Time

Tasks

9:00

Opening Session & Quick feed back about the last

sessions

9:10

Brainstorming: Teachers vs ( Testing- Assessment

Evaluation)

9:20 10 :
30

2nd G and Evaluation

10: 30 10:40

Pause coffee

10:45

Workshops : assessing and evaluating the 2nd test using

the 2G recommendation

11:30

Workshop delivery

12:00

Closure of the meeting

Evaluation

Figure 1: Relationship and purposes of evaluation, assessment and testing

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

 Measure Get objective information about

learners performance (students take a reading
test).
Assess Analyze and interpret information about
a learners performance (teacher corrects the
reading test, analyzes which questions were
difficult for learners, how different learners
performed and how the whole class performed).
Evaluate Make decisions based on information
about a learners performance (teacher gives
learners a grade based on their performance on
the reading test).

. What is the purpose of

assessment?
Diagnostic assessment
Done before the teaching process
begins, at the beginning of an
academic year or unit of study.
Diagnostic assessment helps teachers
prepare to teach a group of
students.

How often
and when do
you deal with
:

Diagnostic
assessment?

Assessment for
learning?
Summative
assessment?

Formative assessment

Done during the teaching process,

to see if the instructional
techniques are effective.

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

 Assessment is broader than testing.

It implies evaluation based on a
collection of information about
what students know and can do.
The teacher is looking for progress over
time in a variety of contexts.

Good evaluation can motivate

learners to study.

Poor or unfair evaluation

techniques may make learners
motivated to study.

less

The word assess

comes from the Latin verb assidere
meaning to sit with.
In assessment one is supposed to sit with
the learner.
This implies it is something we do with and
for students and not to students.
(J M Green, 1998)

The word assessment

Assessment in education is the
process of gathering, interpreting,
recording, and using information
about pupils responses to an
educational task.
(Harlen, Gipps, Broadfoot, Nuttal,1992)

What is formative assessment ?

If we think of our children as

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

 and a Cooking Analogy

When the chef tastes

the sauce it is formative
assessment, when the
customer tastes it, it is
summative
Attributed to Professor Robert Stake

What changes do you

expect with the 2G in
matter of evaluation?
5 dicussion

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

By regularly assessing the

learners, teachers can
identify the source of errors,
design remediation tasks and
use strategies that will help
him overcome difficulties (eg

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

How can Assessment for

learning applied in our daily
teaching work?
Date

PROCEDURE
CONTEXT

Time Class

Project 3: Write narrative account on a topic of inetrest

8 :00
Sunday
April
27th,2014

File6:
MS4

Fact & Fiction

Lesson :

Telling Story

PDP ( read)
Pre-reading =Interpret photo page156
9 :00

During reading = acti 1,2,3 pages 156/157

Post reading= activi 5 page 157
Swbat : tell story

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:

this is a face to-face exchange with the

teacher on learning problems in order to
help correct errors and improve learning

Formative assessment therefore

enables everyone to know where he is.
There are three types of formative
assessment:
assessment

Tutoring

Peer assessmen

Self-assessmen

Each type involves criteria and indicators,

as described above
Tutoring:
This is done by the learner who sits with the teacher and corrects his
errors himself with the teacher s guidance
Peer assessment:
This is done between learners(student-student ) or with the
teacher(student-teacher);learners assess e ach others productions
using the criteria given by the teacher
Self-assessment:

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 .

Assessment through tests

and Exams

Formal
assessment
This type is best
known and most practiced by the school system,

and it is meant to select and orient the learners. Formal

assessment is usually summative and occurs at the end of a cycle
(BEM or BACCALAUREAT); through formal assessment, the
learner should demonstrate the mastery of language knowledge
and skills.

According to the official guidelines, formal assessment

should include tests and examinations.
These should come at the end of a specific learning
period (school term or end of schoolyear) , and provide
learners with grades or scores.
Formal assessment should help teacher and
administration to make decisions about learnerranking,
succeeding and moving to the upper level, or repeating

Action Plan
evaluation
To understand different types of evaluation the

follows
a predetermined
plane ( When?
1-teacher
diagnostic
evaluation
:

Why? Why ? How ? What? ) Some examples :

( 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.

The certification assessment = Formal

Assessment

- ( When? ) It is practiced by year end.

