Seminar on trends and issues in assessment.pptx

this is a presentation on the importance of assessment for learning and strategies used for daily assessment to improve students performance

1. Seminar on trends and issues in assessment Name: Faiza Mazhar Submitted to: Dr. Mushtaq Ahmed. Topic: Assessment for Learning at Elementary level

2. Content: Introduction Objectives. Statement of the Problem Significance. Methodology. 6. Fundamental Concepts Of AfL by Wiliam and Thompson 7 History of Assessment for Learning 8 Conceptual Confusions Among Assessment for Learning ( AfL ) and Assessment of Learning ( AoL ) 9 Characteristics of Assessment for Learning: 10 Assessment for Learning Strategies

3. 11 The role of the teacher in Implementing AfL 12 Assessment for Learning Positive or Negative 13 Practical Barriers to AfL Integration in Classroom 14 Analysis 15 Conclusion

4. Introduction: 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 ends when assessment results are used to improve subsequent learning. (Huba and Freed, 2000).

5. Assessment for Learning; Assessment for Learning ( AfL ) appears to be concentrated on instructional methods and approaches related to classroom instruction (Black and Wiliam , 1998). An approach to formative assessment known as AfL emphasizes on the quality of the learning and ongoing classroom practices. AfL is a process of actively engaging students in assessment processes (including self-, peer-, and instructor-based assessment) throughout learning with the aim of improving student’s performance and supporting motivated learning and positive student self-perceptions.

6. Objectives: To explain the concept of assessment for learning.   To explore the strategies for conducting assessment for learning Statement of the problem: The purpose of the Assessment for Learning” ( AfL ) approach is to support and enhance the learning process by providing ongoing feedback to both students and educators so it is need to shift focus from assessment of learning towards assessment for learning is required and often stresses on using AfL strategies in the classroom in order to identify students’ strengths and weaknesses and make improvements to their own learning

7. Significance: Assessment for learning plays an essential role in encouraging effective teaching and improving student learning outcomes. Assessment for learning is a crucial component of education. It not only enhances the learning experience for students but also supports the continuous improvement of teaching methods and overall educational quality. Assessment for Learning is significant because it transforms education into a dynamic, student-centered, and responsive process that benefits both learners and educators.

8. Methodology: This study is a qualitative overview to provide detailed and comprehensive information about assessment used for learning. The target group were elementary students. The data was collected from various research articles and literature reviews to find out how assessment strategies can be used by both teachers and students to cultivate healthy learning environment in the classroom.

9. Fundamental Concepts Of AfL by Wiliam and Thompson Wiliam and Thompson, 2007 describe three fundamental concepts which are the focus of AfL : where the student intends to go: When lesson objectives and success criteria are shared, students are better able to understand their goals and the steps necessary to reach them. Where the learner is now: Teachers can assess what students have learned individually and in groups during a lesson by using strategies like effective questioning, which will produce useful learning evidence for both the teacher and the students.

10. How Can the Learner Get Ther e: Teachers make decisions about their next course of action with a class or individual students based on the evidence of learning. This information can be used by learners to inform decisions about their education, such as how best to use their free study time.

11. History of Assessment for Learning There is no doubt that the concept of using assessment to support students and advance learning has existed for many years. But it is only recently that assessment for learning has been used as a specialized, "technical" term that represents a call to action in educational practice. Under the direction of the British Educational Research Association, a group of educational assessment researchers created the Assessment Reform Group in 1989. Since then, the group has played a significant role in advancing the idea and application of assessment for learning. One of the Group's members Caroline Gipps (1994) distinguished between assessment of learning, which involves evaluating what has been learned, and assessment for learning, which involves incorporating evaluation into the teaching and learning process to enhance learning.

