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


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