- It is conducted to make the decisions
pass / fail is to say control of what is strictly
necessary pre requisite to begin the
important learnings .
- ( For what? ) It also allows students to

By the end of each fi

Criteria of Integration
(March 2015)

EVALUATION Grid OF A SITUATION OF

Characteristics and components of the situation
Does the situation fits the learners interests and
environment (me, my world, the world)?
Does the language used belong to the learners
repertoire?
Is it in conformity with the exit profile?
Is the situation doable with the resources at hand?
Does it include values?
Does it require the mobilization of different types of
knowledge?
Is there a context of use?
Is the situation new for the learner and allows critical
thinking?
Is there a task to accomplish and not drills for
restitution?
Are the formulations /tasks adapted to the cognetive
level of the learners?
Do they describe exactly what the learner should
do?
Is the situation complex? Does it require the

INTEGRATION

ye no Suggested
s
regulation

integrations assessment grid

Assessing the Three (3)

IIP competencies

Oral interaction
Oral or written interpretation
Oral or written production

assessment grid for oral interactio

The learner can
-make contact with the
interlocutor
-transmit a message
-react in a non verbal
way to verbal messages
-maintain an oral
interaction using
listening strategies
-sort out the general
meaning of an oral
message
-Sustain a short oral
narrative
,argumentative

yes

no

What to do ?
(Tdsessions)

Assessment grid related to

interpretive
The learner
can : competence yes
-Deduce the meaning of a word
from a picture.
-Listen and do (fill in a table
,match, circle)
-read a
descriptive,argumentative text
and sort out the lexis about junk
food
Use the vocabulary related to to
design a leaflet
Use lexis related to a low-calory
menu
Sort out lexis related to
commercials
Sort out facts and opinions

exampl
e

no

Remedial
work (TD)

Ican

Assessmnt grid related to procude

competence

Report events/ facts/

Make recommendations
Express likes and dislikes
Compare cooking habits/eating
habits/table manners
Write/respond to emails
Design a leaflet/commercial
Write a healthy menu
Exploit the results o f a survey about
food habits/cooking habits
Make posters with
recommendations,advice,prohibitions

ye example no
s

Remedial
work (TD)

Assessment grid for cross-curricular

competences
The learner can:
yes
sample no
What to
do?
1.Intellectual competency:
o he can understand and interpret verbal and
non-verbal messages
o he can solve problem situations using a variety
of communication means
o he can show creativity when producing oral
and writtenmessages
o he can show some degree of autonomy in all
areas of learning

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

The learner can:

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

4.personal and social competencies :

o he is aware of his role and others' role in the
development of projects
o he is keen on promoting the work of his
peers
o he respects our national values and behaves
consistently
o He is honest and accountable for his work
and respects others work
o He asserts his personal identity and behaves

ye
s

sample no

What to
do?

Assessment grid for values

The learner can:
National identity
the learner can use the markers of his
identity when introducing himself to
others: name, nationality , language,
religion , flag, national currency ...
National conscience:
o He can speak about our school days,
weekend and national public holidays
(historic, religious, etc)
Citizenship :
o he shows respect for the environment
and protects it continually
Openness to the world :
o He is keen on learning about others
markers of identity

yes mod no
el

What to do
?

2 G Curirculum & Remedial

Work
After the exploitation of results
and identification of learners
unearned criteria , the teacher sets up a remedial device to
highlight the strengths and weaknesses of their learners and
give meaning to learning Differentiated
Remediation must put the emphasis on the performance of
learners and learning.
It must not be the same for all learners in the context of
differentiated instruction
The teacher will develop activities to one or more criteria in
some unearned learners such as relevance , the correct use of
language and consistency .The learners have an excellent level
of assessment of situations much more complex for the
purpose of Excellency

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

 What have I learnt ?

What have I found easy ?
What have I found difficult ?
What do I want to know now ?

Worshops

Group work: each group must be mixture of experienced

teachers , new qualified teachers and new confirmed ones

Group 1:
1 Use your latest tests and evaluate them
according to the 2 G curriculum criteria

values and cross curricular

competencies?

Group 2 : Use the last National BEM Exam and evaluate it

according to the 2G recommendations exam designers
values and cross curricular competencies?

Group 3 : Use your last lesson plan and your teachers

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
Google images
Google translator

Thank You