Akhaltsikhe,June, 2013

C+

Pass/Fail A

A-

85%F

S

Unsatisfactory

67% D

C

B

93%

DefinitionsAssessment -- The process of measuring

something with the purpose of assigning a numerical value.

Scoring -- The procedure of assigning a numerical value to assessment task.

Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.

Assessment TypesFormative - for

performance enhancement

Formal - quizzes, tests, essays, lab reports, etc.

Traditional - tests, quizzes, homework , lab reports, teacher

Summative - for performance assessment

Informal - active questioning during and at end of class

Alternative - PBL’s, presentations, essays, book reviews, peers

Alternative AssessmentAlternative to what? Paper & pencil

examsAlternatives:

lab work / research projectsportfoliospresentationsresearch papersessaysself-assessment / peer assessmentlab practical

Informal CATs (Classroom Assessment Techniques)

Quick-fire questionsMinute paper

1) What did you learn today?2) What questions do you have?

Directed paraphrasing (explain a concept to a particular audience)

The “muddiest” point (What is it about the topic that remains unclear to you?)

For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass.

Criterion-Referenced Eval’sBased on a predetermined set of criteria.For instance,

90% and up = A80% to 89.99% = B70% to 79.99% = C60% to 69.99% = D59.99% and below = F

Handling AppealsEncourage students to learn from their

mistakes.Accept appeals in writing, due by a certain

date.Refuse to discuss question if student will be

appealing the answer.Appeals include the following:

Question being appealedTeacher and student responsesExplanation of why student’s response is as good as or better

than teacher’s expected response.Teacher responds in writing.No class-wide correction: each student must make own appeal.

Benefit: students feel they are treated fairly.

Self-evaluationSelf-evaluation involves learning how we learn, whereas self-assessment is what we learn. To train students in self-evaluation, use questions such as:

Think about what has happened when the learning has taken place

What really made you think? What did you find difficult?

What do you need more help with? What are you pleased about? What have you learnt new about X? How would you change the learning

activity to suit another class?The teacher can model answers to

these to show the students how to self-

evaluate.

Back to AFL Tools

Portfolios of Student WorkHave students prepare an ongoing, extensive

portfolio of their work. Maintain these portfolios in an open but

supervised setting.