HOW ASSESSMENT FITS INTO THE CURRICULUM
1. What do we intend learners to learn? (Our goals and objectives)
2. How will we know whether they have learned?
3. How will they learn strategies?
(see below - Our job as teachers)
In order to answer the above questions regarding student learning, the teacher must carry out the following tasks:
1. Collect evidence of students' work.
2. Evaluate the collected work - according to set criteria preferably. (Allows us to evaluate at what stage the student is in his/her learning)
3. Provide feedback on the work to the individual student. (Gives the student an idea at what stage his learning is and what he needs to do to further his learning)
4. Record the data from the evaluation of work from each student. (This allows the teacher a reference point for each student and overview of his learning)
5. Communicate the feedback to student - reporting back to him/her. There are numerous forms of this. (See 3)
OUR JOB AS TEACHERS IS TO ANSWER:
What do we expect students to learn?
How will we know they are learning?
How will we respond when they don't learn?
How will we respond if they already know or reach mastery before we expect them to?
STUDENTS NEED TO ANSWER
Where am I now?
Where do need to be?
How can I close the gap?
Assessment is needed to answer the questions above.
Assessment is the professional judgement of the facilitator of work provided by the student that allows for modification of future instruction and allowing/promoting the learner to self-adjust his/her learning.
Assessment is the progress towards the intended learning and feedback on 'completed' learning, therefore each stage above is needed in order for progress to be made.
1. What do we intend learners to learn? (Our goals and objectives)
2. How will we know whether they have learned?
3. How will they learn strategies?
(see below - Our job as teachers)
In order to answer the above questions regarding student learning, the teacher must carry out the following tasks:
1. Collect evidence of students' work.
2. Evaluate the collected work - according to set criteria preferably. (Allows us to evaluate at what stage the student is in his/her learning)
3. Provide feedback on the work to the individual student. (Gives the student an idea at what stage his learning is and what he needs to do to further his learning)
4. Record the data from the evaluation of work from each student. (This allows the teacher a reference point for each student and overview of his learning)
5. Communicate the feedback to student - reporting back to him/her. There are numerous forms of this. (See 3)
OUR JOB AS TEACHERS IS TO ANSWER:
What do we expect students to learn?
How will we know they are learning?
How will we respond when they don't learn?
How will we respond if they already know or reach mastery before we expect them to?
STUDENTS NEED TO ANSWER
Where am I now?
Where do need to be?
How can I close the gap?
Assessment is needed to answer the questions above.
Assessment is the professional judgement of the facilitator of work provided by the student that allows for modification of future instruction and allowing/promoting the learner to self-adjust his/her learning.
Assessment is the progress towards the intended learning and feedback on 'completed' learning, therefore each stage above is needed in order for progress to be made.