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Evaluation and Assessment in Kindergarten and Primary Schools, bambini-in…
Evaluation and Assessment in Kindergarten and Primary Schools
factors that increased their use
increased demand for effectiveness, equity and quality
trend greater school autonomy
improvements in information technology
more reliance on evaluation results
ASSESSMENT: students/learner (v. internal)
EVALUATION: schools, education system (v. esternal)
APPRAISAL: school leaders, teacher, ...
ASSESSMENT
student/learner (v.internal)
refers to specific learning considering context and peculiarities
made by teacher to appraise performance
connected to course programs
asses what extent learning outcomes have been achieved
Recipient = STUDENT
with/without intentionality
1. DATA GATHERING
observation, grids, test, authentic task
structured (multiple choice) or unstructured (open questions/artefacts)
2. ESTABLISHING CRITERIA FOR JUDGEMENT
how to score data (process/product, cognitive/non cognitive)
3. MAKING FINAL JUDGEMENT
data interpretation: formative goal, encouraging active role
variables: nominal, ordinal, metrical
competence connected to course design through backward envisioning learning outcomes
think how assess student + learn. outcomes develop
think teaching and learning activities will perform
MAIN FUNCTION
predictive: before trainign
diagnostic: to establish a base line, beginning
formative: to provide feedback, during
summative: establish what has been learnt, end
to issue a certificate
FORMATIVE
for learning: results uses for feedback during learning, to improve learning of individual student and to improve the teaching itself
SUMMATIVE
of learning: results used to grade student at the end; the purpose is to see how well they have learned
ASSESSMENT
as learning: a teaching and learning activity for student (peer/self)
2 logic:
control logic = based on ass. OF learning (summative), outside class
development logic = based on ass. FOR learning (formative), individual and inside the class
EVALUATION
school/ed. system (v. external)
designed by international or national bodies
want to know how good education is
carry out at different levels
appraise the capacity of an educational system to reach the objectives that have been set
Recipient: policy makers. The results should inform politicians to improve results/equity
through competence (+test) we establish how much a: course, school, level, education system or macro region develop certain competences in kids
COMPETENCE DEVELOPMENT
moved away from idea education only at school
reorganized to match new problematic situations
RATIONALISTIC MODEL
used in organizational work sector and connected to pragmatism (finding concrete solutions to problems) and mechanism (simplification of relationship);
objective and owned by the individual
ability to perform task efficiently and effectively
INTERPRETATIVE MODEL
based on hermeneutics and phenomenology, used in research;
individual experience (subjectivity)
reflection on the meaning of their work action (ex. portfolio)
HOLISTIC MODEL
Pisa; OECD Model with 8 competence for lifelong learning
combination of knowledge, skills and attitudes appropriate
Eu. Commision (2019)
Knowledge
is composed of the concepts, facts and figures, ideas and theories which are established and support understanding of a certain area or subject.
Skills
are defined as the ability to carry out processes and use the existing knowledge to achieve results.
Attitudes
describe the disposition and mindset to act or react to ideas, persons or situations.
KEY COMPETENCE
OECD (2018)
create new value
reconciliation tensions and dilemma
take own responsibility
EUROPEAN COMMISION 2006/2018
Literacy competence, Multilingual Mathematical, science, technology and engineering, Digital, Personal, social and learning to learn, Citizenship, Entrepreneurship, Cultural awareness and expression
KINDERGARTEN
ASSESSMENT
Evaluation of broad skills with narrative modes applied in natural and spontaneous situations to improve the training proposal.
To detect and document progress and potential, In this way, the development of children's potential can be explored/encouraged.
ASSES
accompany and document progress and guide educational practices
avoid classifications
use informal modes
HOW TO FORMATIVELY EVALUATE
Taking the process goals of 0-6 education as a reference
use qualitative and narrative tools
check where one stands in order to monitor the educational intervention
Formative assessment when it is aimed at recognising and supporting personal abilities and potential, i.e. modulated on the basis of awareness of the boundaries of the current potential development level.
CRITICALITY OF STANDARISED TESTING
Educational goals of childhood very broad and difficult to measure
Acquires full competence what comes from the family
Does not take into consideration that development is not linear and risks labelling children
GUIDELINES FOR ASSESSMENT
SELF-ASSESSMENT
IN COMPETENCE DEVELOPMENT
recognize personal meanings attributes to learning experience
learners made responsible for their learning:
provide info on assessment criteria
sharing decision on type task, time, rule, ...
participating
four levels:
performance
cognitive process
attitudes towards learning experience
self-assessment
TRADITIONAL EDUCATION
reproduce, recall, chose between... product (not process)
competitive class + punishments
ALTERNATIVE ASSESSMENT
based in student’s performance on meaningful tasks - relevant for school and outside
AUTHENTIC ASSESSMENT
Focus on st. performance on challenging tasks that activate high cognitive processes
DYNAMIC ASSESSMENT
pre-test, mediation, post-test
focus on the relationship with learner (mediation)
PROGRESSIVE ASSESSMENT
focus on process and outcome
significant and authentic tasks
TRIFOCAL PERSPECTIVE
subjective: self-evaluation
intersubjective: different points of view
objective: releted to knowledge, skills and attitud
STRATEGIES
SOMMATIVE
authentic tasks: learners apply same competences to solve a problem, competence in a real- world situation
ASSESSMENT AS LEARNING
cooperative climate, students feel free to express themselves
teacher builds relationship with students
provide info on assessment
sharing decision (type, time, ...)
participating
self-assessment
FORMATIVE
feedback, rich questioning, assessment dialogues, reflective lessons, self-assessment, peer-assessment, rubrics
GOOD FEEDBACK
timely, clear and well explained
makes learners understand what is the point of the learning path
remembers what the final goal is
indicates actions to do for reach the goal
EX. Sandwich technique
start with a compliment
costruttive feedback
end with an encouraging statement
SCORING RUBRICS
learning levels: advanced, intermediate, base, in process
dimensions to differentiate: autonomy, continuity, type of situation, type of resources mobilized
