Evaluation performance Measurement and Assessment
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The document discusses assessment procedures including diagnostic, formative, and summative assessments. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work. Summative assessment makes judgments about student competence and provides feedback for parents. The school's assessment policy for young students includes regular informal assessment of various skills and areas of development without formal tests.
Evaluation performance Measurement and Assessment
- 2. Assessment The quality of students outcomes measured against the learning objectives.
- 3. Evaluation Evaluation is a deliberate appraisal of the effectiveness and quality of teaching and learning that has taken place.
- 4. Assessment Procedure Diagnostic Formative Summative
- 5. Diagnostic This relates to the diagnostic purpose of assessment and is intended to help teachers to determine the special needs of students and plan their teaching accordingly. Under no circumstances should diagnostic tests be graded.
- 6. Formative Are students making sufficient progress? This relates to formative assessment embedded in the teaching and learning programme. This include day to day observation, teacher pupil discussion, questioning and checking of class and home- work.
- 7. Summative Have students accomplished what was expected? This contribute to a judgment of competence or mastery. It is also the final evaluation for parental feedback in the form of report cards.
- 8. Assessment Policy The policy from pre-nursery to grade 2 will be combination of theses three approaches. There will be no formal tests or exams during the year but the following areas will be informally assessed by the teachers and recorded on regular basis. The child’s present attainment Identification of strength and weaknesses Physical skills Social skills or emotional development
- 9. Assessment Policy (cont.) Language development( listening, speaking, reading writing) Mathematical learning Scientific learning Environmental awareness Creativity through art Handling of any given task Thinking and doing Fine motor skills development
- 10. Types of Evaluation I. Formative Evaluation Takes place during teaching. Techniques used for formative evaluation are: Observing pupil performance Questioning pupils about their understanding Marking while supervising Pupil presentation & demonstration Pupil self-evaluation
- 11. II. Summative Evaluation Takes place after teaching. Techniques used for summative evaluation are: Marking work exercise, assignments and files collecting samples of work Teacher made tests: • Short answer • Multiple-choice • True false • Matching • Completion items and essay questions • Interviews and demonstration Types of Evaluation (Cont.)
- 12. Methods of Assessment What, Where, will, evidence, be obtained From pupils talk ---------- Say Pupils writing ---------- Write Pupils activities ---------- Do Talk gives evidence of how children are thinking ,the extent of their knowledge and understanding of the curriculum and their ability to exchange ideas and attitudes. Writing short responses e.g. tables, labeling of diagrams, completing statements, maps
- 13. Practical Activities Role play, drama, problem solving, art , craft science activities in all the model , display, performance etc or the process i.e. how pupils plan, tackle the problems work together. How? Methods Of Assessment? There models for the teachers: Orally Observation Analysis of documentary evidence For the pupils: Self assessment Peer assessment
- 14. Teacher Assessment Orally: via question and answer of individual/groups or more instructed Observation: either unstructured, informal where teacher notes down significant behavior in an ongoing way. Or structured where the teachers divided a task, decides upon limited criteria to be observed, devices a recording format ,sets aside a specific time.
- 15. Evaluation Plays Vital Role In Planning As It Can Tell the teacher how effectively the pupils have learned in terms of the learning objectives. Assist the teacher to diagnose sources of error to ascertain a starting or follow up point for teaching. Provide pupil with feedback about their progress. Help the teacher to compare pupil performance.
- 17. Pattern Of Assessment Techniques are used for formative evaluation are: DAILY: Regular feedback to pupils about success and progress in their daily work. Weekly: Detailed information about any special tests written in weekly curricular plans-theses should be set for specific purpose e.g. pre-topic/and topic. Monthly : Teachers will take a closer look at the progress of each pupil to identify any strengths and particular needs and where there unusual features of learning these will be recorded. Termly and at the beginning of each topic or block of work: Teachers will plan their learning aims which will be focus for assessment. At this stage they should also consider appropriate assessment stratifies. Each term ,teachers should also reflect on previous assessment evidence in order to evaluate the effectiveness of their teaching At the end of each topic or block of work: Oral and written feedback identifying success and progress given by the teachers to each pupil.
