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and for pre-service and in-service professional development that extends teachers\325)' (impor)' /F4 1 Tf 1 0 obj << /Length 4374 >> stream -0.0001 Tc 16 0 0 16 215.7204 424.1627 Tm 4.9375 0 TD [(ideas\323)-189(\320 co)5(ncepts that c)-10(an be applied in)]TJ /F0 1 Tf 10 0 0 10 212.9572 93.9285 Tm [(y ne)-10(w summativ)-4(e)]TJ 0.912 0.137 0.092 rg 0 J 0 j 0.4 i 10 M []0 d 1 w 149.452 65.213 l 0 Tc )]TJ 0 g 0 Tc S 0.43555 0 TD (ated)Tj -0.0001 Tc q BT (Institute of Education)Tj ( )Tj /F2 1 Tf /F4 1 Tf [(v)-4(ement. 16 0 0 16 34.6398 332.5845 Tm 0 Tc ( )Tj 8 0 0 8 351.5094 502.1592 Tm S (W)Tj -13.14891 -1.26317 TD 368.999 497.082 m [(assessment pr)6(o)10(vides dependable infor)-5(matio)4(n)]TJ (This would)Tj T* 312.765 65.197 l 100.715 329.563 l 0.84253 0 TD [(indic)-10(ators,)-189(not o)5(nl)-12(y pupil ac)-5(hie)-10(v)-4(ement)]TJ 0.83008 0 TD 365.344 497.067 m 30.78 147.418 m 385.863 147.418 m 0.6936 0 TD 338.105 329.563 l )]TJ 313.013 497.082 m )]TJ 335.426 497.067 m (co)' (bet)' /F1 1 Tf 45.235 147.418 m [(The mo)5(nitor)-10(ing of standar)5(ds of pupils\325)]TJ Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. /F4 1 Tf [(cost,)-189(and pupils\325)-189(lear)-5(ning time \320 should be)]TJ [(ac)-5(hie)-10(v)-4(ement acr)6(oss a r)-5(ange of wor)5(k dur)-10(ing)]TJ -386.254 569.0811 m Given their importance, it is essential that results of)]TJ 322.402 65.197 l T* 1 0.87 0.008 RG T* T* )-144(The wa)5(y)-10(s in)]TJ /F8 1 Tf /F1 1 Tf /F12 1 Tf 0.35 w /F4 1 Tf -0.15188 -1.2 TD ( )Tj 0.14713 -1.42857 TD endobj The following diagram from the PLP-R (KS1) Teacher Manual (2006-07) describes how teachers collect, organise, analyse and act on assessment information about their students. 9.5 0 0 9.5 376.919 361.7721 Tm 305.785 65.213 l /F0 1 Tf (polic)' ET BT 1 g -0.025 Tw (teac)' 0 595.276 0 0 re 0 -1.31579 TD Tj -0.0001 Tc T* ), many of the assessment 0.12345 -1.31579 TD -0.0002 Tc ET -0.025 Tw Q (tasks ex)' S 0 Tc 0 Tc (iate use of summativ)Tj 5.08496 0 TD -4.05556 -1.31579 TD CHAPTER FIVE ASSESSMENT OF LEARNING DISABILITIES 139 WHEN YOU COMPLETE THIS CHAPTER, YOU SHOULD BE ABLE TO: 1. 7 0 0 7 39.2132 334.8035 Tm )-189(As a)]TJ T* BT q (c)' S )]TJ (teac)Tj 0.25397 0 Td ( )Tj ET -0.0002 Tc S 378.635 65.213 l ET [(pupils\325)-189(motivatio)5(n and for their lear)-5(ning)]TJ 0 Tc [(summativ)-4(e assessment by teac)-5(hers. -0.025 Tw q [(judgment,)-189(the mor)10(e str)-10(ingent the qualit)-15(y)]TJ 353.299 497.067 m -0.031 Tw )Tj -0.0001 Tc [(es for qualit)-15(y assur)-5(ance)]TJ 0 g BT 0.20001 0 Td ET -0.0254 Tw -11.15015 -1.31579 TD 100.715 497.082 m -16.17088 -1.26317 TD 0 g 105.534 147.418 m 1.36205 0 TD CHAPTER 1: Formative Assessment and Assessment