“ YOU CAN’T KNOW WHERE YOU ARE
GOING
UNLESS YOU KNOW WHERE YOU ARE
”
Assessment techniques
HOW TO HANDLE
ASSESSMENTS
• Assessments are tools to determine the effectiveness of the learning programs and if it is
actually translating into student’s understanding of the subject. They are the primary
means of identifying and quantifying performance of the learning program.
• Convert your assessments into powerful learning tools - identification of learning gaps
and remediation support within 24 hours!
• Unbiased and standardized feedback to school management. Customized for your
syllabus and text books.
• Making assessments more exciting and enjoyable for students. Enhances teacher
effectiveness.
• By varying the type of assessment you use over the course of the week, you can get a
more accurate picture of what students know and understand, obtaining a “multiple-
measure assessment ‘window’ into student understanding”
• Formative assessment promotes learning for all students across the continuum of
struggling learner to high achieving learners, in all content areas.
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Developing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
HOW TO DECIDE THE TYPE OF
ASSESSMENT ?
• Content of the tests (the knowledge and skills assessed) should match
the teacher's educational objectives and instructional emphases.
• Expectations for learner performance should be clear.
• Learners are involved in setting goals and criteria for assessment.
• Learners perform, create, produce, or do something different .
• Tasks require learners to use higher-level thinking and/or problem
solving skills.
• Tasks often are contextualized in real-world applications.
• Student responses are scored according to specified criteria, known in
advance, which define standards for good performance
• I have chosen a variety of quick ways for you to check for
understanding and gather "evidence" of learning in your classroom
• Summaries and Reflections Students stop and reflect, make sense
of what they have heard or read, derive personal meaning from
their learning experiences, and/or increase their metacognitive
Types of skills. These require that students use content-specific language.
Assessme • Lists, Charts, and Graphic Organizers Students will organize
information, make connections, and note relationships through the
nt use of various graphic organizers.
Strategies • Visual Representations of Information Students will use both
words and pictures to make connections and increase memory,
facilitating retrieval of information later on. This "dual coding"
helps teachers address classroom diversity, preferences in learning
style, and different ways of "knowing."
• Collaborative Activities Students have the opportunity to move
and/or communicate with others as they develop and demonstrate
their understanding of concepts.
One of the easiest formative assessments is the
Exit Card
Exit Cards are index cards (or sticky notes) that students hand to you, deposit in a box,
or post on the door as they leave your classroom. On the Exit Card, your students have
written their names and have responded to a question, solved a problem, or
summarized their understanding after a particular learning experience. In a few short
minutes, you can read the responses, sort them into groups (students who have not
yet mastered the skill, students who are ready to apply the skill, students who are
ready to go ahead or to go deeper), and use the data to inform the next day's or, even,
that afternoon's instruction.
Feedback provided by the Exit Cards frequently leads to the formation of a needs-
based group whose members require re-teaching of the concept in a different way. It
also identifies which of your students do not need to participate in your planned
whole-group mini-lesson, because they are ready to be challenged at a greater level of
complexity.
Card sorts are a formative assessment strategy
that can be used to access prior knowledge
• Activates thinking
• Students work in pairs or small groups and are provided a set of cards related to a
category associated with a specific concept or idea. For example, they may receive 15
cards with words and/or pictures such as squirrel, bird, fish, seed, fire, and river.
Students are then asked, “Is it living?”. As students discuss each card one at a time, they
sort them into two categories: “It is living” or “It is not living.”
• During the sorting process, students must justify their thinking and develop rules or
reasons for their decisions. The card sort strategy becomes formative as the teacher
observes
where the group is placing their cards and listens to the small- and subsequent whole-
group discussions to inform the next steps in instruction. This strategy promotes learning
• as students discuss their ideas, listen to the ideas of their peers, and modify their
thinking accordingly.
Assessment suggestions
Creative suggestions
Punch terms to capture attention
• Dry-Erase Boards , Quick Write , Write About, S-O-S Summary, Summarizer,
• My Opinions Journal ,Can be used as Exit Cards
• I–Individual P–Partner C–Whole Class G–Small Group, lists, Charts, Graphic
organizer ,My Textbook Page
• Fact Storming, Noting What I’ve Learned, List-Group-Label (LGL), Web Wind-Up
• Picture Note Making, Quick Write/Quick Draw, Unit Collage, Photo Finish
• Filming the Ideas , Flipbooks, Smart Cards, Turn ’n’ Talk, Headline News!
Summary
• Four More! , Find Someone Who ... Review 1 , carousel brainstorming
summative assessment include:
• Summative assessments are used to evaluate student learning, skill
acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, course, semester,
program, or school year.
• End-of-unit or -chapter tests.
• Achievement tests.
• End-of-term or midterm exams.
• Cumulative work over an extended period such as a final project or creative
portfolio.
• Standardised tests that demonstrate school accountability are used for pupil
admissions; SATs, GCSEs and A-Levels.
