From assessment to teaching
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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

FROM ASSESSMENT TO TEACHING

Rina Akotonas, Access Project Director,

Amal , January 2011


Learning process

LEARNING PROCESS

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


Why focusing on assessment

WHY FOCUSING ON ASSESSMENT ?

Assessment is an integral part of the Learning

Process . The process includes the following

parts organized in a moving circle:

Planning

Teaching and Learning

Summative Assessment

Feedback


A short questionnaire

A Short Questionnaire

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.


Summative formative assessment

SUMMATIVE & FORMATIVE ASSESSMENT

Which of the statements above refer to SUMMATIVE

ASSESSMENT ?

Which ones refer to FORMATIVE ASSESSMENT ?

What does each of the term refer to?


Summative formative assessment1

SUMMATIVE & FORMATIVE ASSESSMENT

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.


Why is summative assessment insufficient

WHY IS SUMMATIVE ASSESSMENTINSUFFICIENT?

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


Effective formative assessment

EFFECTIVE FORMATIVE ASSESSMENT

Formative assessment is not a tool, but a

process.

Formative assessment is a process used by

teachers and students during instruction that

provides feedback to adjust ongoing teaching

and learning.

Teachers and students assume the roles of

partners in the learning process.


How it works

HOW IT WORKS

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

improve;

3. and students participate in the

process through self-assessment.


Feedback

FEEDBACK

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

own learning.

It is made of suggestions, hints, or clues, rather

than praise or comments about performance


Teacher s role

TEACHER’S ROLE

The teacher's role in formative assessment is

not simply to use feedback to promote

content learning, but also

  • to help students understandthe goal being aimed for,

  • assist them to develop the skills to make judgmentsabout their learning in relation to the standard,

  • and establish a repertoire of operational strategiesto regulate their own learning.


How we do it

HOW WE DO IT

  • “I used to do a lot of explaining, but now I do a lot of questioning.

  • I used to do a lot of talking, but now I do a lot of listening.

  • I used to think about teaching the curriculum, but now I think about teaching the student.”

    (Shawn’s emphases) (Heritage, 2010, p. 4).


How we do it1

HOW WE DO IT

  • Staffs meet to fix what , when and how they assess their students.

  • The first step must be a diagnosis test to be able to identify a class’ profile.

  • The teacher adapts the policy of the staff to his classes.

  • The teacher collects evidence of his students’ learning : class work, quizzes, tests, creative tasks…

  • The teacher finds time to talk to his students about their strengths and weaknesses and gives advice about what to do.


To sum up

TO SUM UP

If you want to make TEACHING and LEARNING meaningful

and make your students THINK and PROGRESS

start using

FORMATIVE ASSESSMENT


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