceptions and misconceptions

12
Assessment for learning (continued)

• involves teachers focusing on how students learn
  and how to scaffold their learning
• involves teachers adapting teaching practice
  to meet student needs
• provides sensitive and constructive feedback
  to students on their performance
• involves teachers making formative use of
  summative assessment

13

• Activity
• In pairs or small groups, select two
  characteristics of Assessment for learning and
  discuss how these may be demonstrated in your
  classroom.

14
Assessment of learning

• enables students to demonstrate what they know
  and can do
• describes the extent to which a student has
  achieved the learning goals, including the
  Standards
• uses teacher judgements about student
  achievement at a point in time
• is supported by examples or evidence of
  student learning
• ensures consistent teacher judgements through
  moderation processes
• is used to plan future learning goals

15

• Activity
• In pairs or small groups discuss the types of
  
• assessment of learning used in your
  school.
• How is the information/data from these used?

16
Authentic learning - Rubrics

• ..When given to students before they commence a
  unit of work, students are able to think about
  the criteria and goals they have to meet and how
  they can address these.
• Rubrics serve an important role in creating
  assessment that is student centred and
  standards driven.. VELS

17
Assessment Rubrics

• Two Examples

18
(No Transcript)
19

• Assessment of Thinking Strategies- Use of
  Graphic organisers Science Level 3
• Mary Smith 3. Has demonstrated the use of
  suitable thinking strategies, such as graphic
  organizers, to generate, analyse, and interpret
  evidence
• Jane Doe 3. Has demonstrated the use of
  suitable thinking strategies, such as graphic
  organizers, to generate, analyse, and interpret
  evidence
• Jim Heinz 2. Has shown an understanding of the
  use of graphic organizers as a thinking strategy,
  to generate and analyse evidence.

20
Level 3 Science Through use of Graphic
Organisers