STUDENT’S ASSESSMENT

1. STUDENT’S ASSESSMENT

2. STUDENT’S ASSESSMENT

3. FAIR ASSESSMENT Self-Esteem Fair Goals Fair Timing Formal Assessment Structured Analytical Informal Assessment Observational Tutorial -Parent meetings

4. SELF-ESTEEM A child believes he/she is the way that people think of him

5. CLEAR AND DETALIED GOALS A goal is like an implicit contract between student and teacher; the basis of the contract need to be well-known by the two parties. Set clear goals and specify what you expect from the student For the lesson For the term For the whole cycle Set appropriate timing to accomplish the goal Same goal but different pace depending on the students’ abilities The student’s progress is more important than the outcome.

6. INFORMAL ASSESSMENT

7. COMMUNICATION STYLES Agressive attitude Express anger at the student’s lack of effort Assertive attitude Express that the student has failed to do his homework Passive attitude You anticipate the student will not manage to get over his poor exam results

8. NEVER SAY I knew you wouldn`t do it. (Anticipate) As always, you have not done your homework. (Generalise) You never know anything.(Generalise) What a surprise! You failed again.(Sarcasm) You think you can always do what you want (Read his mind) I am tired of your constant lack of respect.(Emotional bond) Is that an intelligent question? (Sarcasm) You are never interested in anything. (Negative Filter and Generalization)

9. ASSERTIVE COMMENTS Control anger Dramatize Speak about facts and avoid personal opinions Avoid establishing emotional bonds Take your time to think on the steps to take after bad performance/behaviour. Turn difficulties into challenges Be consistent Follow up punishment Make sure punishment is always served Make sure good behaviour and good performances are highlighted Be patient Children’s attitude does not change easily Get your self ready for challenges Study, share, research on new ways to face a challenge

10. WHAT TO ASSESS Observational approach: the student's performance is observed and assessed unobtrusively while he/she is working to accomplish a certain competence. The student is not compared with anyone and his/her progress is what matters most. Notebooks Homework In-class and out class performance Structured approach: the student is asked to perform one or more specific tasks. The student performs the task after he/she has worked out the competence and has had the time to achieve it. The outcome is what matters most. The task can be administered in: a one-on-one setting -- with the test administrator and one student -- a group or class setting.

11. WAYS TO ASSESS Analytic scales capture the student's performance on various aspects. The outcome is what matters most and his/her performance is compared with his peer’s. Oral and written exams.

12. NOTEBOOKSAND DAILY EXERCISES Consistent feedback Clear and assertive observations on errors and achievements “You did a good job and the paragraph distribution is excellent. There is still room for improvement in your spelling”. “Make sure you spell words correctly to keep your scores high”.

13. PARENT MEETINGSTUTORIAL REPORTS Avoid ranking and comparing students Make assertive comments Let the parents know that your schemes of work take the student’s different abilities into account Avoid passing the teaching responsibility onto the parents Get to know the student weaknesses well enough Jane finds it difficult to grasp the concepts but I have given her some manipulative material to work a little bit more and I am sure she will do fine. You detect the weakness and express it assertively You show you are doing something to help her improve You show confidence on he progress

14. RUBRICS An Excel sheet with all the competences chosen for a certain lesson Different approaches of the lessons to meet multiple intelligences Differentiated Instruction: On-level Advanced Critical Intervention.

15. RUBRICS

16. BEFORE AND AFTER THE EXAM One week prior to it expose the children to similar questions to facilitate recognition of the format After the exam revise results and make sure the results match the teacher's expectations. Good students should show the higher results More than 50% of failures in a question indicate a necessary change. Less than 60% of pass indicate a necessary change

17. EXAMS MIMO Exams; Several sections Matching, Identification, Multiple choice and Open questions. Literal and Inferential questions Critical thinking Special format for ATD and weak kids Bigger letters and wider spaces Hand in sheet by sheet Avoid open questions Longer time Oral exam for students whose writing skills are poor

18. HOW TO ASSESS ENGLISH Productive Skills: Grammar structures 20% Guided use Open use Writing 15% Organisation of Ideas. Paragraph distribution Language Conventions Sentence Fluency Word choice Spelling Speaking 10% Guided Use of specific vocabulary Class work and contributions 20%

19. HOW TO ASSESS ENGLISH Receptive Skills Listening Comprehension 10% Reading Comprehension 15% Intonation, Pronunciation and Fluency Inferential and Literal comprehension Vocabulary 10% Grammar, Writing and Vocabulary depend more on effort and study Reading, Listening and Speaking depend on the time spent on each

20. HOW TO ASSESS SCIENCE