- 18. Suggestions For Gathering Evidence Observation What can you do to develop your skill of observation? to observe. Some activities will be “closed”, others more “open” and “investigating” to observe. Don’t be over ambitious to observe Normally over short periods of time. to observe Use of a day book. DECIDE WHAT WHO WHEN HOW
- 19. Collecting And Recording Evidence The evidence may include: Notes made by the teacher-an ‘ongoing record’ A developing portfolio of selected pieces of work. Opportunities for pupils and parental contributions. Individual/ group/class discussion which review objectives. Performance on problem solving activities, investigations, collaborative tasks.
- 20. The Child’s Self-Evaluation Children should participate in the evaluation of selected pieces of work or aspects of their own learning. Clearly the recording process can take a wide variety of forms and is an important development area. Children could be encouraged to interview each other about progress on selected activities to aid this process.
- 21. Methods of Assessment WHAT from pupils talk SAY pupils writing pupils activities WRIT E DO
- 23. Practical Activities Role play Drama Problem solving Art Craft Science activities
- 24. Self Assessment By Pupils And Peers Involve pupils in active learning Encourages a sense of ownership Encourages pupils to learn how to learn It can help pupils develop awareness of learning aims-What am I going to learn ? Consider learning outcomes-What have I learnt ? Assess their own progress-What am I achieving ? Assess their strengths-What do I do well ? Identify areas of difficulty-What don’t I understand ? Identify areas for future development-What do I want to improve ?
- 25. When To Assess ? During the lesson At the end of the lesson End of week/month In child’s presence or absence What use? If evidence is to be used to demonstrate effectiveness of learning to pupils: How quickly can it be returned ? How promote will feedback be ? What signs show success or lack of success ? What help will be given to overtake lack of success ?
- 26. Types of Evaluation Formative Evaluation takes place during teaching. Techniques used for formative evaluation are: Observing pupil performance Questioning pupils about their understanding Marking while supervising Pupil Presentation and demonstration Pupil self evaluation
- 27. Types of Evaluation (cont.) Summative Evaluation takes place after teaching. Techniques used for summative evaluation are: Marking work exercises, assignments and files Collecting samples of work Teacher made tests: short answer, multiple choices, matching, true false, completion items and essay questions Interviews and demonstrations
- 28. Evaluation Plays A Vital Role As It Can Tell the teacher how effectively the pupils have learned in terms of the learning objectives. Assist the teacher to diagnose sources of error to ascertain a starting or follow up point for teaching. Provide pupil with feedback about progress. Help the teacher to compare pupil
- 29. Assessment Procedure Promoting children’s learning is the principal aim of school. It can yield a basis for planning the next educational steps in response to student’s need. The policy should cover basic three procedure. Diagnostic Formative Summative Assessment Procedure
- 30. Diagnostic Are students able to benefit from instructions ? This relates to the diagnostic purpose of assessment and is intended to help teacher to determine the special needs of student’s and plan their teaching accordingly. Under no circumstances should diagnostic tests be graded.
- 31. Formative Are students marketing sufficient progress ? This relates to formative assessment embedded in the teaching and learning programme. This would include day to day observation, teacher pupil discussion questioning and checking of class-work and home-work.
- 32. Summative Have students accomplished what was expected of them ? This contributes to a judgment of competence or mastery. It is also the final evaluation for parental feedback in the form of report cards. There will be no formal tests or exams during the year but the following areas will be informally assessed by the teachers and recorded on a regular basis. The child’s present attainment Identification of strength and weaknesses Physical skills
- 33. Languages development( listening, speaking, reading, writing) Mathematical learning Scientific learning Environmental awareness Creativity through art Handling of any given task Thinking and doing Fine motor skills development Manipulating materials Summative (cont.)
- 34. Presented by Gulzar Sadruddin Hassanally