CATEC-2014,TajikistanCATEC-2014,Tajikistan

Formative and summative assessment: use of technology

Innovative Methods of Innovative Methods of TeachingTeaching

I hear and I forget.I see and I believe.

I do and I understand.

- Confucius

The empires of the future are the empires of the mind.- Winston Churchill

TRADITIONAL AND MULTIMEDIA LEARNINGTRADITIONAL AND MULTIMEDIA LEARNING

TRADITIONAL METHOD – A ONE WAY FLOW

STUDENTSTEACHER

TEACHER

MULTIMEDIASTUDENT

MULTIMEDIA LEARNING – AN INTERACTIVE LEARNING PROCESS

Assessment is Assessment is

the process of gathering data. More specifically, assessment is the ways instructors gather data about their teaching and their students’ learning (Hanna & Dettmer, 2004).

Types of Assessment Types of Assessment

There are three types of assessment: diagnostic, formative, and summative. Although are three are generally referred to simply as assessment, there are distinct differences between the three.

Diagnostic Assessment Diagnostic Assessment

Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place

Types of Diagnostic Types of Diagnostic Assessments Assessments

Pre-tests (on content and abilities)

Self-assessments (identifying skills and competencies)

Discussion board responses (on content-specific prompts)

Interviews (brief, private, 10-minute interview of each student)

Formative Assessment Formative Assessment

Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring.

Types of Formative Types of Formative Assessment Assessment Observations during in-class activities; of

students non-verbal feedback during lecture Homework exercises as review for exams and

class discussions) Reflections journals that are reviewed

periodically during the semester Question and answer sessions, both formal—

planned and informal—spontaneous Conferences between the instructor and student

at various points in the semester In-class activities where students informally

present their results Student feedback collected by periodically

answering specific question about the instruction and their self-evaluation of performance and progress

Use of blog for formative Use of blog for formative assessment assessment (aepe2013.blogspot.com)(aepe2013.blogspot.com)

A lesson plan, A lesson plan, phase1 and phase2 phase1 and phase2 in the formative feedback for the best resultin the formative feedback for the best result

Example of the test for Example of the test for a formative feedbacka formative feedbackWhere does air enter the respiratory system?Trachea

LungsPharyn

x

Well Done!Let’s move on to the next question!

Example of the test for a formative feedback

Oops!That’s wrong! Try againYes No

Example of the test for a formative feedback

A project work with a formative feedback and use of

technology

A project work with a formative feedback and use of

technology

Summative Assessment Summative Assessment

Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.

Types of Summative Types of Summative Assessment Assessment ExaminationsFinal examination (a truly summative

assessment) Term papers (drafts submitted throughout

the semester would be a formative assessment)

Projects Portfolios (could also be assessed during it’s

development as a formative assessment) Performances Student evaluation of the course (teaching

effectiveness) Instructor self-evaluation

The term “alternative The term “alternative assessment” assessment” refers to a variety of different types of

evaluation procedures; for example:–• Self-assessment; –• Peer feedback and assessment–• Portfolios–• Performance assessment–• Observations–• Conferences/ interviews–• Learning logs–• Journals–

Assessment measures Assessment measures

if and how students are learning and if the teaching methods are effectively relaying the intended messages.

TEACHER THE GREATEST TEACHER THE GREATEST INNOVATORINNOVATOR

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning

stays young.

To teach is to learn twice

Teachers should guide without dictating, and participate without dominating

The critical factor is not class size but rather the nature of the teaching as it affects learning.

LEARNING NEVER ENDS