POLICY PERSPECTIVE AND..................................

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1. An overview of language learning standards and assessment strategies. Policy Perspectives on Pedagogy and Assessment of Language Learning

2. Explore key learning standards for language development in the foundational stage. Align pedagogy with assessment. Examine methods of language assessment for young learners. Session Overview

3. Broad curricular goals lead to specific learning outcomes. Flow-down Model of Learning Standards

4. EXAMPLE -

5. Let’s set our standards…..

6. Example: A storybook activity that develops language, emotional expression, and cognitive skills. Mapping the LOs with other domains of development

7. OBSERVE THE FOLLOWING PICTURES

8. NCF-FS 2022 outlines nine broad principles for pedagogy.

9. Pedagogical Strategies for Language Learning

10. Building trust and comfort enhances language acquisition. Focus on listening, empathy, and personalized feedback. Positive Teacher-Child Relationships

11. Understanding Assessment of Language Learning in the Foundational Stage

12. Constructive Alignment What is assessment? How do you conduct assessment in your school currently? Are you happy with this current assessment structure? How should it be done?

13. Constructive Alignment Constructive Alignment Puppies Video

14. Constructive Alignment What does this video teach us? Constructive Alignment Puppies Video

15. Constructive Alignment Can you find any constructive alignment among LO, Pedagogies and Assessment?

16. Constructive Alignment Constructive alignment is a teaching and curriculum design method that ensures that learning activities , assessments and intended learning outcomes are aligned Learning Outcome Pedagogies Assessment

17. Multiple Dimensions of Assessment LO: Shows care and tenderness in dealing with other living things Discussion Domain: Social and Emotional Development Can the LO be assessed through one-time test? Can it be assessed in a single situation? Can it be assessed within the school premises? Is teacher the only stakeholder who can observe and assess achievement of this LO?

18. Multiple Dimensions of Assessment Discussion Often the assessment designs to test the achievement of competencies or LOs do not give a holistic account of the same. The faulty design of an assessment may lead to collection of isolated evidences of learning; further leading to a fragmented interpretation of the same. The end-result would be an insufficient and erroneous reading about the child’s development.

19. Observation as a method of assessment Discussion The major method of assessing children’s achievement of LOs is through observation in natural learning settings since time bound written tests may not be able to comprehensively assess LOs across domains.

20. Observation as a method of assessment and it’s relevant tools Steps of Observation Planning Gather Evidence Reflect and Assess

21. Observation as a method of assessment Steps of Observation Planning : Identify a few children for observation in the classroom. Determine which Curricular Goals would you like to observe. Make a list of the Competencies and Learning Outcomes you would like to observe within that. Determine and prepare the tool that would be needed to record observations.

22. Observation as a method of assessment Steps of Observation Gather evidence : Find out a time where the selected Competencies or Learning Outcomes can be exhibited by children. For example, if it is related gross motor development, then outdoor play would preferably be a good setting for observation. If it is about social development, then children can be observed in group activities or in the dramatic play corner. Keep recording exactly what you observe, e.g., if you see a child being able to take turns independently and you may mark a tick on your checklist and note down the exact observation as evidence.

23. Observation as a method of assessment Steps of Observation Reflect and assess : Read the evidence and the records to track the progress of each child over a period of time. Every concrete evidence would inform the Teacher how to plan and modify her teaching for the children in future.

24. Observation as a method of assessment and it’s relevant tools Some illustrative pointers for observation during a few common pedagogical processes Story telling Is the child getting involved in the story? Is the child describing the pictures? Is the child asking questions about different characters of the story? Is the child connecting personal experiences with the events of the story? Is the child recalling familiar words from the story? Is the child expressing likes or dislikes about the story? Guided conversation Is the child listening to others during Circle Time? Is the child waiting for their turn to speak? Is the child expressing their pleasure or displeasure listening to others? Is the child able to predict what is going to happen next? Play - Free, Guided, or Structured Is the child solving simple problems? Is the child able to use large and small muscles to engage with play material? Is the child able to express different emotions? Is the child able to respond appropriately to the emotions of others?

25. Observation as a method of assessment and it’s relevant tools Tools of Observation An anecdotal record is an attempt to detail a specific episode or event that is of particular interest or concern. When a specific event catches the teacher’s attention, they can write a narrative account of the event as soon as possible. An anecdotal record is an observation of what children say and do while they are engaged in a particular activity.

26. Observation as a method of assessment and it’s relevant tools Tools of Observation A checklist is a tool for identifying and recording whether a child has accomplished a listed Learning Outcome. It usually offers a yes/no format in relation to the child’s demonstration of the outcome. Checklists are usually based on a sequential approach to learning and assume that all children will proceed through the sequence in the same systematic order.

27. Observation as a method of assessment and it’s relevant tools Tools of Observation While anecdotal records are detailed qualitative observations and checklists are summarized observations in tight formats, Event Sampling allows for a combination of both. Each time a targeted event occurs, the Teacher may capture, in writing, as many details as possible from the beginning of the event until the end.

28. Observation as a method of assessment and it’s relevant tools Analysis and Result Eliciting evidence of learning with the help of a variety of assessment tools is only the first leg of the assessment cycle. Once the evidence is collected it needs to be analysed and interpreted and then the result is used meaningfully to enhance the teaching and learning process.

29. Observation as a method of assessment and it’s relevant tools Worksheets as a Method and Tool of Assessment Worksheets contain tasks that children perform and respond to in written form. These tasks can be designed to achieve specific Learning Outcomes. Worksheets can be very effective assessment tools for Teachers. Analyzing student responses in worksheets can give the Teacher a clear understanding of the learning level of the child. For specific literacy and numeracy competencies, it is useful to include such assessment worksheets as part of the workbooks for children in Grades 1 and 2.

30. "Effective assessment is a bridge between teaching and learning." "The aim of assessment is not to simply measure but to understand how learning is happening.“ - Dylan Wiliam

31. Summarizing Key Points: NCF-FS provides a comprehensive guide for language pedagogy and assessment. Constructive alignment is crucial for effective learning outcomes. Assessment should be formative, continuous, and multidimensional. Conclusion: Policy Perspectives and Classroom Practice

32. Thank You