1. Lecture 7 - Assessment
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Transcript of 1. Lecture 7 - Assessment
19 March 2015
Assessment of
teaching
1
Associate Professor Dr. Rohizani Yaakub
Introduction
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Let’s think about it…
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Assessment purposes
• Multiple forms of assessment – Summative – Formative
• Identification of purposes for assessment
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Involves understanding multiple forms and purposes of assessment from formative to summative
Objectives
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What to assess?
• Competence – knowledge, skills, values – Personal traits
• Performance – behavior in classroom – Direct observation – Learning experiences provided to students
• Effectiveness – impact on students – Student learning outcomes
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Student Learning Outcomes
Contextual factors
Actions of the teacher Continuum
Teacher competence
- Repertoire of professional knowledge
Teacher performance
- Behavior of the teacher on the job
Teacher effectiveness
- teachers’ impact on students
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Assumptions
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Good teaching is: identifiable, stable, consistent effects upon
students across contexts.
Skills for modern teachers
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Depth of Knowledge Level 1: Low cognitive level Ability to identify, define, recognize and recall knowledge
in classroom. Level 2: Moderate cognitive level Ability to apply and analyze knowledge. Establish
connections between knowledge, teaching practice, and personal experiences.
Level 3: High cognitive level Ability to evaluate, synthesize, and create knowledge.
Includes judging the quality and limitations as well as articulation of the linkage between classroom teaching and the real world problems.
Range of Knowledge Level 1: Instructional objective Specific objectives used in classroom teaching (e.g., test
design, questioning approaches, etc.) Level 2: Educational objective Statements that describe teacher accomplishment that will
result from instruction—specifically the behaviour the teacher will learn to perform and the content on which it will be performed (e.g., differentiate instruction and planning).
Level 3: Global objective Very broad statements of intended learning that require years
to accomplish (e.g., covers global/out of classroom)
How to measure? Data collection and scoring
• What evidence to consider – Multiple evidence sources – Complex – Classroom observation – Accountability
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Report from TALIS
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Conditions of measurement
• Observer – Number
• Observers • Observations
– Announced – Unannounced
– Reliability – Consistency
Instruments Construct Indicators Check lists
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Example …
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• What to do with the results? • Interpretation and use of information to
communicate teachers’ performance to educational stakeholders and plan follow-up activities.
• It involves articulating assessment procedures and practices to stakeholders.
What’s next?
Report from TALIS
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Report from TALIS
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Effective assessment plan
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Reflections… 19 March 2015
• Knowledge – defining, duplicating, repeating or memorising information
• Comprehension – describing, discussing, explaining, or classifying ideas and concepts
• Application – dramatizing, demonstrating, or interpreting information in a new way
• Analysis – comparing, contrasting, or using logic to identify and troubleshoot a problem
• Synthesis – combining, compiling, modifying, or organizing parts together to form a new whole
• Evaluation – assembling, constructing, or designing a new product or a point-of-view
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Bloom’s taxonomy
Conclusion
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Thank you everyone!
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