Assessment Literacy Module - Assessment Literacy Workshop in Kazakhstan (ENGLISH)

Review of Assessment Toolkit

Background on collaboration with Pearson

• Project Agreement established between UNESCO Bangkok and Pearson in February 2016

• Focus1. Support to NEQMAP capacity development activities

(regional and national workshops & technical assistance)

2. Development of the module on assessment literacy for the micro-planning toolkit

3 categories of local stakeholders in assessment

4 general learning outcomes expected for all stakeholders

A. Recognize the purpose of assessment and the three basic types (diagnostic, formative and summative).

B. Understand how assessments support effective instruction and grow learning outcomes within educational programs.

C. Recognize and be able to identify basic components and characteristics of effective assessments (e.g. blueprints, item types, alignment, difficulty, validity, reliability).

D. Learn from the experiences of other educational systems that have effectively implemented assessment programs and be able to select and adapt relevant practices to suit local needs.

An effective assessment program requires four phases of

implementation:

Phase 1: Plan – Define Learning Goals and Types of Assessment Tools

• What is assessment?“Assessment is simply a process for gathering data about the effectiveness of instruction and

how well students are learning” (Hanna & Dettmer, 2014)

• Examples: informal Q&A dialogue between teacher and student, public examinations and standardized tests

• An effective assessment program is not any one test or measure of learning but rather a balanced and comprehensive process that supports learning.

• Assessment of, for and as learning:– Summative = Assessment OF Learning– Formative = Assessment FOR Learning– Diagnostic = Assessment AS Learning

Phase 1: Plan (continued)

Phase 1: Plan (continued)Process for Effective Planning1.Identify or define learning outcomes2.Determine what to report and how often3.Select and sequence assessments that are aligned to the learning outcomes.4.Review and evaluate reports from previous assessment cycles.

Roles of the respective stakeholders1.School leaders2.Teachers3.Community

Phase 2: Design and Administer

• Blueprint = A plan for the assessment tool that takes into account reporting categories, item types and other parameters

Phase 2: Design and Administer (continued)

Explanation of various concepts•Validity and reliability•Depth, breadth & cognitive complexity•Reporting categories•Item types (selected response, constructed response, technology-enhanced, performance tasks, etc.)

Roles of the respective stakeholders•School leaders•Teachers•Community

Phase 2: Collect Data and Evaluate

Types of scoring and when to use them•Raw score•Percent-correct score•Scaled score

Roles of the respective stakeholders•School leaders•Teachers•Community

Phase 4: Report (Communicate Results)

Important points•Ensuring that each stakeholder gets the information they need in a format that is simple but informative.•Planning for reporting is an important part of Phase 1 (planning)•It is critical that assessment data not be reviewed in isolation.

Roles of the respective stakeholders•School leaders•Teachers•Community

Last sections

• Case studies (to be interspersed throughout the module)

• Evaluation tasks (for the three stakeholder groups), e.g.:–For school leaders: Identify ways in which each type of assessment can be used to support and grow instruction within your school and your region.–For teachers: Discuss ways that you use assessment to monitor learning and improve instruction within your classroom and brainstorm ways that you might improve the use of assessments to improve student learning.–For community: Describe ways that the community can support the school’s use of the three types of assessment. Find a community connection and support for each type.

THANK YOU!