12. Conceptual Confusions Among Assessment for learning ( AfL ) And Assessment of Learning ( AoL ): One of the main obstacles to AfL integration, despite efforts by researchers to explain the relationship between AfL and AoL , is the false belief that AfL and AoL are separate processes (Gardner, 2006). Teachers may view AfL practices as significantly different from summative forms of assessment (e.g., tests), and they frequently view AfL as distinct from other forms of assessment, teaching, and learning (e.g. quizzes in place of unit assessments). Taras (2007) further argues that although AoL is perceived to be different from AfL , these distinctions have not been clearly or unanimously expressed. It is possible for educators to view Assessment of Learning ( AoL ) as distinct from Assessment for Learning ( AfL ). Because of the additional time commitments required, teachers might be unwilling to use AfL

13. Characteristics of Assessment for Learning: Continuous and Ongoing Process: End-of-Term and summative exams are not the only occasions when AfL is used. It is continuous and ongoing. It includes a range of in-class discussions, quizzes, peer assessments, and self-evaluations. The purpose of these tests is to provide students with frequent opportunities to consider and deepen their understanding. Self-Evaluation and Reflection: AfL encourages students to evaluate their own work and consider how far they have come in their education. Students who self-assess their abilities gain a better understanding of their strengths and weaknesses.

14. Conti………. Provide Feedback: Feedback is another crucial aspect of AfL , highlighted by Hattie and Timperley (2007). Students receive performance feedback from instructors that points out their areas of strength and growth. This feedback is targeted at learning outcomes, specific, and actionable. Students can modify their learning strategy by using this feedback. Use Diverse Assessment Techniques: AfL promotes the use of a range of assessment techniques, including more modern strategies like group projects, presentations, tests and assignments. The selection of assessment techniques should to be in line with the learning objectives and offer a thorough picture of the performance of the students.

15. Conti……. Flexibility: AfL acknowledges that students have different learning styles, paces, and needs. Teachers should take a flexible approach, giving each student the chance to show their understanding in a way that best suits their unique learning style and strength.

16. Assessment for Learning Strategies Black William and Thompson's (2007) identified key strategies for implementing AfL in classroom. They believe that teachers involved in the AfL project should use these strategies in the classroom in order to identify his students’ strengths and weaknesses and make improvements to their own learning and assessment for learning strategis are as under:

17. Sharing of learning Objectives Teachers believe that when teaching in class, it is necessary to clearly state educational goals for students. Clearly communicated objectives empower students to understand what is expected of them. Students can self-assess their progress against these objectives. Students can direct their focus toward mastering these specific objectives, leading to more targeted and effective learning. For students to clearly understand the goal, teachers recommend to display the goals in a visible place in the classroom.

18. Share criteria for success. Similar to sharing learning objectives, success criteria also need to be clearly stated before teachers conduct teaching activities. Teachers can communicate success criteria directly to students through their own descriptions, illustrations, and explanations. Throughout instructional activities, teachers can repeat success criteria to students to remind them of the central idea of ​​the lesson. Obviously, teachers should make these ideas more understandable, concrete, and accessible, but not vague or abstract. In addition to oral reminders, teachers can also use writing to emphasize what students need to do to complete learning tasks.

19. Questioning Techniques: Questioning skills are very important to ensure quality teaching and learning. Teacher questions can be used for a variety of purposes, including: to encourage comparison; classify, group and predict – and they play many different roles in the classroom. Chin (2006) reports on a study of teachers' questions and comments. Chin explains that questioning is constructive, with the teacher's purpose being to produce what students are thinking, build on previous answers, and build conceptual knowledge. Asking questions is seen as a way to diagnose and explore students' ideas and support their thinking.

20. Findings on Questioning Techniques: Van Zee (2001) conducted a study to investigate students' and teachers' questions. The study, based in the United States, involved students of different ages, including elementary, middle, and high school. Van Zee found that students will ask questions if given the opportunity to do so. Using structures such as the KWHL chart, in which students identify what they know and wonder about a topic and identify how they can explore and decide what they have learned, helps teachers Ask your students the right questions. Thinking about a topic and asking students questions during discussion also helps build knowledge and elicit questions from students. Van Zee find that students can ask questions based on their own observations and feel comfortable discussing ideas with their peers to try to understand each other's thinking

21. Class observation: An essential strategy in the classroom is observation. Throughout group projects, discussions, and in-class activities, teachers are able to watch their students. Individual learning styles, areas of strength and weakness, and engagement levels can all be determined with the aid of these observations. Teacher should Observe students' facial expressions to see if they are attentive and interested in the questions. It is imperative that educators record their observations and offer students feedback in light of their conclusions.

22. Student self-Assessment: One of the most effective technique is to get students to evaluate their own knowledge and learning. Students can think about their own presentations, reports, projects, etc. Self-assessment involves an individual comparing his or her performance to a desired goal to adjust and improve his or her practice. This is very valuable as self-assessment helps students to critique their own work, which is why teacher strongly encourages students to do this. Some teachers found that their students did not have sufficient assessment skills to assess themselves.

