Designing curriculum Instruction (Assessment in curriculum design).pptx

A presentation about summative and formative assessment in curriculum instruction

1. in Curriculum SEMINAR IN DESIGNING CURRICULUM AND INSTRUCTION EVERLY E. GORGONIA Reporter

2. Assessment in curriculum is a crucial aspect of education, serving as a systematic process for evaluating student learning and informing instructional decisions. It involves a wide range of methods and tools used to measure, document, and interpret student progress, skill acquisition, and educational needs. What is A ssessment in Curriculum

3. ASSESSMENT SHOULD BE RESPONSIVE Visible performance based work generates data that can inform curriculum and instruction. Assessments are developed keeping incorporating best practices in feedback and formative assessment. Feedback is to be targeted to the goal and outcome.

4. ASSESSMENT SHOULD BE FLEXIBLE Lesson design, curriculum and assessment require flexibility. Assessment needs to be adaptable to students and settings. Students’ decisions, actions, applications vary, thus making assessment flexible too.

5. ASSESSMENT SHOULD BE INTEGRATED Assessment needs to be incorporated on a day to day basis, rather than a once a year activity. Assessments are informed by awareness of meta cognition. Students consider their choices, identify alternative strategies and represent knowledge through different means.

6. ASSESSMENT SHOULD BE INFORMATIVE The desired 21 st Century goals and objectives should be clearly stated and explicitly taught. Learning objectives, Instructional strategies and assessment methods should be clearly aligned. Students build on prior learning in a logical sequence.

7. ASSESSMENT SHOULD BE USING MULTIPLE METHODS. Assessment should include a spectrum of strategies. Students should be able to demonstrate knowledge and skills through relevant tasks, projects and performances. Authentic performance based assessment should be emphasized.

8. ASSESSMENT SHOULD BE TECHNICALLY SOUND. It should be precise and technically sound, so that use are consistent with their administration and interpretation. It should measure stated objectives and 21 st century skills with legitimacy and integrity. Assessment should be fair to all.

9. Types Of Assessment

10. Formative Assessment Is a planned p rocess i n w hich t eachers or s tudents u se assessment-based e vidence t o a djust w hat they’re d oing ( Popham , 2008)

11. What Is FORMATIVE ASSESSMENT Assessments at t he b eginning o r d uring i nstruction The main p urpose i s to i mprove i nstruction a nd s tudent l earning Monitor learning p rogress d uring i nstruction Instructional correctives should be delivered differently with how the lesson was previously delivered (Black & William, 2009) Formative assessment is assessment FOR learning; as its focus on future achievements.

12. What m akes f ormative a ssessment f ormative i s t hat it is i mmediately u sed t o m ake a djustments t o h elp s tudents l earn the l essons better . Refers t o what h appens o n a d aily b asis i n t he c lassroom This type o f a ssessment i s NOT a bout Accountability it i s a bout g etting b etter !!

13. It monitors progress Provides frequent feedback Assessments happens while learning is still underway

14. Advantages of FORMATIVE ASSESSMENT FOR TEACHERS Helps i dentify s tudents w ho a re s truggling w ith particular t asks or misconceptions Help teacher in d ecision m aking a nd i mproved i nstruction Promotes s tudent m otivation a nd s elf- a wareness

15. ADVANTAGES OF FORMATIVE ASSESSMENT FOR STUDENTS Provide feedback t o students s o t hey c an i mprove t heir performance and increased t heir confidence Encourages students t o e ngage i n m ore c omplex t hinking and problem s olving. Develop an a bility t o a ssess t heir o wn w ork a nd p eers

16. Summative Assessment Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one , National Test) ( Johnson & Jenkins, 2009 ). Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).

17. A s ummative assessment i s d esigned to m ake j udgments a bout s tudent achievement ▪ It determines t he e xtent t o w hich o bjectives of i nstruction h ave b een a ttained a nd u sed for a ssigning g rades a nd provide f eedback t o s tudents

18. Summative Assessments m easures h ow m uch o ur s tudents h ave l earned u p t o a p articular point i n t ime It is c onducted a t t he e nd o f t he c ourse or

19. Necessary for determining student grades and Placement Promote teacher and student accountability Encourages student activity engagement with course material Objective measure of performance Freedom from active participation in discussion Advantages of Summative Assessment

20. Disadvantages of Summative Assessment Tendency for over-reliance on summative measures May promote cheating due to high level nature of assessment Has been faulted for promoting “learning for the test Do not provide information for correcting errors May promote cheating due to high stakes nature of assessment Has been criticized for promoting “teaching to the test”

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23. References http://homepage.usask.ca/~dln136/files/873%20-%20prototype2.pdf http://education.cu-portland.edu/blog/teaching-strategies/5-problem-solving-activities-for-the-classroom / https://www.powerschool.com/blog/k-12-assessment / https:// www.google.com/search?q=comparing+summative+and+formative+assessment&sca_esv=0dc2904424ef13c1&udm=2&biw=1366&bih=641&ei=EZ7BZuzyOajk2roPq5q