FORMATIVE ASSESSMENT TOOLKIT FOR PRIMARY CLASSES

Presented by-MISS. SAHAYA MARYHM, KVS ZIET MYSORE

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.

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.

Some Common Terms

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DIFFERENCE BETWEEN PEN- PAPER TESTS AND FORMATIVE ASSESSMENT

FIVE REASONS FOR USING FA1. To find out what students know and can do....2. To provide all children with opportunities

to show what they know and build confidence.

3. To promote learning for understanding4. To improve teaching. To help determine what

kind of remediation and enrichment activities to provide, and to identify which students sneed assistance.

5. To let the students and their parents know how well they are progress- in their own learning and lead overall evaluation.

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,

Reasons for children not learning1.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.

RemediationRemediation 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

ENRICHMENTEnrichment 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.

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.

IMPLEMENTATION-Carrying Out FA in the Classroom

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

TYPES OF PERFORMANCE TASKS

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.

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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

Examples of Assessment of Products

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EXAMPLE OF GROUP ASSESSMENT

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.

EXAMPLES OF PORTFOLIOS

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.

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What are some some ways to grade and record FA?Scoring, Marking and Grading

Tools for Scoring and GradingRubricRating ScaleChecklists

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

AN EXAMPLE FOR A RUBRIC

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

RATING SCALES

RATING SCALES- AN EXAMPLE

CHECKLISTSChecklists 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

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

• 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

CHECKLISTS- EXAMPLES

• 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

RECORDING AND CALCULATINGGRADES

CCE PACKAGE IS ALIGNED WITH THE ASSESSMENTCYCLE

INTRODUCTIONCCE PLAN OF

ACTIVITIES

BLUEPRINTACTIVITY

DESCRIPTIONPERIODICITY

CRITERIARECORDINGEVIDENCE

REPORTING

CRITERIAGRADING

ANALYSIS OF PERFORMANCE

DIAGNOSIS

REMEDIATION

ENRICHMENT

ADAPTING THE

TLP