23. Peer assessment. In peer assessment, teachers expressed that the role of examiner shifts from the teacher to the student, examining and evaluating the work of others during or after class. This will help you better understand the requirements and standards, how to rate or evaluate others with appropriate comments, and how to provide goals that others can achieve. Through this process, students will be able to think deeply. Such work can encourage learners to be more active and to reflect and improve. Inexperienced learners can receive useful feedback from experienced learners. Both oral and written evaluations are welcomed and accepted. To improve teaching and learning, but this type of assessment requires more time.

24. Feedback to students. Quality feedback to students is critical to teaching and learning. During the teaching and learning process, teachers identified students' strengths and weaknesses, and as a result, they believed that they could provide appropriate and relevant feedback to students so that they could better understand their learning performance. It is believed that students who know their strengths are more confident in their learning and more motivated to learn if supported. It is also true that when students know their weaknesses, they strive to improve their learning through specific goals and objectives.

25. Findings Butler(1988) compared the effectiveness of providing different types of markings when feedback was given in different ways. Students in one group received grades or grades only, students in another group received grades and comments, and students in a third group received only comments. Butler concluded that comment-only grading tended to produce the greatest learning gains compared to children who received only grades or grades and comments. References to comment-only marking are relatively common in the feedback-themed literature

26. Gathering evidence of student learning Preserving evidence of learning is also an important task for teachers. Teachers in the AfL project acknowledged that gaining a deeper understanding of students and their work through projects, portfolios, images, essays, etc., would in turn have a positive impact on classroom progress. Teachers agreed to justify their progress in teaching and learning and to take follow-up measures to achieve further improvements. Teachers can also tailor lesson objectives and content to meet students' needs and interests. However, teachers should be careful to give students enough time to complete their assignments and give them more time and space to think.

27. A research of teachers' reflective practices regarding the use of AfL strategies in Hong Kong schools . Ten elementary schools and ten kindergartens participated in this research. AfL is an important component of learning and teaching, it is worthwhile to consider teachers' practices in implementing AfL teaching strategies into their daily teaching. The purpose of this study was to examine teachers' reflective practices regarding the effectiveness of their use of the AfL strategies and corresponding recommendations for improvement; The purpose of this study is to investigate how they can use this information to adapt their teaching practices.

28. Findings Teachers were asked to implement AfL strategies in class based. Comparing the AfL teaching strategies used in the study between kindergarten and elementary school, clear differences were observed in the use of ``sharing success criteria,'' ``peer assessment,'' and ``gathering evidence of student learning'' in the classroom. For example, elementary school teachers were better than kindergarten teachers in implementing the first two her AfL strategies, but weaker than the latter in "gathering evidence of student learning" during lessons. The results of the present study show that all teaching strategies of AfL were successfully utilized across the schools participating in the study Comparison of self-assessment of AfL strategies between kindergarten teachers and elementary school teachers in this study.

29. The role of the teacher in Implementing AfL : Teachers must be able to create teaching situations in which AfL strategies can be used and must be aware of the role of students, colleagues and teachers in various AfL practices. Stimulating students' thinking to clarify learning and common misconceptions is an important instructional strategy for teachers to master. Aschbacher and Alonzo (2006) found that using questions and prompts that provide a conceptual focus are most effective in stimulating student thinking and promoting learning.

30. Teachers should be able to encourage students to participate in discussions about their answers, expertise, and feedback. Discussions give teachers valuable insight into students' thinking, difficulties, and understandings. This information can be used to adjust instruction and provide feedback. Additionally, teachers need the knowledge and skills to develop assessments that achieve the desired objectives. This includes the ability to develop questions (used in daily classroom practice) that provide evidence of student learning and to critically evaluate assessment tools.

31.   Assessment for Learning Positive or Negative: In general, assessment for learning is seen as a highly effective way to enhance student learning. Some people, though, are not happy with it. Dissatisfaction with the more limited definitions of assessment for learnin , Feedback is one of the reasons the phrase "assessment for learning" is used. According to Earl (2003), assessment for learning is essentially the same as formative assessment, and teachers are viewed as "the central characters" because they assess student performance, offer feedback, and plan relevant learning activities based on their understanding of the students.

