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    Classroom Assessment (7 December 2020)

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    This document provides an overview of classroom assessment. It defines assessment as collecting student information to provide feedback and grading. There are two main types of assessment: formative, which is for learning, and summative, which is of learning. The assessment process involves four phases - collecting evidence, interpreting evidence, making judgements, and following up. Effective assessment for learning involves sharing learning goals, involving students in self-assessment, providing feedback, and creating a culture where mistakes are part of learning.

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    Classroom Assessment (7 December 2020)

    Uploaded by

    TOBI
    39 views15 pages
    This document provides an overview of classroom assessment. It defines assessment as collecting student information to provide feedback and grading. There are two main types of assessment: formative, which is for learning, and summative, which is of learning. The assessment process involves four phases - collecting evidence, interpreting evidence, making judgements, and following up. Effective assessment for learning involves sharing learning goals, involving students in self-assessment, providing feedback, and creating a culture where mistakes are part of learning.

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    This document provides an overview of classroom assessment. It defines assessment as collecting student information to provide feedback and grading. There are two main types of assessment: formative, which is for learning, and summative, which is of learning. The assessment process involves four phases - collecting evidence, interpreting evidence, making judgements, and following up. Effective assessment for learning involves sharing learning goals, involving students in self-assessment, providing feedback, and creating a culture where mistakes are part of learning.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    39 views15 pages

    Classroom Assessment (7 December 2020)

    Uploaded by

    TOBI
    This document provides an overview of classroom assessment. It defines assessment as collecting student information to provide feedback and grading. There are two main types of assessment: formative, which is for learning, and summative, which is of learning. The assessment process involves four phases - collecting evidence, interpreting evidence, making judgements, and following up. Effective assessment for learning involves sharing learning goals, involving students in self-assessment, providing feedback, and creating a culture where mistakes are part of learning.

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    Curriculum EDES211

    Classroom Assessment
    Dr Lokesh Maharajh
    maharajhlr@ukzn.ac.za

    Prof. Simon Bheki. Khoza


    khozas@ukzn.ac.za
    Introduction
    • What assessment is?
    • The purposes of assessment
    • Types and forms of assessments
    “Assessment is the collection, interpreting,
    storing, and processing of information
    about students’ knowledge, skills, and
    values, in order to provide feedback,
    and/or for grading the students” (Khoza,
    2020, p. 253).
    Introduction
    • to improve learning and teaching
    • to evaluate external factors on the quality
    of schools, intelligence, and future
    • formative assessment is an assessment
    for learning
    • summative assessment is an assessment
    of learning
    • formative and summative interconnected
    What is classroom
    assessment?
    • processes used by teachers to collect
    information and make interpretations and
    decisions based on this information on a daily
    basis
    • different meanings can be confusing and
    problematic.
    • classroom assessment is often intuitive
    • teachers focus on teaching rather than on
    assessment activities
    Assessment for learning

    Teaching
    Plan teaching and learning
    activities and assessment
    criteria

    Assessment for
    learning

    Assessment
    Provide feedback on student
    Learning writing
    Writing tasks Check / monitor / record
    students’ writing performance
    against criteria
    The four-phase assessment
    process
    • First phase - collect information,
    interrogate evidence
    • Paper-and-pencil techniques and
    observation
    • Unplanned observations - idiosyncratic,
    unsystematic happenings, mentally record,
    and interpret.
    The four-phase assessment
    process
    • Second phase - interpretation of evidence
    • Compare evidence
    • May be norm-referenced, criterion-referenced, or
    self-referenced
    • Third phase responses/reactions on judgement
    • Verbal/non-verbal, positive/negative/ neutral
    comments, symbols, grades/marks
    • Feedback inseparable part
    The four-phase assessment
    process
    • Fourth phase concerns the teacher's
    response to the pupils' learning and
    development and includes children's
    reactions.
    • Processes for recording and reporting the
    results usually supplement the explicit
    assessment procedures.
    Effective use of assessment
    for learning
    Sharing learning goals with students
    •AfL has more to do with learning and teaching
    than assessment per se
    •AfL practice starts with planning and sharing
    learning goals
    Helping students understand the standards,
    they are working towards
    •Learning goals translated to list of criteria
    •Help students understand the standards
    Effective use of assessment
    for learning
    Involving students in assessment
    •AfL & self-assess
    •Assessment that contains different focuses
    •Provide guidance and training
    •Focus on not only weaknesses but also
    strengths
    •Self-evaluation- different forms.
    Effective use of assessment
    for learning
    Teachers providing feedback that helps
    •Quality feedback
    •Challenging tasks
    •Effective feedback focused/stimulates
    thinking/consists of comments/explicitly to success
    criteria, and provides concrete guidance
    •Feedback through teacher-learner conferences
    Effective use of assessment
    for learning
    Creating a classroom culture where mistakes
    are a natural part of learning and where
    everyone can improve
    •AfL places emphasis on learners’ motivation
    •Assessment practices damaging effects student
    motivation
    •AfL fostering motivation/emphasising progress &
    achievement
    Conclusion
    • Assessment process complex and powerful
    • Awareness of potential for the improvement of
    teaching and learning and its side-effects
    • Teachers use different classroom assessment
    techniques in their classrooms without knowing
    its purpose
    • Not fully aware of the purpose of varying
    classroom assessment techniques for learners’
    learning
    References
    Khoza, S.B. (2020). Academics’ “Why” of Knowledge-Building for the Fourth Industrial
    Revolution and COVID-19 Era. International Journal of Higher Education, 9(6), 247-
    258. https://doi.org/10.5430/ijhe.v9n6p247
    Lee, I. (2007). Assessment for learning: Integrating assessment, teaching, and learning in
    the ESL/EFL writing classroom. Canadian modern language review, 64(1), 199-213.
    Mavrommatis, Y. (1997). Understanding assessment in the classroom: Phases of the
    assessment process—the assessment episode. Assessment in Education:
    Principles, Policy & Practice, 4(3), 381-400.
    Saeed, M., Tahir, H., & Latif, I. (2018). Teachers' Perceptions about the Use of
    Classroom Assessment Techniques in Elementary and Secondary Schools. Bulletin
    of Education and Research, 40(1), 115-130.
    Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it
    take to make it work?. Routledge.
    Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2016). Teachers’ use of
    classroom assessment techniques in primary mathematics education—an
    explorative study with six Chinese teachers. International Journal of STEM
    Education, 3(1), 19.
    THANK YOU VERY
    MUCH

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