Students Self-assessmet

Student self-assessment involves students in evaluating their own work and learning progress. 
Self-assessment is a valuable learning tool as well as part of an assessment process.  Through self-assessment, students can:

• identify their own skill gaps, where their knowledge is weak

• see where to focus their attention in learning

• set realistic goals

• revise their work

• track their own progress

This process helps students stay involved and motivated and encourages self-reflection and responsibility for their learning.
You should set clear expectations for student performance.   As in peer assessment, you need to coach students on assessment criteria and how to apply them in grading their work.  Give them practice assessing themselves.
A valuable process on its own, self-assessment may be paired with peer assessment.   Applying knowledge gained through peer assessment, students’ self-assessment can be a potent next step in actively promoting their own learning and achievement.

peer assessment

In peer assessment, a collaborative learning technique, students evaluate their peers’ work and have their work evaluated by peers.  
Often used as a learning tool, peer assessment gives students feedback on the quality of their work, often with ideas and strategies for improvement.  At the same time, evaluating peers’ work can enhance the evaluators’ own learning and self-confidence.    Peer involvement personalizes the learning experience, potentially motivating continued learning.
When used in grading, peer assessment can give the instructor needed information on student performance.   Especially for large online classes, it may allow inclusion of assignments where students’ creative work could not be graded reliably through automation or efficiently by teaching staff.   
Peer assessment techniques vary considerably, and are often best understood through example.  To give effective, valid and reliable feedback to fellow learners, students need clear guidelines, training on assessment criteria and scoring rules, and practice with examples.   Before students are ready to give feedback to others, their assessments should be compared to staff-grading of the same examples for quality assurance. 

assessing students learning

How do you know if your students are achieving your specific learning goals for a course? Class evaluations and observations provide excellent feedback about student satisfaction and teaching style, but they don’t provide the important detail of how much your students are learning. Changing the way you assess student learning can dramatically improve your teaching effectiveness, as it provides immediate feedback on what works and what doesn’t.Traditionally, many teachers have evaluated their students’ knowledge by giving examinations and papers, often only at the middle and end of the quarter. As a result, a professor lecturing to a large introductory class might not recognize until final exams are finished that students consistently confused two important and closely related ideas. Other professors, who track their students’ work more regularly—through problem sets, for example— might assume that such written homework is helping achieve a major goal of the course, such as to develop students’ general problem-solving ability. Yet students who do well on homework might be unable to apply their knowledge to the novel situations created for exams; they’ve learned how to follow the textbook examples without understanding larger principles of problem solving.In recent years, instructors in a variety of fields have developed techniques of in-course assessment (also called classroom assessment). In-course assessment techniques systematize the process of getting useful and timely feedback on student learning. Because these assessment techniques are designed to gauge the effectiveness of the teaching and the quality of the learning taking place (and not simply to see who is or isn’t studying), they are usually anonymous. These anonymous assignments typically can be completed quickly, and focus on three areas:

1. students’ academic skills and intellectual development (e.g., do students have sufficient background knowledge or academic skills to move onto the next topic?)

1. students’ assessments of their own learning skills (e.g., do students feel prepared to learn new material from the textbook, without classroom review?)

1. students' reactions to various teaching methods, materials, and assignments (e.g., do students believe the exams fairly cover the material stressed in class?).

Based on this feedback, faculty can adjust their teaching to help students learn. The following are some examples of assessment techniques you might consider using:

Assessment class

Next Class on 29-8-2014

Assessment                                                                         

Assessment refers to the general process of monitoring or keeping track of the learners’ progress           ( Hedge, 2008)

• Assessment provides students with a tool to be more involved in their learning, and give them a better sense of control for their own learning. (Richards, 2002)

• it is the concern with measuring significant learning. Or, the act of judging or forming an opinion about something / somebody.(Saphier, 1997)

• Functions of assessment

Evaluate students’ overall level.

Evaluate students’ progress.

Evaluate how well students have learnt specific material during a course.

Evaluate students’ strengths and weaknesses. (Ur, 2012)

• Purposes of assessment•

 Formative assessment One purpose is pedagogically motivated, i.e. formative assessment, where the teacher will use information gained from assessments about learners progress as the basis for further classroom work. (Hedge, 2008)

•   Formative assessment happens in the middle of a period of learning rather than at the end, provides clear feedback in the form of error correction and suggestion for improvement. (Ur, 2012)

• • Summative assessment the second purpose for assessment is to measure learner achievement. This is referred to as summative assessment. (Hedge, 2008) They provide only a grade, often expressed as a percentage, offer no specific feedback on aspects of performance, and are designed to summarize or conclude a period of learning. Summative assessment may be used as final school grades, or for acceptance into further education.

 (Ur, 2012)

• Alternative assessment 

Teacher assessment. 

Continuous assessment.

 Self-assessment.(Ur, 2012)

•  Alternative assessment procedureThe main goal of alternative assessment is to “ gatherevidence about how students areapproaching, processing, and completing ‘real-life’tasks in a particular domain.(Richards, 2002)

•  Alternative assessment is different fromtraditional testing. Does not include on intrude on regular classroom activities.

• Reflects the curriculum that is actually being implemented in the classroom.

• Provides information on the strengths and weaknesses of each individual student.

• Provides multiple indices that can be used to gauge student progress.

• Is more multiculturally sensitive and free of norm, linguistic, and cultural biases found in traditional testing. (Richards, 2002)

• Nontraditional or alternative forms of assessment of classroom based writing Portfolio assessment Protocol analysis learning logs Journal entries Dialogue journals (Richards, 2002)

• Assessment should- remain an essential and integral part of teaching and learning. - Involve sharing learning goals with students. - help students to know and recognize the standards they are aiming for. - involve students in peer and self-assessment.- provide feedback which leads to students recognizing their next steps and how to make them.- involve both teacher and students in reviewing and reflection assessment data.(Saphier, 1997)

• Assessment and testing Assessment 

• Assessment refers to the general process of monitoring or keepingtrack of the learners’ progress.Assessment is a boarder concept, itis a part of the whole educationalprocess of teaching and learning.TestingTesting is one kind of assessment, one which is typically used at the end of a stage of instruction of measure studentachievement.Testing is a term that is not always used precisely, here, it refers to the specific procedure that teachers and examiners employ to try to measurability in the language.

• What is testing?

Testing is by far the most common basis for assessment. The criterion for success is a fixed level which the student is expected to reach; and the result is usually expressed as a percentage. Tests are relatively easy to design and check, take place at pre-test times and places, give clear-cut results, and are in general accepted as reliable bases for course grades.( Ur, 2012)

•  Principle of administrating tests

Inform your students about the test well in advance. Allot some class time to preparation. Provide, or review, essential information about the test as you present it.

Help students with instructions.

 Check and return tests as soon as you can. ( Ur, 2012)

Preparing the testing environment.

 This involve arranging the place of testing, materials and equipment, personal, time of testing, and physical conditions under which the test is administered.( Bachman & Palmer, 1996)

•  Functions of the test

• Act as ‘station’, marking off the ends of units

• Encourage students to review material.

• Motived students give a sense of achievement and progress.

• Provide learning or review. (Ur, 2012)

• Problems of tests

they are not always valid.

They may not be reliable.

They are a one-off event which might not give a fair representation of the student’s overall ability.

They discriminate against students with test anxiety that perform badly under test conditions. (Ur, 2012)

• four major types of tests

 Proficiency tests 

Aptitude tests 

Diagnostic tests

 Achievement tests (Hughes, 1998)

• Features of good tests

Accuracy

Objectivity

Reliability

Validity

Score ability (Hughes, 1996)

• Other types of test

 Standardized and non-standardized tests

 External and internal tests.

 Oral and written tests.

 Objective and subjective tests.

• Standardized and non-standardized tests• Standardized tests usually includes tests prepared by teams of specialists. Standardized test are used widely in some educational settings for both first and second language assessment. • Teacher-made school test is non-standardized because it may be applied once and then forgotten. ( Genesee, 1996)

• Standardized tests have the following qualities

 They provide a "systematic procedure for describing behaviors, whether in terms of numbers or categories."

 They include specified procedures for administration and scoring.

 The test items are derived from experience, either by experiment or observation, rather than theory.

 They have an established format and set of materials.

 They present the same tasks and require the same response modes formal test takers. They provide tables of norms to which the scores of test takers can be compared in order to ascertain their relative standing. ( Genesee, 1996)

• Performance Evaluation a performance evaluation is a dynamic tool by the help of which the performance of an individual could be measured by the concern authority. For example, such document is presented to the school and college students for gauging the status of the institute.Bartolomei, Kyra (2010)

•  References 

Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. New York:Oxford.Bartolomei, Kyra . (2010). what is performance evaluation? January 14, 2013.1956635www.answerbag.com/view/http://fromRetrievedDavies, A. & et al. (2006). Dictionary of language testing. Studies in language testing.(7th ed.). UK: Cambridge University Press.Genesee, F. & Upshur, J.A. (1996). Classroom-based evaluation in second language education. UK: Cambridge University Press. Hedge, T. (2000). Teaching and learning in the language classroom. New York:Oxford.Hughes, Ar. (1996). Testing for language teachers. Great Britain: Cambridge.McNamara, T. (2000). Language testing. New York: Oxford.Saphier, J. & Gower, R. (1997). The skillful teacher. (5th ed.). USA: RBT.Ur, P. (2012). A course in English language teaching. Great Britain: Cambridge.

My Classroom then and Now A case study presented by Anam Idress & Javiera

My Classroom then and Now

A case study presented by

Anam Idress
&
Javiera
27-9-2014
there were traditional classroom
now are quite changed
learning is  increased and
understanding also

1st Assignment

Classroom assessment

1. Assignment No:1 ( ANUM IDREES )

•   Define Classroom Assessment ?
•  Brief strategies of formative and summative assessment.
•  ( with at least on example)

2.Assignment No:2 (WALLED IQBAL)

• Define Classroom Assessment ?
• Explain Assessment tools? ( with at least one example )

3.Assignment No:3 ( TAIMOOR AHMED )

• Define Classroom Assessment 
•  Explain TEST
•  Qualities of good test AND types of test 
•  ( with at least one example )

4.Assignment No:4 ( JAVERIA NAWEED )

• Define Classroom Assessment
• Describe Reliability and Validity of assessment ?

   5. Afshan Imdad

• Define Classroom Assessment
• Define feedback and types of feedback

Last Date of submission is -03-9-2014

Classroom Assessment

Classroom Assessment
• Date:25-08-2014
• Topic:


• Facilitator
• Zulfiqar Behan
• (Asstt:Prof)
• GECE,Lyari Karachi.
What is assessment ?


Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. 

What Is an Assessment Test?

An assessment test measures the knowledge, aptitude and skills of an individual. Most commonly, students and professional workers take assessment tests. Schools conduct assessment tests to check the progress of students. 




VELS advocates 3 types of assessment  
 formative
 summative 
 authentic


Formative assessment is a continuous and ongoing process, part of day to day teaching where teachers continually confirm or modify their activities and directions with their students.


The second form of assessment advocated in VELS is Summative – which is used at the end of a unit or semester to determine what each student has achieved and learnt.


The final type of assessment, Authentic, involving the application of knowledge and skills over time requires clear criteria of which students are aware and involved.

“In relating assessment criteria to clearly developed learning expectations with a given task, students think carefully about what is being assessed and the kinds of evidence that would need to be provided to show their understanding.”
VELS Assessment p3



Some strategies you may have listed 
Formative: 
 Brainstorming
 Concept maps
 Know Want Learn How
 Pathfinders or search plans
 Graphic organizers
 Note taking
 Questioning

Assessment for learning: 


   establishes a classroom culture that encourages interaction and the use of assessment tools
    occurs throughout a learning sequence and is planned when teachers design teaching and learning activities 
    involves teachers sharing learning intentions and explicit assessment criteria with students
    involves teachers and students setting and monitoring student progress against learning goals 
    requires teachers to ascertain students' prior knowledge, perceptions and misconceptions 

Assessment for learning: 
(continued)

 involves teachers focusing on how students learn and how to scaffold their learning
    involves teachers adapting teaching practice to meet student needs 
    provides sensitive and constructive feedback to students on their performance
    involves teachers making formative use of summative assessment
Assessment of learning: 


 enables students to demonstrate what they know and can do
    describes the extent to which a student has achieved the learning goals, including the Standards
    uses teacher judgements about student achievement at a point in time
    is supported by examples or evidence of student learning
    ensures consistent teacher judgements through moderation processes
    is used to plan future learning goals