32. C onti……… Contrarily, according to Earl, assessment emphasizes the role of the student and, in particular, involves them in self-evaluation and as active agents in shaping their own learning Similar distinctions are made by the Scottish "Assessment is for Learning Project. Learning assessment is understood as a collection of procedures that inform students about their progress and the necessary results.

33. Through reflection and review, assessment for learning is understood to be about students managing and taking ownership of their own learning and development. Teachers may feel pressured to constantly assess and provide feedback, leading to burnout The demand for continuous assessment can be overwhelming if not managed effectively. Similar to Earl's situation, this perspective highlights how important the student is. Different perspectives exist on assessment for learning.

34. Practical Barriers to AfL Integration in Classroom: Practical barriers to integration Studies on AfL integration have considered practical constraints such as time, class size and resources on teachers’ adoption of AfL practices. The shortage of time is frequently mentioned in research on changing assessment practices (Torrance & Pryor, 2001). Specifically, teachers believe that traditional forms of assessment are more time efficient and have more value because they serve summative requirements and accountability demands (Hargreaves, Earl, & Schmidt, 2002; Mabry et al., 2003).

35. Conti….. Even among those teachers who appreciate the potential of AfL to positively influence student achievement, there are concerns that AfL demands too much class time to integrate and that AfL Carless (2005) noted that teachers believed AfL was good in theory, but that it was not practical to implement, especially within a context of competing curriculum demands. This perception contributed to low adoption rates of AfL in the classroom.

36. Analysis The study appropriately charts the historical evolution of AfL , connecting it to the establishment of the Assessment Reform Group in 1989. The understanding of AfL is deepened by this historical perspective. It recognizes the existence of related terms, like formative assessment, and draws consideration to the difficulties in distinguishing between them semantically. To properly adopt AfL , educators must understand the clarification between Assessment for Learning ( AfL ) and Assessment of Learning ( Aol ). A crucial realization that closes the apparent divide between AfL and AoL is the emphasis on feedback as a unifying element between the two. A deeper understanding of the topic is provided by the examination of teachers' dual conceptions of AfL from the perspectives of both teachers and students

37. Conti…… . AfL offers a refined understanding of the philosophy through contrasting externalized and social constructivist perspectives on learning. An extensive summary is given by clarifying the continuous and ongoing assessment, self-evaluation, variety of assessment methods, adaptability, and student-centered approaches as essential components of AfL . Modern educational ideas are in line with the emphasis on developing a learning environment that can be tailored to each student's needs. utilizing a variety of assessment strategies, including self-evaluation, peer evaluation, and observations. The recognition that the selection of assessment strategies should to be predicated on learning objectives, student age, developmental stage, and subject matter demonstrates a realistic comprehension of execution.

38. Conti…... These include organizing, emphasizing student learning, giving AFL top priority in the classroom, and considering AFL as an essential professional skill. It is indicative of a balanced analysis that different points of view on AfL are acknowledged, including both positive and negative ones. The recognition of practical difficulties, such as time limitations and concerns regarding the size of the class, presents an accurate picture of the difficulties that educators encounter. One indication that evidence-based strategies are needed to support AfL integration is the call for more research on practical barriers.

39. Conclusion Assessment for Learning ( AfL ) is emphasized as a powerful tactic, emphasizing teaching technique and strategy that actively involve students in the evaluation process at every stage of their educational journey. Although the concept of using assessment to help students has been around for a while, the historical perspective shows that the phrase "assessment for learning" has only recently become widely used in educational settings. At elementary level, the assessment for learning approach places a strong emphasis on self-evaluation, continuous and ongoing assessment, constructive feedback, a variety of assessment techniques, and flexibility to accommodate various learning styles. AfL employs a variety of strategies, such as questioning, discussion, peer and self-assessment, observations, and self-assessment, to enhance instruction and foster a growth mindset in students. AfL in the teaching and learning planning process, focusing on how students learn.

40. Although assessment for learning is a useful tool for improving student learning, but there are also real-world obstacles to its integration, such as problems with time, resources, and class size. Teachers may be resistant to implementing AfL practices because they believe that traditional assessment techniques are more time-efficient and in line with accountability requirements. In order to effectively implement assessment for learning, educators must resolve these practical obstacles, and encourage a mentality shift that places a higher priority on ongoing assessment, student engagement.