How to design classroom assessments.pptx

Ways to assess students

1. Ministry of Education Ahmadi Educational District Assessments

2. How to design classroom assessments?

3. What exactly is assessment? Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates ( to reach a final result or high point) when assessment results are used to improve subsequent learning.

4. Simply, assessments serve to help teachers see how well their students understand the material, and how effective their teaching methods are. They gather valuable data and serve to help educators improve the overall educational structure , as well as gain a better understanding of the learning process . That is a very technical definition, right?

5. What is standard-based assessment?

6. There are two types of assessments: formative and summative

7. Formative assessment It is carried out during the lesson. It monitors student learning, and helps point out areas where the students excel ( be very good at something) and areas that need improvement .

8. It also allows teachers to see which learners need extra help , and which ones are on or above the target . It allows the teacher to give appropriate feedback to students . 

9. Formative assessment tools used in the classroom provide critical feedback to teachers , helping them to monitor and modify their instruction methods and lesson plans .

10. Teachers are better able to meet the unique needs of individual students , empowering them through personalized and timely feedback . It’s important to use a variety of teaching and learning formative assessments , changing them frequently to stimulate both students and teachers .

11. Some examples of formative assessments

12. Awesome Formative Assessment Examples

13. Here are some awesome formative assessment examples that we like. These ideas are very creative, low-tech, fun and engaging for students, and easy for a teacher to implement right away.

14. Asking questions to check for understanding

15. Working on a graphic organizer to plan ideas

16. Writing down main ideas from an essay or a text

17. Summarizing key points

18. Even a short quiz can work

19. Reviewing vocabulary words and definitions

20. Using body movements and hand gestures (i.e. “Put your hands all the way up if you understand, half-way up if you need a little help, or not up at all if you don’t understand at all.”)

21. Postcards From the Past Have students adopt the personality of a historical figure and write a postcard to another historical figure from the same era, discussing a significant event that has just occurred.

22. Collage ( a picture made by fixing pieces of paper) or Poster Ask students to make a collage or poster from magazine photos for demonstrating understanding of a concept.

23. Some Helpful Posters

24. Journal Students periodically record their thoughts and feelings about how they are progressing in the class. They can also share feelings about particular assignments or indicate areas in which they may be experiencing difficulties in the classroom, either with the material, the teacher, or their classmates.

25. Doodle (drawing lines or patterns without concentration) Challenge students to use a drawing rather than words to show understanding of a concept .

26. Caption Photos ( words which are written above or below a picture to explain what it is about)

27. Choose three photos that represent a process. Ask students to caption each photo .

28. Metacognition Table At the end of class, each student answers the following questions presented to them on index cards: What did we do in class? Why did we do it? What did I learn today? How can I apply it? What questions do I have about it?

29. Four Corners This is a great way to encourage dynamic movement while learning multiple-choice questions . Designate (to give something a name to show that it has a particular purpose) each corner of the classroom to represent A, B, C, and D. Students go to the corner that they believe corresponds with the correct answer.

30. Vote with Thumbs Ask the class if they understand a concept. A thumbs up is “yes”, thumbs down is “no,” and “not sure,” is thumbs middle.

31. Stop & Go Cards Students create index cards with a large green marker circle on one side and red on the other. If they are following along and understanding the lesson, the green side of their card is upright and visible to you. When they do not understand something and need clarification, they flip the card to show you the red side.

32. Creating some cards to attach to the student desks that will do just that! Just download the file and print on green , yellow , and red card stock. The GREEN is for students who totally understand the concept , YELLOW for students who kind of understand and RED for students who don't understand . To increase the functionality, print the letters A, B, and C on the back in case to use them for a quick multiple choice response. (You may want to laminate for durability.)

33. Use this “Stoplight Method” as a formative assessment after the lessons to give you feedback on about what your students understand and, just as importantly, what they still don’t get. Give each student a sticky note to write: GREEN: Today I learned… YELLOW: Today I considered (a question…; an idea…) RED: Today my learning stopped because…

34. Then, punch a hole in the top corner and connect the 3 cards with a metal book ring. If you have the typical student desks you could use a string or ribbon to connect the ring to one of the metal bars on the desk. It is better to have permanent lab tables to use ribbon to connect them to the base of the gas valves or base of the sink faucets that are on the student lab tables.

35. You can add a 4th card (one that had the letter "D" and on the back had a space for students to write an answer using a dry erase marker, which will work great if you laminate the cards.)

36. Enthusiasm and Learning Formative Assessment Example Chart This chart is great for not only collecting feedback but also introducing scatter plots to students . Students rank what they learned that day and how much they enjoyed the lessons. They then elaborate on a Post-It, offering details about what they found helpful to them in having a successful learning day. They can also share what prevented them from having a fulfilling day. Compile the data and discuss it in class the next day.

37. Twitter Board Students summarize what was learned in a lesson using 140 characters. Pin small strips of paper to a poster or corkboard to resemble a Twitter feed.

38. Roll the Die Put a die at each desk . At the end of class, each student rolls and briefly answers aloud a question based on the number rolled: I want to remember … Something I learned today One word to sum up what I learned Something I already knew I’m still confused about … An “aha” moment that I had today

39. Hopefully, these creative formative assessment examples have inspired you to devise your own engaging assessment tools! Let us know which methods you find to be the most fun and valuable.

40. Summative assessment   It is what we typically think of when we hear the word “ assessment ” . It evaluates student learning. Summative assessments are final tests and grades. It gives students and teachers a benchmark or standard to reach.

41.   Examples of summative assessment are: A midterm or final exam A final paper Summative assessments demonstrate overall comprehension by the student.

42. How is assessment connected with the rest of learning? This graphic below demonstrates an important relationship between assessment , curriculum , and instruction . assessment cu rriculum instruction

43. It is time to check your understanding?

44. What do you know about classroom assessment techniques? Way to assess students’ learning.

45. What is students’ learning? Way to provide feedback. Am I meeting my teaching goals? (instructor) How am I doing? (student)

46. When to do the classroom assessment techniques? Through the semester Formative assessment. At the end of the semester Summative assessment.

47. Why do the classroom assessment techniques? To measure students’ understanding. To make corrections in instructional straregies .

48. Where to do the classroom assessment techniques? Inside the classroom. Outside the classroom.

49. It is a planned process that provides information needed to adjust teaching and learning while they are still happening . It guides you in making decisions about future instruction and informs your students so they can adjust what they are currently doing. What does It refer to? Formative Assessment

50. Formative assessment is a process that happens throughout the learning. It is used to make adjustments by both yourself and your students so that learning goals can be met. It occurs before a summative assessment. Formative assessment data is not meant to be used to collect formal grades .

51. These include: What are the types of formative assessments? questioning /discussion quizzes homework observation of performance assignments projects written questions simulations conferences self assessment peer assessment

52. Traditionally, you may have used assessments to measure how much your students know at a particular point in time, and whether or not your students are meeting state, district, or your own classroom standards. What is this assessment called? This is called summative assessment and it occurs at the end of learning. It’s used to make judgments about your students’ competence and can be used to collect formal grades.

53. Are you the teaching more with a summative assessment style or a formative assessment style?

54. Before you go * Minute Paper What was the most valuable thing you learned today?

55. My philosophy on teaching is that if kids can’t learn the way we teach, we must teach them the way they learn.

56. Prepared by, T. Noura Al Ajmi