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Evaluation
Evaluation
Purpose: to collect information about a particular courseor program
in order to evaluateits effectiveness and makedecisions about it
Assessment
Purpose: to collect and interpret
information over timeabout students
abilities and knowledgein order to help
them improve
Testing
Purpose: to measurea
specific set of behaviors or
skills at onepoint in time
How often
and when do
you deal with
:
Diagnostic
assessment?
Assessment for
learning?
Summative
assessment?
Formative assessment
Summative assessment
Done after the teaching process, to
see what students have learned.
Learners are usually evaluated on
summative assessment results.
Assessment vs testing
Bob Adamson argued that testing does
not equate with the assessment.
Testing is apart of the assessment, but it
is only one means of gathering
information about a student.
The focus in testing is on
the norm.
finding
less
plants
Summative assessment of the
plants is the process of simply
measuring them.
It might be interesting to
compare and analyze
measurements but, in
themselves, these do not affect
the growth of the plants.
Formative assessment, on the
other hand, is the equivalent of
2G curriculum &
Evaluation
Assessment of learning
Diagnostic assessment
Formative assessment
Formal assessment
Assessment of learning
-Assessment is an integral part of the
process of learning.
- It helps to determine the level of
proficiency of the learner and how he
is progressing towards his learning
Diagnostic assessment:
It allows for an overview of the
knowledge and skills of the
learners;
learners it is done at the
beginning of a period of learning
through a battery of tasks that will
help the teacher tomeasure the
learners level of proficiency before
Formative assessment:
This is done during the week and after
four weeks of teaching. This type of
assessment maynot be scored as verbal
comments to the learner may be
sufficient
Formative assessment can be oral or
written or both The procedures of
Types of formative
assessment tools:
the log book ( or
reflective journal):
this is written by the learner/teacher himself
and contains personal reflections on his work,
progress , difficulties and solutions
that he intends to use alone or with the teacher
PROCEDURE
CONTEXT
Time Class
File6:
MS4
Lesson :
Telling Story
PDP ( read)
Pre-reading =Interpret photo page156
9 :00
Formativeassessment
Observation
- morevisual aids
- givemretimefor
pps to explore the
text
-clarify morethe
post reading
stage
The portfolio
this contains the learner s written work
such as a reading report, a written account
of a film or play, a newspaper article
related to project work, a dictation , a letter
to a friend .
These productions must be corrected by
the teacher and then rewritten by the
learner who will be able to measure his
own progress
The debate
this allows learners to acquire the skills needed
for exchanging and sharing information
this will teach them how to listen to each
other and solve problems together
Conferencing:
Tutoring
Peer assessmen
Self-assessmen
In this type, the learner is critical of his own work and tries
to improve it.
He gradually shows more autonomy and responsibility,
using learning devices such as the portfolio or the logbook .
Formal
assessment
This type is best
known and most practiced by the school system,
Action Plan
evaluation
To understand different types of evaluation the
follows
a predetermined
plane ( When?
1-teacher
diagnostic
evaluation
:
( When?
When ): it should be done at the beginning of or
during new learning.
-( Why? ) : It is conducted to make the necessary
decisions to start new learning.
-(Why?):
(Why?) It checks if the prerequisites are installed .
- (How?) : It is done through a test of the prerequisites
that will help diagnose and remedy .
- ( What? ) : The test will refer to a skill which will cover
part of the Output Profile From.
AFL
Regulatory assessment =
- ( When?
When ) : It is done throughout the
year, during each lesson .
- ( what for? ) It is conducted to make
decisions to improve the quality of teaching
and learning.
Criteria of Integration
(March 2015)
INTEGRATION
ye no Suggested
s
regulation
Oral interaction
Oral or written interpretation
Oral or written production
yes
no
What to do ?
(Tdsessions)
exampl
e
no
Remedial
work (TD)
Ican
ye example no
s
Remedial
work (TD)
2.methodological competency :
o he can work in pairs or in groups
o he can use strategies for listening and
interpreting oral discourse
o he can develop effective study methods ,
mobilize his resources efficiently and manage his
time rationally
o he can use information and communication
technology whenever he needs it for learning
and research
o He can evaluate himself
o he can evaluate his peers
3.communicative competency
o he can use dramatization and role-play to communicate
appropriately
o he can use information and communication technology
such as blogs , websites page , discussion forums ,
platforms to interact with
learners of other cultures
o he can use dramatization and role-play to communicate
appropriately
o he can use information and communication technology
such as blogs , websites page , discussion forums ,
platforms to interact with
learners of other cultures
o he can process digital data
o he can evaluate his peers
ye
s
sample no
What to
do?
yes mod no
el
What to do
?
STEPS TO FOLLOW
1- correct copies
2 -make an inventory of the most common
mistakes
3 -classifier errors prioritized and
compared to the learning objectives of
Test Report
Worshops
Group 1:
1 Use your latest tests and evaluate them
according to the 2 G curriculum criteria
competencies?
plan book = log book and make evaluation grids about the
3IIP and to what extent it reflects the 2G curriculum
Group 4: Its nearly the end of the school year try to make
a summative assessment about 2015 2016 School Year
Resources :
Natioanl Curriculum March 2015
Document daccompagnement March
2015
Criteria of Situation of Integration
2015 by MR Samir Bounab
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