Class Assessment Best Practices for Monitoring and Evaluating Your Classroom pp.44-55 Objectives To discuss basic concepts of classroom assessment. To discuss specific strategies for classroom assessment. To practice critically evaluating classroom assessment strategies. Schedule Introductions Make groups to work in Lecture on classroom assessment Classroom assessment activity Classroom assessment activity feedback Questions/ Closing Who am I? Certified Teacher U.S.A 8yrs teaching experience 4yrs U.S. 4yrs South Korea MRes- Educational and Social Research EPIK/ TaLK Teacher Trainer Assistant Professor of English at Gimcheon University Daniel Moonasar Who are you? Graduates (4yrs with degree)? Undergraduates (2yrs and or no degree)? Education majors? Teaching experience? 6 month contract? 1 year contract? Lived or visited South Korea before? Group Discussion Activity Directions: 1.Make a group of 5 people. 2.Discuss and answer the question below. 3.Pick your best answer and 1 person to speak for your group. 4.When finished, well share answers. Question: Why is assessment important in the classroom? 5-min Lecture Contents 1. The Need For and Purpose of Assessment 2. Types of Assessment 3. The Classroom Assessment Process 4. Classroom Assessment Strategies pp Assess what students know Exams, quizzes, homework etc. Assessment of teacher/ methods Observations, peer feedback Assessment of classroom practices. How to teach, differentiating teaching Assessment of the learning process How to learn and think (critical thinking) The need for students and teachers to monitor and evaluate learning Assessment is an ongoing process of planning, practice, and reflection Planning Practice Reflection pp The purpose of classroom assessment: improve how students learnimprove what students learnimprove what methods teachers use pp The purpose of classroom assessment: improve how students learnimprove what students learnimprove what methods teachers use Allowing students and teachers to respond to information obtained from monitoring and evaluating student learning. Assessment fulfills this purpose by: pp Table 1.1 p. 45 What classroom assessment can show us: 2. Types of Assessment Formative: observations, questioning Summative: exams, report cards of (summative assessment) for (formative assessment) as (self assessment) Assessment Learning Table 1.2 p. 45 2. Types of Assessment- Examples Exams, unit/national tests, quizzes, final projects, report cards Assessment of learning Observations, questioning, informal/formal conversations, learning logs, checklists Assessment for learning Discussions, critiquing, peer feedback, journals, portfolios, projects, student created assessment Assessment as learning p. 46 2. Types of Assessment Assessment for Learning (formative assessment) WhoInvolves the student WhenWhen descriptive feedback is needed ReportingNot reported, not an achievement grade DesignTo assist educators and students to improve learning What it Checks Checks learning to determine what to do next and how to do it How it Works Specific and descriptive feedback, formal or informal reports OutcomesIndividual performance vs. personal best Table 1.3 pp 2. Types of Assessment Assessment of Learning (Summative Assessment) Who Does not always involve the student When For periodic report Reporting As part of an achievement grade Design For those directly and indirectly involved in daily learning and teaching (school administration, parents, teachers, and students) What it Checks Checks what has been learned to date How it Works Usually compiles data into a single number, score, or mark as part of a formal report Outcomes Compares student's learning with other students' learning or the standard for a grade Table 1.3 pp 2. Types of Assessment Assessment as Learning (self assessment) Who Involves the student When Throughout the learning process Reporting Usually immediate feedback or reflective feedback Design Designed for learning how to think or assess What it Checks Students perceptions about themselves and critical thinking skills How it Works Students assess themselves and or others in order to become self aware of the learning process Outcomes Create self-aware learners so that they can understand the purposes of their learning and grasp what they need to do to achieve. Table 1.3 pp 3. The Classroom Assessment Process Table 1.4 p. 47 3. The Classroom Assessment Process Table 1.5 p. 48 4. Classroom Assessment Strategies Tips for classroom assessment strategies: 1.Use them as a framework 2.Modify them to your classroom situation 3.If possible assessment should be in English 4.Read up and look for resources pp 4. Assessment as Learning Strategies Table 1.5 pp 4. Assessment as Learning Strategies Table 1.5 pp 4. Assessment for Learning Strategies Table 1.6 pp 4. Assessment for Learning Strategies Table 1.6 pp Teacher poses a question, observation, or challenge. Students think and write out answers individually. Students pair up & combine their best answers. Students share their new improved answer w/the class. 4. Assessment of Learning Strategies - Rubrics Table 1.8 p. 54 4. Assessment of Learning Strategies - Rubrics Table 1.8 p. 54 Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 1 Instructions: 1. Discuss and plan an assessment strategy based on the scenario given to you. 2. You do not, or may not need to answer all of the assessment process questions. 3. Keep your answers succinct and focused as possible with the time that you have. 4. You have about 25 minutes to work. Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 2 Instructions: 1. Discuss the other groups assessment plan that was given to you. 2. First read the scenario and then the groups assessment strategy. 3. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. 4. Write notes directly on the other groups paper. Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 3 Instructions: 1. Each group will take a turn giving feedback to the other group. 2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. Feedback and Questions Myaddress: