Assessment brain friendly

1.

Hello &
Happy to see you here!
How do you make assessment more
objective in your classroom?

2.

Our Rules:
1. NO CORRECTIONS & fear
2. English only
3. Friendly &
supportive atmosphere

7.

Pair work
Student A:
Make a list of objects connected with your life.
Student B:
Guess the connection.
Discuss what do you have in common.

9.

Group work
Make a list of things adults like

10.

Group work
Make a list of things students like

Assessment Challenges:
how to
• avoid subjectivity in grading
• stablish standards but not remove creativity
• tired of lengthy grading time
LEADS TO
Increased FRUSTRATION
lowered MOTIVATION
---- questioning STUDENT LEARNING

18.

19.

Group work

20.

Totally Agree
Think
Pair
Share
Totally Disagree
1.Students should always get marks for their assignments.
2. Teachers should use varied techniques to assess
students' language performance .
3. Assessment should be interesting and engaging.
4. Only teachers can assess students’ performance.
Somewhat Agree
Somewhat Disagree

21.

22.

23.

WHY do we need ASSESSMENT?
defines connections btw
program & course outcomes
strengthens decision making
improves learning
to investigate teaching methods
& strategies
to identify specific areas
to enhance strategic planning
increase sts’ motivation & curiosity
(can/can’t)
to trace accomplishments &
achievements
makes parents engaged

24.

TEACHING + ASSESSMENT (purpose)
Placement
Test
Mid term
Test
formative
diagnostic
Final
Test
summative

25.

Formative vs Summative Assessment

26.

Assessment checklist
1. What skills am I assessing?
2. What activities will allow a student to demonstrate these skills?
3. Is the assessment fair for all students?
4. What evidence will be generated by the assessment activities?
5. Is the assessment proportionate to the time taken to carry it out?
6. Does it make best use of my available resources?
7. Could the assessment be carried out online?
8. Is it cost effective in terms of staff and candidate time?
9. Does it help all assessors to make reliable assessment decisions where the
same assessment task has been completed?

27.

(measures what it is intended to measure)
(the same score to the same type of st, clear instructions,
no different understanding, neither confusing nor easy)
(dealing with real situation)
(time-consuming to do or score, expensive,
needs many people to implement)
(outcomes for
the learner-motivates
the teacher-makes more sure what & how to teach)
the teaching context- improves environment for more learning)

28.

29.

30.

The most important one?

31.

Peer and Self-assessment
Tips

32.

33.

Muddy Moment
What frustrates and confuses you about the text? Why?
KWL Chart
What do you know, what do you want to know, and what have you
learned?
3-2-1
•Three things you found out.
•Two interesting things.
•One question you still have.
Color Cards
• Red = "Stop, I need help."
• Green = "Keep going, I understand."
• Yellow = "I'm a little confused."