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Assessment and evaluation in kindergarten and primary schools - Coggle…
Assessment and evaluation in kindergarten and primary schools
ASSESSMENT
-
made by teachers
: it deals with specific learning paths of students
in school
. It is connected to the
school programs
together with
teaching
and
learning activities
.
Recipients
: students and their families
HOW
: through
predictive
,
diagnostic
,
summative
and
formative
assessment.
SUMMATIVE
: it happens
at the end
of the teaching process with
authentic tasks
, multiple choice and open ended questions and rubrics. It is based on a "
Control logic
" and on assessment
OF LEARNING
.
FORMATIVE
: it happens
during
the teaching process with feedbacks, self-assessment, peer-assessment and rubrics. It is based on "
Development logic
" and on assessment
FOR LEARNING
.
Subjective perspective
through self-assessment
Intersubjective assessment
through peer, parents assessment
Objective perspective
through observable evidences (
knowledge
,
skills
,
attitudes
)
The sandwich technique
: 1. start with something positive 2. give constructive feedback 3. provide encouragement
Feedbacks
: well-explained, clean and timely. From teacher to student, from student to student, and from student to teacher.
Subjective + Intersubjective + Objective
= Trifocal perspective - focus on
performance
- what students can do with available resources.
PREDICTIVE
: it starts
before
training and helps to design the best educational strategy for the student.
DIAGNOSTIC
: it starts
at the very beginning
and helps to establish what the student already knows.
3 phases
Data gathering
: tests and
authentic tasks
are performed in order to have evidence on a specific learning (
Validity
).
Establishing criteria
: in this phase the
judgment criteria
is defined.
Making final judgment
and
communicating
it: in this double phase
reliability
plays an important role with different variables and types of marks.
Traditional assessment
: centered on the
product
of learning; division between assessor and assessee;
encapsulation
of knowledge;
small pieces
of knowledge (easy to teach); negative class climate;
extrinsic
motivation.
Progressive assessment
:
Innovative
based on students' performance on in and outside school
meaningful
and
challenging
tasks for high cognitive processes.
Dynamic
useful with special needs kids,
focus on relationship
and
mediation
with the learner. It is also
significant
,
authentic
,
proactive
and promotes
deep learning
in a
holistic
approach.
EVALUATION
-
designed by international or national bodies (PISA or INVALSI)
: it measures
how good
the education is by testing the
capacity
of a system
to reach
certain
specific objectives
.
Recipients
: policy makers who are asked to take further steps to improve results.
Carried out at different levels:
school
or
kindergarten
-
educational system
or
a segment
of it.
HOW
: prove
INVALSI
+
RAV
infanzia.
COMPETENCE
IN
EVALUATION
: it establishes how schools develop specific competences in children
IN
ASSESSMENT
: it is directly connected to the designing of each course
Envision
learning outcomes
Assess students
Design
teaching
and
learning activities
Three different models
Holistic
-
the 8 key EU competencies
: literacy, multilingual, mathematical, entrepreneurship, cultural awareness, citizenship, personal and digital -
life-long learning
Rationalistic
- seen in the work sector: the ability to perform a task efficiently and effectively
Interpretative
- seen in research: the product of a reflection
Competence development
: they must be always
updated
,
developed
,
recreated
and
reorganized
.
Knowledge
: these are
concepts
,
facts
and
figures
that support the understanding of specific areas.
Skills
: it is the ability to
accomplish
processes and use knowledge to achieve results.
Attitudes
: they are defined as those
dispositions
and
mindsets
that enable us to react to specific situations.
LECTURE BY PROF. DONATELLA SAVIO - UNIVERSITY OF PAVIA
FORMATIVE ASSESSMENT
in kindergarten: it
recognizes
,
accompanies
,
describes
, and
documents
growth processes. It
avoids labeling
the performance of children and it is oriented to
encourage
the development of all potentials. It is
narrative
and always expressed in
positive terms
of
enhancement
and
encouragement
.
INDICAZIONI NAZIONALI
: they assess a wide range of competencies which are analyzed accordingly.
SVALSI
evaluation: it is a scale of evaluation and it assesses various competences in
decontextualization
,
decentration
,
integration
,
executive functions
and
social competences
.
Observe
kds during free play time and
report
what they
say
and
do
.
Analyze
the observations to
identify competences
used by kids during play time.
Design
educational intervention towards the kids
potentials
according to the identified competencies.
Identify
and
sustain
the area of potential of each child by
observing play dynamics
and
designing educational interventions
.
Qualitative
and
narrative
assessment methods, like diaries, to assess the zone of proximal development of every child.
Zone of proximal development
: distance between what the child is able to do
on his or her own
and what he is able to accomplish
with the guidance
of more competent professionals. (Vygotsky, 1934)