Second session of the NEPBE I in cycle 4 2012-2013

1. Dirección de Educación Secundaria Second session of the NEPBE I in cycle 4 2012-2013 February 22, 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 • On a sheet of paper write a list of numbers from 1 to 6. • Read the statements on the next slide and respond by marking A (Agree) or D (Disagree) next to each number. • Keep your answers private – no discussions!

4. Formative assessment is done at the end of the learning process. • Formative assessment is used only for the teacher to adjust instruction. • Students are graded on every formative assessment. • Formative assessment and instruction go hand-in-hand. • Formative assessment is sharing learning outcomes with the students. • Formative assessment can affect scores on summative assessment.

5. ASSESSMENT IS MORE THAN TESTING ASSESSMENT SHOULD

6. WHEN TO ASSESS? During the teaching -learning process

7. Definition 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 .

8. Assessment = process of planning, collecting, analyzing and reporting information about students learning. Adapted from Teachers of English to Speakers of Other Languages. (1997). Managing the assessment process: A framework for measuring student attainment of the ESL standards. Alexandria, VA: TESOL.

9. 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

10. Seven Strategies Stiggins, 2006 1. Provide clear Learning Target 3. Provide descriptive feedback • 4. Teach students to self-assess & set goals 2. Use examples of strong and weak work • 5. Design lessons to focus on one aspect. • 6. Teach students focused revision. • 7. Engage students in self-reflection, let them keep track of and share their learning.

11. Anticipation Guide • Look at the statements again • Change any Agrees or Disagrees based on new information you have gained • Discuss your answers with a partner

12. Compare your answers • Takes place during the learning process • Informs both teachers and students • Allows teachers to adjust instruction • Involves students in the assessment process. • Formative assessment is sharing learning • outcomes with the students. • Classroom assessment is for learning

13. Formativeclassroomassessment Good news ….. You are doing much of this already! But are we intentional , specific, varied and effective, in giving feedback?

14. Activity Team work. Orally answer the following questions.

15. What is planning? • What elements should you consider when planning? • How is planning related to assessing? • Why is important to plan assessment? • How is assessment understood in the NEPBE? • What difficulties might a teacher come across when planning assessment of a specific competency?

16. Planning The planning needs to include: • Strategies to check students’ understanding of the goals. • The criteria that will be applied in assessing their work. • How students will receive feedback. • How they will take part in assessing their learning . • Opportunities for both student and teacher to obtain information about progress and use it to direct the learning process.

17. PLANNING THE ASSESSMENT OF LANGUAGE LEARNING

18. Time for a break

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. Activity Team work

21. Development of assessment criteria • Choose the social practice of the language and the specific competency from the syllabus Unit IV. • 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.

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

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

24. Writeyouranalysis notes • Instrument 1 • Strenghts: • Weaknesses:

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

26. Share your instrument.

28. More informationaboutassessment • http://www.youtube.com/watch?v=2K8qbI_FzGE • http://www.ets.org/Media/About_ETS/pdf/ELL_Guidelines.pdf • http://fcit.usf.edu/assessment/basic/basica.html

29. SEP. (2012).Strengthening Planning and Assessment Process at State Level Cycle 4 ITESO. Mexico • Heritage, M ., Kim, J ., Vendlinski, T ., & Herman, J . (2009) . From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues and Practice, 28(3), 24–31. • FWPS-Teaching for Learning RTI Jan 2008 • http://rubrics4teachers.com/ • http://www.glasbergen.com/education-cartoons/?album=4&gallery=91