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Entry level 1 Program
3 - 7 April, 2011
1
10:00 – 10:10 AM Welcome 10:10 – 10:30 AM Model activity (Burning Steel)
10:30 -11:00 AMWhat is Assessment? 11:00 –11:45 AM Types of Assessment 11:45 – 12:15 PM Ongoing Assessment 12:15 – 12:30 PM Break 12:30 – 1:15 PM Questioning Techniques 1:15 – 1:25 PM Summary & Homework 1:25 – 1:30 PM Survey
2
AGENDA
BURNING STEEL
20 Min. (10:10-10:30)
Burning Steel (H/O 1)
Predict, Observe, Explain (POE) Step1: Predict• Ask the learners to write independently their prediction
of what will happen and why they think this. Step 2: Observe• Ask learners to write down what they do observe. Step 3: Explain• Ask the learners to amend or to add to their
explanation to take account of the observation.• Discuss their ideas together.
What standards does this activity address? CS: _________
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WHAT IS ASSESSMENT ?
“H/O 2”
ASSESSMENT
What do we assess?
Why do we assess?
How do we assess?
45 Min. (11:00-11:45)
The word “Assess”
Comes from the Latin verb “assidere” meaning “to sit with”.
In assessment a teacher is supposed to sit with the learner meaning it is something we do with and for students and not something we do to students (Green, 1998).
Assessment Model
Use the words to complete the graph: TEACHING, PLANNING, ASSESSMENT
Assessment Model
Planning
Teaching Assessment
Use the words to complete the graph: TEACHING, PLANNING, ASSESSMENT
Assessment is used to… Measure students’ learning and progress.
Improve teaching techniques.
Improve the quality of teaching programs.
Raise student achievement.
Report to parents on student progress.
Assessment is …..…
Assessment is …..…
The process of gathering data about students learning and using information about student’s responses to an educational task.
Harlen
Types of assessment
diagnosticformativesummative
Activity: H/O3
Assessment Types
Tick the type of assessment you think describes each assessment task.
Solution
Activity: H/O4
Formative Assessment
How can we carry out formative assessment.
Activity: H/O5
Choose 1 Curriculum Standard.Determine how many parts there are in the standard.
If more than one part, rewrite the standard so that each part is separate (or indicate the parts).For each part of the standard:Write one formative assessment question and one summative assessment question.
Ongoing Assessment
Assessment is a continuous process and certain evaluations will make up final marks or grades.
How do you implement ongoing assessment in your school?
Case study: It’s the end of term, and the teacher is ready to
give a final/report card mark for science. How would the teacher use ongoing assessment come with that mark?
30 Min. (11:45-12:15)
Ongoing Assessment
One example: 15% for notes done in class 10% for participation in group work 5% for homework completion 20% for lab reports which were marked for
content, and understanding 20% 4 quizzes 30% End of Term Exam
Ongoing Assessment
Remember: assessment and evaluation provide information for improved student performance.
When one looks at a mark of 65% or a C in Sciences, it is important to know how the student can improve to receive a 75% or a B next time.
Look at the evidence to determine the areas of strength and the areas of weakness to improve overall learning.
Prayer Break
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15 Min. (12:15-12:30)
Questioning to Guide Thinking
والتعلم التعليم لقيادة التساؤلوالتفكير
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Its through thinking Instruction and Learning occur
45 Min. (12:30-1:15)
Ask the trainees:- What do the following proverbs mean
for you as teachers?
- How can these proverbs help our students to improve their thinking skills?
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Ask the trainees:- Why do we ask questions?- Who asks questions?- What are the types of questions?
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Questions Teachers ask students Students ask the teacher Teachers ask themselves Students ask themselves
GoalThe goal of asking questions is: To improve the quality of teaching and
learningTeachers like to base their lesson around a
‘key question’والتعلم التدريس جودة لزيادة
درسه بناء المعلم على يجب( لألسئلة ( مفاتيح القوية األسئلة من مجموعة على
Classification of Questions
Classification of questions:- Skinny- Fat- Closed- Open- Convergent- Divergent
(A skinny question has a really short, quick answer.)
Fat questions have long, complicated answers. They are fun to research and discuss. We might not agree on the answers!
Closed questions األسئلةالمغلقة
Test factual knowledge Contain a limited range of possible correct responses
◦Example: What lives in◦ the rainforest?
Provide the knowledge bases for more challenging questions
المعارف اختباروالحقائق
مجموعة على تحتوياإلجابات من محدودة
الممكنة الصحيحةالمثال : سبيل على
التي الكائنات ماالغابات في تعيش
المطيرة؟بالمعرفة الطلبة تزود
أكثر ل الالزمة أسئلةوتحدي صعوبة
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Open questions األسئلة المفتوحة
Require students to think more deeply
Require research, investigation, reflection prior to answering fullyPromote student discussion, debate, inquiryCall for learners to construct their knowledge ,Have many different answers
Example: Is the rainforest important to us?
من لمزيد بحاجة الطالبالعميق التفكير
، والتحقيق البحث تتطلبتماما اإلجابة قبل والتفكير
على الطالب تشجيعوالتحقيق النقاش
لبناء للمتعلمين دعوةمعارفهم
متعددة تكون واإلجاباتومختلفة
المثال : سبيل علىالمطيرة الغابات هل
؟؟؟ لنا مهمة
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ActivityH/O 7
Make them
Questioning Techniques:
How to deal with the students questions? Remember wait time I and II:Provide at least 3 sec after a question and after a response Ask follow ups:Why? Do you agree? Can you elaborate? Tell me more, can
you give an example? Ask students to unpack their thinking (thinking
aloud):Describe how you arrived at your answer. Call on students randomly:Avoid only calling on those SS with raised hands. Encourage SS questioning:Let SS develop their own questions األسئلة إثارة على الطالب شجع
Questioning Techniques:
How to deal with the students questions? Cue students responses: There is not a single correct method to solve this problem. I
want you to consider alternatives. Repeat the question, paraphrasing it
طريقة من بأكثر األسئلة أعد Redirect the question
األسئلة توجيه أعد Ask probing questions
تحقيقية أو بحثية أسئلة اسأل Promote a discussion
النقاش على شجع
Homework◦ Implement two different assessment types in
your classroom.◦ Bring your evidence next workshop lesson plan-
assessment tool).
Survey - Please take time…
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Closure
10 Min. (1:15-1:25)
34
Evaluation forms
5 Min. (1:25-1:30)
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