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ASSESMENT IN PRIMARY SCHOOL AND KINDERGARTEN, Both formative and summative…

- - - - the result are use for feedback during the learning ;
      - is important to improve both learning and teaching
      - to provide feedback to teacher and student on how the learning is going
    - - is used to asses students at the end of the learning process
      - its prupose is to see how well students have learned
      - is based on standard
- - - - school or kindergarten
      - educational system or a segment of it
- - - - In summative asessment we assess children using standardised tests to check cognitive competences. This type of assessment is also called “SCHOOL READINESS” because it is useful to check if the children are ready for primary school.
    - - In formative assessment we assess children using narrative methods, such as diaries, observations to check all the competences and improve teaching and learning activities. This type of assessment is used in spontaneous situations. IT DOES NOT USE TESTS.
- - - - Through standardisied test we estabilished how much a course, school. marco region. school level, educational system devolp competences in students
    - - competence is connected to a course curriculum throgh a bacward curriculum, which consists of:
        
        Thinking about the learning outcomes
        
        Thinking about how we can assess students
        
        Thinking about teaching and learning activities that students can do, in order to reach set aims.
    - - Literacy competence
        
        Multilingual competence
        
        Mathematical competence and competence in science and technology
        
        Digital competence
        
        Personal, social and learning to learn competence
        
        Citizenship competence
        
        Entreprenuership competence
        
        Cultural awarness and expression competence
    - - In order to face the social, economic, developmental and environmental challenges OECD creates three key competences:
        
        Reconciliate tensions and dilemma
        
        Take own responsability
        
        Create new value
- - - - Alternative assesment
        
        authentich assesment
        
        performance assesment
    - - centred on the product and not on the process
        
        children are passive
        
        use standard test
        
        anxiety and competivety
        
        based on a quantitive and not on a qualitative method
    - - The dynamic assessment is the most radical because it evaluates the children’s capacity to learn.
      - 3 pahses
        
        pre test
        
        mediation
        
        post-test
    - - Castoldi distinguishes between progressive and authentic, so progressive embeds (incorpora) authentic.
  - - - Feedback
        
        For Hattie a good feeback:
        
        makes the learnes understeands at what point is
        
        it remembers what the goal is
        
        it indacates action for reach the goal
      - Self assessment
        
        strategy to recognize personal meanings related to the learning experience and on performance.
        
        Help student develops the “learning to learn” competence, so it’s used to promote reflection.
      - Peer assesment
      - Rubrics
        
        narrative tools, based on quality
        
        4 learning levels
        
        advanced
        
        intermediate
        
        base
        
        in the process
      - The sandwich technique
        
        compliment
        
        constructive feedback
        
        encouraging statement
    - - Authentic tasks for summative assesment
        
        In an authentic task learners apply the same competences to solve a problem in an assessment situation as they were developing competences in a real-word situation.