CHAPTER 13
ASSESSMENT DATA
:
Four questions concerning assessment.
✅*Why we should do it?*
✅*What assessment is?*
✅*HOW
👥 David Lambert and David Lines
♻The process of gathering, interpreting, recording and using information about pupils’ responses to educational tasks
🖇 It is associated with other activities
Reporting
Evaluation.
Recording
Review.
Monitoring
Development
🖊Sequence of events
2⃣ The pupils complete various learning activities.
3⃣ The teacher might check the learners’ understanding.
1⃣ The teacher looks at records of pupils’ achievements to date.
4⃣ The teacher takes in some work at the end of the lesson.
5⃣ The teacher grades the work.
6⃣ The teacher records the grades.
7⃣ The teacher writes a report on each student to send home to their parents.
8⃣ The teacher reflects on the lessons to consider how successful they have been.
9⃣ The teacher draws some conclusions about how the course can be improved next time round.
🔟 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 💥The teacher implements changes in the course design and in her own practice.
Example of baseline assessment
Example of self-assessment (of an informal kind)
Example of informal assessment involving monitoring
Recording and reporting
Example of evaluation
Process of review
Example of development.
These entail marking and grading.
💥Four roles for assessment.
💥 Sonia Jones and Howard Tanner divide the aims of assessment into three types
There is nothing inherent in the nature of marking that requires a grade always to be given. (Giving a grade does not guarantee that marking has been done effectively; and marking may sometimes be effective without a grade.)
Self-referenced
Often the products supplied, acts performed, or answers selected
by our pupils are in response to questions that we have posed
One can focus on different learning objectives for different assessment events.
There is much to be said for explaining to pupils which learning objectives will form the focus of your marking.
Patricia Broadfoot, argues that in general there are three ways of conducting assessments.
✅WHITHER?👩
b.- The action to enable you to explore and experiment with change.
a.- Consider why the gaps arise, how satisfied one is with them, and how they could be closed.
1.- Assessment data may be communicated to pupils, who may then use them to improve their learning.
2.- Assessment data, communicated to pupils, may enable pupils to improve their ability to assess their own learning, there by helping them to monitor.
3.- Assessment data, again communicated to pupils, may provide motivation towards further learning.
4.- Assessment data, again communicated to pupils, may provide motivation towards further learning.
5.- Assessment data, provided to teachers, may be used to inform decisions over pedagogy.
☠Formative assessment requires the conversion of feedback into feedforward.
c.- Is to keep a reflective journal of one’s teaching.
DIFERENTS
TECNIQUES😉
🏁 Managerial aims
🏁 Communicative aims
🏁 Pedagogical aims
✏ Certification role ('to provide the means for selecting by qualification')
✏ The summative role ('to provide information about the level of pupils' achievements ')
✏ The formative role (' to provide feedback to teachers and pupils about progress in order to support future learning ')
: ✏ Evaluation role.
Bringing it all together
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
Supply a product, ✏
Perform an act or
Select an answer from several options.
click to edit
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.
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.
d.- ‘Action-oriented goals’