INTEREDU™ - Designing Diagnostic Assessment, Formative and Authentic Assessment Techniques

Curriculum

Designing Diagnostic Assessment using Formative and Authentic Assessment Techniques

Program Details

Title	Designing Diagnostic Assessment using Formative and Authentic Assessment Techniques
Duration:	15 hours
Prerequisites:	Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material:	Training Guide, Program Kit, and online resources on Marifah
Level - Track:	Advanced Educational Qualification
Target Audience :	Teachers (KG, Math, Science, English, and Computer Science).

Short Description

Student learning is the purpose of education, in line with the evaluation process. How does a teacher know whether his/her students learned as they should have learned and can perform the necessary skills? Can we intervene in time to make sure he/she fulfills the standards of education?

This program provides trainees with the basic research-based tools and techniques of assessment. This focuses on evaluating students' educational achievement and performance is not just in the subject area, but in all personal aspects continuously, involving them in the process, analyzing the outcomes, and responding to their individual and collective needs. It also measures the degree to which a student achieves the targeted skills and knowledge including high mental skills in a realistic context by using several and a variety of strategies including peer and self- assessment tools. In addition, it deals with technology for tracking students’ achievement, and writing reports.

Big Ideas

•	Assessment techniques are diverse.
•	Measurement, assessment and evaluation are different in their goals, purposes and future uses.
•	Assessment is the engine that drives student learning.
•	Assessment for learning shifts teacher’s emphasis; from his/her practices to students’ learning and progress.
•	Assessment urges constructing and improving curriculum.
•	Well-designed assessment can improve and enhance students’ higher-order thinking skills.
•	Classroom assessment methods are diverse.
•	Authentic assessment involves students in tasks that require them to apply knowledge in real-world situations.

Essential Questions

•	How can we activate assessment of, and for learning in the process of teaching and learning?
•	How do assessment results help us improve our instruction methods?
•	How can assessment improve student learning?
•	How do different assessment methods support different teaching/learning targets?
•	How can teachers use authentic performance-task assessment in active learning?

Outcomes

Unit	Outcomes
1	• Explain the role of assessment in the process of teaching and learning. • Create different kinds of assessment. • Explain the role of assessment in increasing student motivation and self-esteem. • Design high-quality assessment tasks.
2	• Explain the effectiveness of formative assessment. • Clarify common formative assessment. • Relate formative assessment to CCSS (Common Core State Standards). • Write descriptive feedback you can use during learning. • Design authentic assessment tasks. • Explain the assessment development cycle. • Recognize the purpose of a test blueprint. • Identify the process of developing a test blueprint. • Integrate planning decisions and test blueprint. • Design high-quality scoring keys, guides and rubrics.
3	• Identify the role of personal communication as classroom assessment. • Identify the important of peer and self-assessment in engaging students as owners of their own learning. • Design forms to track students’ achievement along with other related data.
4	• Explain the importance of collaboration with colleagues. • Explain the importance of giving and responding to colleagues’ feedback. • Set academic expectations for each lesson. • Design a lesson assassment tasks in alignement with the unit tasks. • Create instructional activities to achieve targeted grade expectations. • Select resources that fill the curriculum gaps. • Create the closure for every lesson.

Assessment

No	Assessment		Component	Weight
1	Attendance and Participation		Participation	5
			Attendance	5
2	Formative Assessment	Self-regulated-assessment	KWL-Q	5
			Vocabulary Tool pre and post	5
		Trainer Assessment
			Design assessment samples using the five keys of quality	15
			Design higher order thinking questions based on good questions rubrics	15
3	Summative assessment		Summative performance task: Design authentic performance tasks based on performance assessment rubric.	15


			Exit Task	5
			Portfolio	10

			Final exam	20
Program Total				100

Time Distribution

No	Item	Time (min)
1	KWL-Q	15
2	Pre - Vocabulary Tool	15
3	Terminology	10
4	Activity 1.1: Evaluation and Assessment	40
5	Activity 1.2: Learning Assessment	80
6	Activity 1.3: Assessment and Motivation	40
7	Activity 1.4: Five Keys of Quality Assessment	50
8	Activity 1.5: Seven strategies of Formative Assessment	60
9	Activity 2.1: Constructing Questions: Asking higher-order thinking questions	50
10	Activity 2.2: Qualitative & Quantitative Assessment	40
11	Activity 2.3: Classification of Assessment Methods	40
12	Activity 2.4: Assessment of Development Cycle	40
13	Activity 2.5: Test Blueprint	50
14	Activity 2.6: ‘I hate tests’	Self-learning
15	Activity 2.7: Performance Tasks	60
16	Activity 3.1: Classroom Questioning	60
17	Activity 3.2: Classroom Discussion	50
18	Activity 3.3: Interviews	40
19	Activity 3.4: Narrative Assessment	40
20	Activity 3.5: A Student in his own Eyes & in the Eyes of other Students	40
21	Activity 3.6: Summative & Formative Information	50
22	Activity 3.7: Excel Activity	Self-learning
23	Post -Vocabulary Tool	10
24	Exit Task	20
	Total	15 Hours