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التعلم أجل من التقييمAssessment For Learning

للمعلمين الم�يسر التقييم: 2التدريبجيد بشكل

FTT2 : Assessing Well

التدريبقواعد Norms

Session overviewالجلسة على عامة نظرة

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المهني التعلم دليلCompanion for Professional Learning

Complete the impact section based on the learning from your previous

FTTتحديد نموذج أكملما عن الناتج األثرإلى استنادا تعلمته

التدريب جلسةالسابقة الم@يسر

المهني التعلم دليلCompanion for Professional Learning

Complete the prior

thinking, K and W

نموذج أكملمن سبق ماماذا . معرفةوماذا أعرف

اعرف أن أريد

Learning Outcomes ا لتعلمم�خرجات

المشاركين من ...يتوقعParticipants will…

المهني المعيارStandard

الكفاءةCompetency

الحالية التقييم ممارسات مراجعةReview current assessment practicesالممارسة أهمية حول فهم تكوين

القياسية \ المعيارية

Develop an understanding of the importance of standardized practice

The classroomالدراسي الصف

The professionالمهنة

على : القدرة يظهروفقا • والتخطيط التقييم

وضع أجل من الطلبة الحتياجات. تحديا تشكل تعلم أهداف

Demonstrates the ability to: Assess and plan for the needs

of students in order to set challenging learning objectives

التي للمادة تقييم خطة كتابةالدراسية للمرحلة أو يدرسونها

المناسب النحو علىWrite an assessment plan for their curriculum area or grade level as appropriate.

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التقييم» من عملية الغرض تمكين في وتعليم يكمن تعلمفاعلية قياسات أكثر توفير خالل ذات و مستمرةمن

تعلمه مصداقية والمهارات لما المواقف ماهي و الطلبةالتي تحسين والفهم إلى «تحتاج

الصفحة – ، السابع القسم للتعليم أبوظبي مجلس سياسة 62كتيب

“ The purpose of assessment is to enable more effective teaching and learning by providing ongoing authentic

measures of what students have learned and which attitudes, skills and understanding require improvement.”

ADEC Policy Manual Section 7, page 62

اآلن؟ نحن أينWhere are we now?

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الصحيح؟ بترتيبها األشياء نؤدي هلAre we doing things in the correct order?

فيممارستنا النظرLooking at our practice

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الشخصي التأملPersonal reflection

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التعلم أجل من التقييمAssessment For Learning

للمعلمين الم�يسر التقييم: 2التدريبجيد بشكل

FTT2 : Assessing Well

التقييم لغةLanguage of Assessment

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Term Line Definition

Authentic A means to ensure teachers apply assessment tools (e.g. rubrics) to the same standard; by reviewing benchmarked materials or marking and re-marking common pieces of student work

Informal Assessment Activity A means of determining where students are, where they need to go, and how best to get there; used for monitoring, diagnosing and informing what to do next

Valid A record that substantiates teacher judgements of student performance; e.g. observations and notes, results of assessment techniques, contents of a portfolio

Assessment Intrinsic reliability is how well a test/exam/question is able to accurately assess student understanding (i.e. if given on a second occasion provides the same result); extrinsic reliability is how well a marker applies a rubric or uses a markscheme; extrinsic reliability provides the greater and more immediate challenge

Standardize An assessment task (technique) that challenges students appropriately and enables the full range of performance to be achieved using the assessment tools; also interpreted as tasks which are meaningful and engaging that go beyond solely remembering

Reliable This generally refers to how well a question/test/exam actually assesses the intended learning outcomes or set of outcomes; teacher-designed assessments provide the greatest challenge.

Evidence A set of systems including techniques and tools to determine levels of student performance, means of recording and reporting such performance

Assessment for Learning (AfL)

A technique for gathering information about learning as it is taking place; it usually occurs at the start or near the end of a lesson; e.g. quiz, verbal questioning, think-pair-share; evidence collected informs teaching but does not contribute to Continuous Assessment marks

المجموعة مناقشةGroup Discussion

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التخطيطوالم�عايرة Planning & Standardizing

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المهني التعلم دليلCompanion for Professional Learning

Complete the

knowledge learnt

and commit to

action المعرفة كتابة

تم التيتعلمها

واإللتزام في بتطبيقها

العمل

القراءاتوالمواقع الروابطواإللكترونية

Links/Readings/Websites

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• D. Wiliam : Embedded Formative Assessment 2011. Solution Tree Press

• ADEC Policy Handbook: Section 7, page 62 • ADEC Portal

https://portal.adec.ac.ae/sites/P12Ed/PPPM/P12%20Policies/Forms/AllItems.aspx

• Irtiqa’a SEF Document

• ADEC Assessment Glossary, P-12

• PowerPoint: National Assessment Policy and Standardised Testing

in Schools: Some issues to consider. Gerry Mac Ruairc, School of

Ed, University College Dublin