FORMATIVE ASSESSMENT TOOLKIT FOR PRIMARY CLASSES

1. Presented by- MISS. SAHAYA MARY HM, KVS ZIET MYSORE FORMATIVE ASSESSMENT TOOLKIT FOR PRIMARY CLASSES

2. Objective of the FA Toolkit • It is a Practical Guide for Teachers that will help teachers think in new ways about teaching and learning. • They want to improve /help and support children's learning.

3. Understanding Formative Assessment • Assessment is a way of observing and collecting information and making decisions based on the information. • Assessment is concerned with observing learners and collecting in-formation about those observations. • Assessment of learners is a way of finding out what learners know, understand can do. • There are different ways to assess learners.

4. Some Common Terms

5. DIFFERENCE BETWEEN PEN- PAPER TESTS AND FORMATIVE ASSESSMENT

6. FIVE REASONS FOR USING FA • To find out what students know and can do.... • To provide all children with opportunities to show what they know and build confidence. • To promote learning for understanding • To improve teaching. To help determine what kind of remediation and enrichment activities to provide, and to identify which students sneedassistance. • To let the students and their parents know how well they are progress- in their own learning and lead overall evaluation.

7. How does continuous assessment help learners? -By giving Feedback • Feedback refers to the information teachers give to learners about their performance on an assessment..... • FEEDBACK is • POSITIVE, • TIMELY, • INSTRUCTIVE(how to improve), • SUPPORTIVE ( to those falling behind) • ENRICHING ( to those who are ahead), • builds SELF AWARENESS AND POSITIVE ATTITUDE in the learner,

8. Reasons for children not learning 1.Learners have not learned the skills required to do the task. For example, students will not be able to write paragraphs or stories if they have not mastered writing complete sentences. 2. The instruction in this particular skill was not adequate for that student. 3. Learners may need more time to practice and understand. 4. The student may not be motivated. 5. The student may not be developmentally ready. 6. The student may have emotional, physical or mental problems.

9. Remediation Remediation provides learners who are falling behind with alternative ways to learn knowledge and skills. For example, if the teacher identifies five learners in her class that do not know how to add double digit numbers successfully, when 40 other learners in the class are doing it successfully, the teacher has to provide additional support to those five learners so they do not fall behind. The teacher might ask some learners to assist those learners ( peer/ buddy) or the teacher might give the 40 learners who have mastered the topic a task to do at their seats while the teacher works with the five students (individually or in groups), simplifying the task, asking them questions, demonstrating procedures

10. ENRICHMENT Enrichment means to "make richer." Enrichment activities in the classroom make learners richer in knowledge and skills. Many learners grasp ideas and skills easily and would benefit from further intellectual stimulation. Instead, what happens in many class-rooms is that the fast learners are ignored by the teacher while the other learners are helped. Sometimes the teacher teaches to the fast learners because they are the ones always participating in class. In this case the 'slower learners' fall behind.

11. How does FA benefit teachers? A teacher's job is to ensure that all learners learn. (S)He does this by teaching in a variety of ways. Here are some things continuous assessments may tell a teacher: • which learners are struggling with a topic or skill; • what aspect of the topic is difficult for the learners; • which learners are grasping the topic and skill well; and • whether the teaching was effective at helping learners learn.

12. IMPLEMENTATION-Carrying Out FA in the Classroom

13. How can teachers develop good performance assessment activities? • TIME- when you assess learner performance, there should be enough time to practice and comprehend the information or skill. • PRACTICE-assessment of learners should follow practice • CRITERIA- Inform the criteria of assessment before assessing the activity • VARIETY- Different types of activities

14. TYPES OF PERFORMANCE TASKS

15. How can teachers develop good product assessments? • Product assessments can be described as a tangible (can be touched with the hands) objects created by the student and can be viewed by the teacher. • Product assessments differ from performance assessments because they are physical pieces of student work that can be touched. Performances need to be observed or heard in order to assess them. .

