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Diagnostic Assessment and evaluation - usually occur at the beginning of SY and before each unit of study
Diagnostic Test
By examining results, teachers can determine where to
relevant learning objectives and in designing appropriate learning experiences for all students individually and as group members
Diagnostic Test
Enables teachers and students to determine progress
parent/guardian, and the teacher of the students progress toward the curriculum objectives. Provides information upon which instructional decisions and adaptations can be made Provides students with directions for future learning
adapting the ones made by teacher allows students to focus on what they are trying to achieve Develops their thinking skills and helps them to become reflective learners Peer assessment is a useful formative evealuation technique
creative thinkers who can clearly communicate ideas and thoughts to others Instruments (checklists or learning logs, and interviews or conference provide useful data
and a term or year when students are ready to demonstrate achievement of curriculum objectives
Main purposes are to determine knowledge, skills,
abilities and attitudes that have developed over a given period of time
abilties and attitudes have developed over a given period of time To summarize student progress andto report this progress to studnets, parents/guardians and teachers
instruments, students are enabled to understand and internalize the criteria by which their progress will be determined
summative judgements about student progress and determining where further instruction is necessary for individuals or groups
progress
1. Observation
-occurs during stdents daily readibng, wrting, listening
and speaking Observations can be recorded AS ANECDOTAL NOTES And on checklists or rating skills
2. Anecdotal Records
Notes written by the teacher regarding student
language behavior or learning They document and describe significant daily events and progressThese notes can be taken during student activities or at the end of the day Formats for collection should be flexible and easy to use
the learning experience occurs. There will be time to analyze notes at another time, perhaps at the end of the day, or after several observations about one student have been accumulated.
focusing on clearly definded objectives or purposes, and by identifying only few students to observe during a designated period of time. However, learning and progress cannot be scheduled, and it is valuable to note other observations of importance as they occur.
ring binder with a page designated for each student and organized alphabetically by students last names or class. This format allows the teacher to add pages as necessary.
alphabetically
Use adhesive note papers that can be attached to the
Teachers may choose to keep running written observations for each student or they may use a more structured approach, constructing charts that focus each observation on the collection of specific data. A combination of open-ended notes and structured forms may also be used. It is important to date all observations recorded.
3. Checklists
- usually completed while students are engaged in speciifc activities or processesses - are lists of specific criteria that that teachers focus on at a particular time or during a particular process -are used to record whether students have acquired specific knowledge, skills, processes, abilities and attitudes
the observation
Involve students in developing some or all the criteria
of criteria to less than 8 and by limiting the no. of students to observe to a few at one time
and self-assessments
Summarize checklist data regularly Use or adapt existing checklists from other sources
observed or recorded
Constrcut all checklists with space for recording
- records the quality of a students performance at a given time or within a given process - similar to checklists and teachers can convert checklist to rating scales by assigning number values to the various criteria listed
or rubrics. (rubrics include criteria that describe each level at the rating scale and are used to determine student progress in comparisson to these expectations.)
- all formats for rating student progress should be
objectives, components of a particular activity or student needs Discuss or develop the specific criteria with students before beginning the assessment
Choose criteria that students have had the opportunity
to practice.These critreia may differ from student to student, dependinh upon their strngths and needs
no of students observed to a few at one time Use or adapt rating scales and rubrics from other sources
rating scale. Rubrics decsribe the attributes of a sttudent knowledge or achievements on a numberedd continuum of possibilities