1 / 16

Classroom Assessment

Classroom Assessment. February 12. Outline. Assessment and learning Assumptions Types of assessment Techniques Discussion of some techniques Questions Negotiations Free writing. Why to assess?. Assessment of learning (summative) Assessment for learning (formative)

diehl
Download Presentation

Classroom Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Classroom Assessment February 12

  2. Outline Assessment and learning Assumptions Types of assessment Techniques Discussion of some techniques Questions Negotiations Free writing

  3. Why to assess? • Assessment of learning (summative) • Assessment for learning (formative) • Assessment as learning (lifelong learning)

  4. Why is classroom assessment an important step in teaching Improves effectiveness of teaching and learning. CA gives information about • the extent Ss achieve goals and objectives; • the quality of learning and teaching; • the challenges Ss face and their motivation; • T’s dedication • the effectiveness of feedback, its appropriateness and regularity.

  5. Some types of classroom assessment • Brainstorming • Checklists • Types of questions • Free writing • Empty outline • Maps and concept maps • Comparison charts/tables • Self and peer evaluation • Evaluation grid • Explaining a concept to different audiences

  6. Empty outline Classroom Assessment 1. Introduction: definition and importance of classroom assessment 2. Techniques and strategies used in CA a) Example A b) Example B 3. Reasons of using CA: Explanations and concepts 4.Conclusion: usefulness and usability of CA

  7. Types of Questions • Direct/literal questions • Inferential questions • Application questions

  8. Types of QuestionsProcedure Explain the question types. Get the Ss into small groups (three Ss in each group). Have the Ss create one question of each type. Groups exchange questions and make comments about the questions (to what extent each group has achieved the task). Original groups receive feedback and rewrite the questions. Exchange questions with other groups. Answer the questions

  9. Case study + Negotiation • Assign roles (needs accurate planning prior to the class. Always have a back-up plan taking into consideration the number of Ss) • Put the Ss into groups according to their roles (e.g. executive directors, lawyers, company owners, other) and give them time to get prepared. If the case /reading was assigned at home, give less time for preparation.

  10. Case study + Negotiation (cont.) • Get the Ss into new groups – the negotiation groups. These groups should include a member from each preparation group. • As they negotiate, monitor the process and take notes of their performance.

  11. Student performance table

  12. Free Writing Topic The devil is not as black as it is painted. Mining gold can continue in Amulsar without any harm to the environment.

  13. Free writing Rules • Ss should NOT write their names or surnames • Ss should not worry about spelling, punctuation, or capitalization. • Ss should spend exactly 3 minutes to put down their thoughts. • If their thoughts get diverted from the main topic, they should write about whatever occupies their mind at that very moment. • After writing, exchange the three-minute free writings with other Ss. • After the exchange, the T collects them to write a response to the writings.

  14. What to pay attention to • Text organization • Reasoning • Argumentation • Examples

  15. Other techniques? • Let’s brainstorm!

  16. References Suskie, L., (2009), Jossey Assessing student learning, JOSSEY-BASS, A Wiley Imprint, www.josseybass.com UTC/Walker Center for Teaching and LearningOnline Resources for FacultyClassroom Assessment Strategies Retrieved from https://www.utc.edu/walker-center-teaching- learning/teaching-resources/classroom- assessment-strategies.php#recall on 31.01.2019

More Related