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CHAPTER 13 ASSESSMENT DATA assessment (1) :, b.- The action to enable…

- - - - :pencil2: Certification role ('to provide the means for selecting by qualification')
      - :pencil2: The summative role ('to provide information about the level of pupils' achievements ')
      - :pencil2: The formative role (' to provide feedback to teachers and pupils about progress in order to support future learning ')
      - : :pencil2: Evaluation role.
    - - :checkered_flag: Managerial aims
      - :checkered_flag: Communicative aims
      - :checkered_flag: Pedagogical aims
  - - - :recycle:The process of gathering, interpreting, recording and using information about pupils’ responses to educational tasks
    - - Reporting
      - Evaluation.
      - Recording
      - Review.
      - Monitoring
      - Development
    - - :two: The pupils complete various learning activities.
        
        Example of self-assessment (of an informal kind)
      - :three: The teacher might check the learners’ understanding.
        
        Example of informal assessment involving monitoring
      - :one: The teacher looks at records of pupils’ achievements to date.
        
        Example of baseline assessment
      - :four: The teacher takes in some work at the end of the lesson.
        
        These entail marking and grading.
      - :five: The teacher grades the work.
      - :six: The teacher records the grades.
      - :seven: The teacher writes a report on each student to send home to their parents.
        
        Recording and reporting
      - :eight: The teacher reflects on the lessons to consider how successful they have been.
        
        Example of evaluation
      - :nine: The teacher draws some conclusions about how the course can be improved next time round.
        
        Process of review
      - :keycap_ten: The teacher looks again at the outcomes of the course and considers what conclusions she can draw about how to improve her own professional practice.
      - 11 :explode:The teacher implements changes in the course design and in her own practice.
        
        Example of development.
  - - - Self-referenced grades specify the attainment of the pupil relative to that pupil’s previous attainment.
      - Self-referenced grading seeks to show whether a pupil’s work has improved, and if so by how much.
    - - Supply a product, :pencil2:
      - Perform an act or
      - Select an answer from several options.
    - - When you have drafted your questions, review the list.
      - Seek to provide a gradation from easy questions to the hard
      - Consider the range of interrogatives available
      - Distinguish in your mind between open and closed questions and ensure that you use them appropriately
      - Clarify the purpose of the assessment.
      - When setting a written exercise or test, The author recommend working through the following stages.
  - - - d.- ‘Action-oriented goals’
    - - Rich in feedback derived from formal mechanisms
      - Rich in informal feedback
      - Building their confidence and capabilities
      - Develop students’ abilities to direct their own learning
      - Use high-stakes summative assessment [e.g. formal examinations]
      - Complexity in content and methods of assessment