for Learning Formative Assessment and Assessment for Learning (v)Tj -0.0003 Tc -0.0254 Tw ET 7.5 0 0 7.5 63.1911 223.6564 Tm -0.0001 Tc 16 0 0 16 222.0861 424.5744 Tm /F12 1 Tf [(of r)10(egular)]TJ ( )Tj 0.33619 0.00001 TD S 0.27802 0 Td T* 0.27795 0 Td 0 Tc /F10 1 Tf 9.5 0 0 9.5 116.3918 358.7547 Tm 0 Tc -0.0001 Tc 0.27795 0 Td Assessment for learning is commonly referred to as formative assessment–that is, assessment designed to inform instruction. -0.0254 Tw [(we m)10(ust loo)4(k cr)-10(itic)-10(al)-5(l)-12(y at what is)]TJ BT )]TJ [(teac)-5(hers\325)-179(judgments ar)10(e needed to ensur)9(e)]TJ assessment of learning [(or a fix)2(ed set of pr)6(ocedur)9(es does not help)]TJ (assessment and should be designed to)' [(Evaluatio)5(n is best based o)4(n infor)-5(matio)5(n)]TJ -0.0254 Tw BT 79.05 147.418 m /F12 1 Tf 149.238 65.197 l T* )]TJ ( )Tj [(The eco)5(no)4(mic)-10(al advantage of col)-5(lecting)]TJ [(assessment sy)-10(stem based o)5(n teac)-5(hers\325)]TJ (or)Tj [(ac)-5(hie)-10(v)-4(ement is summar)-10(ised in ter)-5(ms of le)-10(v)-4(els)]TJ -0.05119 -1.31579 TD 9.5 0 0 9.5 34.0157 536.7721 Tm -0.05119 -1.26316 TD [-48(W)80(e ar)10(e)8(,)-189(in this countr)-35(y)85(,)-188(so m)9(uc)-5(h c)-20(loser than)]TJ BT Tj ET [(assessment. 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ET I haven’t read it all yet, but some of this would probably apply to higher ed settings, and maybe corporate settings. 0 Tc (and r)' S )]TJ 340.508 147.418 m [(d,)-189(A.,)-144(T)90(r)-9(iggs,)-189(P)150(.,)-189(Br)5(oadfoot,)-188(P)129(,)-188(McN)10(ess,)-189(E and)]TJ -0.3348 -1.42857 TD /F12 1 Tf -0.0003 Tc 15.99069 47.3684 TD ( )Tj 2.54565 0 TD (F)Tj (3)Tj -0.0254 Tw /F3 1 Tf 0.43555 0.00001 TD ( )Tj ( )Tj )]TJ -0.05118 -1.26316 TD -0.025 Tw 0 Tc T* -1000 1595.27612 TD -0.0278 Tw /F0 1 Tf -5.37329 -1.31579 TD 0.74194 0 TD -8.70889 -1.31579 TD 328.463 147.418 m 10 0 0 10 30.3218 362.9852 Tm ET -0.0278 Tw [(test per)-10(for)-5(mance c)-10(an beco)5(me mor)9(e highl)-12(y)]TJ 0.25397 0 Td 107.943 65.213 l 0 -1.31579 TD ET /F3 1 Tf 376.226 497.082 m [(moder)-5(atio)5(n.)]TJ /F12 1 Tf -0.025 Tw [(de)-5(v)-5(e)5(lopment course pr)6(ovide)-5(rs)]TJ -0.05118 -1.26316 TD A Framework for Classroom Assessment • 1 1. -0.021 Tw 1.63233 0 TD (br)' endstream endobj 14 0 obj << /Length 8546 >> stream 2.43823 0 TD 0.43677 0 TD 0.43555 0 TD (assessment )' f (ee A)Tj (able)Tj (d)Tj /F12 1 Tf [(post-pr)-10(imar)-35(y sc)-5(hools and c)-5(hoices at Ke)-5(y)]TJ -2.0393 -1.31579 TD -0.025 Tw -2.44179 -1.20001 TD 0 Tc S 9 0 0 9 210.3484 576.9754 Tm T* Assessment of Learning for Teachers Final Free Practice Test Instructions. 