- Home

- Designing Diagnostic Assessment, Formative and Authentic Assessment Techniques
Designing Diagnostic Assessment using Formative and Authentic Assessment Techniques
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). |
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 |
Knowledge Pioneers © 2019. All rights reserved. INTEREDU™ is a registered trademark of Knowledge Pioneers for Training and Education