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Fourth session of the NEPBE II in cycle 4 2012-2013 PowerPoint Presentation
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Fourth session of the NEPBE II in cycle 4 2012-2013

Fourth session of the NEPBE II in cycle 4 2012-2013

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Fourth session of the NEPBE II in cycle 4 2012-2013

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  1. Dirección de Educación Secundaria Fourthsession of the NEPBE II in cycle 4 2012-2013 Assessment Instruments February 25th, 2013

  2. Purpose of the Session To design assessment instruments in line with the NEPBE framework in order to strengthen planning and assessment processes. To establish assessment as part of the planning process, recognizing the importance of making it explicit in the planning process and the need for teachers to integrate these two processes, planning and assessment, in their practice.

  3. Anticipation Guide • Take a blank sheet of paper • Fold it in half, then in half again • Bend the corner in • Open it flat and write Formative Assessment in the center diamond • Label sections as shown on next slide

  4. Facts/ Characteristics: Definition in your own words: Formative Assessment Non-examples: Examples:

  5. What is formative assessment? A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way Heritage, Kim, Vendlinski, and Herman (2009). Formative assessment is always a planned process; it does not happen accidentally .

  6. Formative Assessment • takes place during the learning process • informs both teachers and students • allows teachers to adjust instruction • involves students • cannot be separated from the instructional • process • is classroom Assessment for Learning

  7. Formative Assessment Essential Principles • Student Focused • Outcomes Based Instructionally Informative • Emphasizes learning outcomes. • Makes goals and objectives transparent to students. • Provides clear assessment criteria. • Closes the gap between what students know and desired outcomes • Consider each student’s learning needs and styles and adapt instruction. • Design student assessments. • Offers feedback • Guides instructional decisions. • Provides a way to align standards, content, and assessment.

  8. NEPBE ASSESSMENT APPROACH • Global: integrates all types of knowledge and skills. • Formative: provides opportunities for improvement to the students and teachers. • Continuous: constantly provides information on the process • Self-centered/ student-focused: students compare their performance with themselves.  

  9. Assessment for learning Best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment = process of planning, collecting, analyzing and reporting information about student learning.

  10. Planningforformativeassessment • Begin with the end in mind • Don’t wait until the end to assess • Integrate assessment and instruction • Re-read your goals • Examine your curriculum • Assess what’s in the curriculum (academic language) • Communicate what will be assessed • Assess • Short, daily • Longer, weekly • Longest, end of sequence

  11. Determine your purpose

  12. Collecting data Formative assessment is defined by use, not the assessment method Observations Checklists Oral presentations Essays / written compositions Traditional tests Portfolios / work samples Student self-assessments Classroom tasks (individual, pairs, group)

  13. Collecting data • Which mode(s) are you testing? • What format is appropriate? • Prioritization and Sequencing • Prioritization = decide which parts to assess • Sequence = the order in which you assess

  14. Analyzing formative assessment data Thinking beyond grades • Quantitative information • Assessment level • Item/task level • Qualitative information Using data to improve assessment and instruction

  15. How can assessmentresults bereportedtostudents? Make sure students know the purpose of the assessment before it’s administered When appropriate, review the assessment with students Provide meaningful feedback to students Ask for student input

  16. PLANNING THE ASSESSMENT OF LANGUAGE LEARNING The following checklist of questions around assessment can be useful when planning assessment to decide what types of assessment are appropriate.

  17. Anticipation Guide Check your answers.

  18. Facts/ Characteristics: Definition in your own words: Formative Assessment Non-examples: Examples:

  19. If appropriate judgments are to be made, then the criteria by which this occurs need to be explicit, available, open to interrogation and shared."

  20. Formative Assessment in Lesson Planning Formative Assessment Strategies: ACTIVITY: What are some formative assessment strategies that you could employ that would measure student progress toward meeting the learning goal? Adapted from Iowa ASCD

  21. Formative Assessment in Lesson Planning THIRD GRADE UNIT III PRODUCT BDoing with the language : Understanding the content of a historical text. • Finding Main Idea • Recognize order and meaning of a text • Identify chronological order • Recalling Facts and Details • Recognizing Cause and Effect • Comparing and Contrasting • Answeringquestions • Graphicorganizer • Retelling • Drawing • Skillschecklist • Rubric Assessing tools Learning goals

  22. Development of assessment criteria • Choose a social practice of the language and a specific competency from the syllabus. • Review the information on that social practice and specific competency. • Develop a list of criteria to assess that specific competency. • Write the criteria on a sheet of paper.

  23. Assessmentinstruments

  24. List of assessment instruments established in the Acuerdo 592 (SEP; 2011:25)

  25. Development of assessment criteria Analyze the instruments given in terms of the following aspects: • Relationship between the specific competency, achievements and instrument. • Strengths or positive aspects of the instruments ( what type of information does it provide? When is it appropriate to use it? Etc.) • Weakness of the instrument ( what negative implications does it have? What sort of aspects are not taken into account by this instruments? Etc. • Write down your analysis

  26. Designing assessment instruments • With your team, review the assessment criteria you developed for the specific competency chose. • Design two instrument to assess the specific competency your team chose by selecting one assessment instrument established by the Acuerdo 592. Use as a basis the assessment criteria you develop earlier on.

  27. Share your instrument.