16. GUIDELINES • TIME-Plan and allot sufficient time • SUPERVISION- carrying out the assessment activity, they may require guidance from the teacher. The teacher's role is to offer suggestions and feedback to help the learner stay on track and on task. The conversation between the student and teacher at this stage can be very informative for the teacher • CRITERIA- Inform the criteria of assessment to the students before they engage in the task

17. Examples of Assessment of Products

18. EXAMPLE OF GROUP ASSESSMENT

19. What is a portfolio and how can we use it with learners? • A portfolio of student work is a systematic collection of a student's work over a year, a term or a topic. • The work can be collected in a folder, • When a student completes an assessment activity or task, it is placed in the portfolio. • All the different pieces of work in the portfolio contribute to an overall evaluation of student work. • The portfolio can show student progression/path of learning. • The teacher and students can decide which pieces of student work to place in the portfolio. • In some places portfolios of student work take the place of exams or testing at the end of the semester.

20. EXAMPLES OF PORTFOLIOS

21. PORTFOLIO- COLLECT..SELECT.. REFLECT Each student is responsible for his or her portfolio. It is their work. Students play a role in selecting what work samples to be included in the portfolio. Collect and store the samples in the portfolio safely. Develop criteria to evaluate each piece of work in the portfolio. An overall set of criteria can be developed to assess the whole portfolio. Involve students in continually assessing their work. 2 Hold conferences with students about their portfolio. Hold conferences for parents on student portfolios.

22. What are some some ways to grade and record FA?Scoring, Marking and Grading Tools for Scoring and Grading Rubric Rating Scale Checklists

23. RUBRIC • A rubric is used when an activity has many parts and you want to assess the different parts. • For example, after reading a story, groups of learners identify the main characters, summarize the plot and come to consensus about whether the main characters' actions at the end of the story were justified or not. The teacher uses the rubric to assess each group's presentation to the class

24. AN EXAMPLE FOR A RUBRIC

25. RATING SCALES Rating scale can be useful when you expect the learners to have a lot of different answers or responses on an assessment activity. Rating scales usually have a number part and a descriptive partRating scales such as the one shown have a description that tells why something is a “1,” a “2,” or a “3,” etc. It tells why in a very simple way. An important thing to keep in mind when using rating scales is to try to keep the number of divisions on the scale between 4 and 7. There are 5 divisions on the example of the rating scale given

26. RATING SCALES- AN EXAMPLE

27. CHECKLISTS Checklists tell if some knowledge or skill has been mastered or not. The checklist indicates if the learner can do the particular task (or knows the material) or is unable to do the task. checklist is useful for a range of tasks that students are required to perform regardless of the level of skill demonstrated. Checklists can often be used when there are a large number of elements or tasks to be assessed

28. CHECKLISTS- AN EXAMPLE For example, in science a checklist could be constructed to show if learners have mastered the measuring tasks stated in the syllabus.

29. CHECKLISTS- EXAMPLES • Checklists can also be used for readiness skills of young learners. • The types of skills in a readiness checklist might be: • counting from 1-10; • recognizing letters of the alphabet; • saying the alphabet; • recognizing basic shapes

30. RECORDING AND CALCULATING GRADES • FORMATS- • Name ,date, lesson, criteria of the Activity • Grades • Notes on the Assessment , feedback, Diagnosis, Remediation, Enrichment • CCE SOFTWARE- computes the aggregates , weightages, grades and assessment wise and year end analysis, • e- report cards • Student details, fees, enrolment particulars, category listing and all abstracts

31. CCE PACKAGE IS ALIGNED WITH THE ASSESSMENT CYCLE INTRODUCTION CCE PLAN OF ACTIVITIES DIAGNOSIS REMEDIATION ENRICHMENT ADAPTING THE TLP BLUEPRINT ACTIVITY DESCRIPTION PERIODICITY CRITERIA RECORDING EVIDENCE REPORTING CRITERIA GRADING ANALYSIS OF PERFORMANCE