FROM ASSESSMENT TO TEACHING. Rina Akotonas, Access Project Director, Amal , January 2011. LEARNING PROCESS. Research from cognitive psychology tells us that learning involves
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FROM ASSESSMENT TO TEACHING
Rina Akotonas, Access Project Director,
Amal , January 2011
Research from cognitive psychology tells us
that learning involves
theactive construction of schemata in a process in which learners engage with and attempt to make sense of new knowledge and incorporate it into their developing mental structures or schemata
Assessment is an integral part of the Learning
Process . The process includes the following
parts organized in a moving circle:
Teaching and Learning
I give only a test per month.
I prepare my tests when I plan a unit.
I test all the skills at the end of a unit.
I test my students every 3 lessons.
When I give back marked works I talk to each
student about them.
I keep evidence of my student’s progress.
I make a test at the beginning of the year to know my students’ level.
Which of the statements above refer to SUMMATIVE
Which ones refer to FORMATIVE ASSESSMENT ?
What does each of the term refer to?
SUMMATIVE implies that a teacher assesses a
student after he has been teaching.
FORMATIVE implies that a teacher assesses a
student before and while teaching.
Most teachers use only the first one.
It is a tool, not a strategy
It is based on results only
It doesn’t show progress
It is material oriented
It is teacher oriented
It will not drive enough positive change in
teaching and learning
Formative assessment is not a tool, but a
Formative assessment is a process used by
teachers and students during instruction that
provides feedback to adjust ongoing teaching
Teachers and students assume the roles of
partners in the learning process.
1. teachers make adjustments to teaching and
learning in response to assessment evidence;
2. students receive feedback about their
learning with advice on what they can do to
3. and students participate in the
process through self-assessment.
It is made to close the gap between the
learner’s current status and desired goals.
It uses the information to make changes in
teaching, as well as to provide feedback to the
students about how they can improve their
It is made of suggestions, hints, or clues, rather
than praise or comments about performance
The teacher's role in formative assessment is
not simply to use feedback to promote
content learning, but also
(Shawn’s emphases) (Heritage, 2010, p. 4).
If you want to make TEACHING and LEARNING meaningful
and make your students THINK and PROGRESS