Welcome to

Module 7

Assessment
and
Evaluation

1
 Getting Started

“From their earliest school

experience, students draw life-
shaping conclusions about
themselves as learners on the
basis of the information provided
to them as a result of classroom
assessments.”
- Stiggins, Student-Involved Classroom
Assessment, Prentice Hall, 2001, p. 48
Share your own assessment experiences as a student
with your elbow partner.
2
Getting Started

What kind of meaningful

classroom assessment
information do we want to
provide our students?
Use

to jot down ideas.

3
Key Messages

The improvement
of student learning
is the most
important focus of
assessment.

4
Key Messages

Assessment is an
ongoing awareness of
students’ learning and
needs, rather than an
occasional event in the
program.
5
Key Messages

Of all the assessment

strategies, formative
assessment is the most
valuable strategy for
supporting students’
learning and for
promoting students’
independence and
responsibility as
learners.
6
Key Messages

Observation is the most

efficient and effective way for
teachers to assess students’
mathematical abilities, and is
an integral part of all
assessment strategies.

7
Key Messages

Teachers should use a variety of

assessment strategies in order to
assess students’ mathematical
development as completely as
possible.

8
Key Messages

Teachers should not provide a

grade/mark/level on an individual
assessment or a collection of
assessments unless the
grade/mark/level serves a clear
purpose: to communicate achievement
of curriculum expectations to students,
parents, other teachers, and
administrators.

9
Assessment and Evaluation
— Different Forms of Assessment
Successful teaching of
mathematics in the early grades
involves more than providing
engaging learning activities; it
requires that teachers be “in
tune” with their students’ learning
needs.

10
Assessment and Evaluation
— Different Forms of Assessment
The improvement of student
learning is the most important
focus of assessment. There are
three different types of
assessment, all of which
contribute to the learning
process.

11
Assessment and Evaluation
— Different Forms of Assessment

Form 3 groups. Each group is

responsible for studying one form of
assessment:
Diagnostic (pp.8.4 - 8.6)
Formative (pp.8.6 - 8.8)
Summative (pp.8.8 - 8.9)

12
Different Forms of Assessment

Read the section on your assigned

form of assessment.
Create a list of main points on this
form of assessment.
Give an example of what this
assessment looks like using one of
the grade samples.
Record your points in the appropriate
section of the Venn diagram on BLM
7.1.
13
Different Forms of Assessment

…and record points in

the other sections of
the Venn diagram.

14
Working on It

Linking
Assessment
and
Instruction
15
Linking Assessment and Instruction

Assessment is an integral
part of teaching and learning.
Quality instruction and
assessment are not
necessarily different
activities, and in fact, should
become nearly
indistinguishable.

16
Linking Assessment and Instruction

When students experience difficulties

and receive no useful feedback, they
are likely to attribute their problems to a
lack of ability, and give up. But when
they receive specific information about
ways in which they can improve and
are given opportunities to revise their
work, they receive a clear message
from the teacher that gives them
confidence and enables them to
improve.
17
Linking Assessment and Instruction

Read page 8.14.

This section will provide you
with background information for
the next task.

18
Linking Assessment and Instruction

Select one of the four

assessment situations.
Record your responses to
the following on chart paper.

19
Linking Assessment and Instruction

To help you with this task, refer to

BLM 7.5 — an example from the Guide to
Effective Instruction, Kindergarten to Grade 3,
2004.
Be ready to present your thoughts to the whole
group.
20
Teacher’s Assessment

A Kindergarten student
miscounts a set of objects by
counting some objects in the set
more than once.

21
Inference From Assessment

The student may have difficulty

recognizing one-to-one
correspondence while counting,
and lacks a strategy for counting
each object one time only.

22
Next Instructional Step

The teacher models counting a set of objects,

touching and pushing aside each object as it is
counted out loud. The teacher then asks, “How
many objects are there altogether?” to check
whether the student understands the cardinality
principle of counting (that the last counting word
indicates the number of objects in the set).
Next, the teacher and student count aloud
together, as the student touches and pushes each
object aside so that it will not be counted twice.
The teacher then asks the student to count other
sets of objects to determine whether he or she is
now counting sets successfully.
23
The Task

1. Choose an assessment situation

from the envelope.
2. On chart paper, record
- an inference from the assessment;
- a next instructional step.
3. Present your ideas to the group.

24
Working On It

Observation –
A Powerful
Lens on
Learning
25
Observation

Young students demonstrate their

mathematical knowledge and
understanding through what they
do, say, and show. Therefore,
observation is the most efficient
and effective way for teachers to
assess students’ mathematical
abilities.

26
Observation

Teachers must be attentive

observers of their students
as they seek evidence of
how well students are
learning concepts and skills.

27
Observation

Read pp. 8.16 - 8.20.

Answer the questions on
BLM 7.2 .

28
Working on It

Assessment
Methods

29
Assessment Methods

Teachers should use a variety of

assessment strategies in order to
assess students’ mathematical
development as completely as
possible.
The use of various assessment
strategies also allows all students to
demonstrate what they know and can
do in ways that suit them.

30
Assessment Methods

Divide into three groups.

Investigate the following topics and record
your findings on
BLM 7.3.
Group 1
Personal Communications (pp. 8.21 - 8.24)
Group 2
Performance Tasks (pp. 8.24 - 8.26)
Group 3
Paper-and-Pencil Tasks (pp. 8.27 - 8.32)
31
Assessment Methods

32
Working on It

Evaluation

33
Evaluation

Read the section on

Evaluation (pp. 8.33–8.35).
List three important ideas
on evaluation discussed in
this section.
Compare ideas with others
at your table.

34
Evaluation

It is not expected that

teachers will evaluate
achievement in each
category of knowledge or
skills; rather, teachers
should take these
categories into account as
they evaluate holistically.

35
Evaluation

Teachers should not provide a

grade on an individual
assessment or a collection of
assessments unless the grade
serves a clear purpose: to
communicate achievement of
curriculum expectations to
students, parents, other
teachers, and administrators.

36
Evaluation

Evaluating student achievement

results in an understanding of the
degree to which a student has been
successful in learning. The purpose
of evaluation, however, is not to label
the student and his or her
accomplishments, but to gain a
stronger awareness of the learning
that has occurred and of further
measures needed to improve
learning.
37
Reflecting and Connecting

Consider the variety of assessment

and evaluation methods and ideas
that were examined today.
Choose a method or idea that would
be effective in your classroom. Try it
with your students.
Be prepared to talk about this
experience with your colleagues at
the next session.

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