45.235 497.082 m -0.0001 Tc /F13 1 Tf )-174(W)80(orse)8(,)-189(per)-5(haps,)]TJ /F3 1 Tf S -0.0001 Tc 0.27795 0 Td 147.043 497.082 m (ele)Tj S 0.25397 0 Td /F0 1 Tf [(The co)5(nsequence is to co)4(nstr)-5(ain the)]TJ 0 Tc 0 Tc <> BT 142.011 497.067 m (Lear)Tj BT [(cr)-10(iter)-10(ia. 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(9)Tj 0 g )]TJ ET ET -15.94237 -1.3158 TD 156.68 329.563 l /F6 1 Tf T* ), many of the assessment T* )-179(N)10(or ar)9(e the)-5(y intended to)]TJ 211.989 65.213 l /GS0 gs 69.413 147.418 m /CS0 CS 1 SCN S 98.306 329.563 l [(summat)-5(iv)-4(e pur)-15(p)-5(oses:)-159(pr)4(os and)]TJ [(T)95(wigg)10(,)-189(said that he and his col)-5(leagues wer)10(e)]TJ ET 16 0 0 16 28.9211 78.273 Tm [(for)-5(mativ)-4(el)-13(y and is not o)10(v)-4(ershado)12(wed by)]TJ -7.72199 -1.31579 TD [(iculum and o)5(n pedag)5(og)-31(y)86(,)-189(so it)]TJ 362.935 497.067 m ET /F3 1 Tf /F4 1 Tf S -0.0001 Tc 388.272 329.563 l T* (10 y)' -2.02638 -1.2 TD /F4 1 Tf 112.761 65.213 l -0.0001 Tc S The two phases of Assessment of Student Learning (1 and 2) are subjects required by the Professional Regulation Commission (PRC) for teacher education graduates to take the Licensure Examination for Teachers (LET) Statistical techniques are integrated inthis book to evaluate the performance of teachers and students scientifically. 0 -1.26316 TD (iter)Tj T* W n ( )Tj [(demor)-5(alises so)5(me pupils and incr)9(eases the)]TJ 310.604 329.563 l 0.85157 0.00001 TD 0 Tc 0.76316 -1.31578 TD (EAR)Tj 7.26758 0.00001 TD [(pur)-15(p)-5(oses:)-159(some pr)5(oblems)]TJ /F2 1 Tf -0.02 Tw -0.0001 Tc 7 0 0 7 56.1407 511.7721 Tm 25.962 147.418 m of . (y-stage tests for identify)Tj S /GS0 gs 9.5 0 0 9.5 28.3464 249.2721 Tm 0.25397 0 Td BT [(to inter)-15(pr)9(et pupil assessment data is also)]TJ 0 Tw (es need to be tr)Tj -0.025 Tw 0 Tr [(S)-15(o)5(me g)5(ood examples exist in sc)-5(hool self-)]TJ T* �6�Q�I�X���b�b�y1���:hX�A9q[�$���!���3Gq3�_.k��6��6ې}s�2�(�h�v�Q���g�&��vAx�L���2�=˷=4n�L��W ˧p��x��H]��W)�a�*���d"�>� �? S To log in to Taskstream, click on this ... To request access, please use the Contact Us link above and select Program-Level Outcomes Assessment as the Category. S 9.15453 0.00001 TD 7.71288 0 TD 0.57496 0 TD 0.025 Tc (increase the workload for schools and teachers. 12.09323 35.94795 TD (Evidence of ac)Tj -13.42992 -1.31581 TD 1.24121 0 TD Tj 33.19 329.563 l -13.09155 -1.3158 TD 67.004 497.082 m ( )Tj 0 Tc )Tj -25.30326 -1.4 TD /F1 1 Tf 7.78296 0 TD [(Members of the Assessment S)-15(y)-10(stems for the F)34(ut)-5(ure pr)5(oject Core Gr)4(oup)]TJ [(lear)-5(ning)10(. 0 -1.31579 TD 28.371 329.563 l 0.20996 0 Td 0 -1.31579 TD S 9.5 0 0 9.5 46.0148 237.2721 Tm /F13 1 Tf [(epor)-13(ting pr)6(ogr)9(ess at)]TJ 315.422 65.213 l 30.567 65.197 l -0.025 Tw 33.273 569.0811 m 335.695 329.563 l Assessment "as" Learning. )Tj 300.967 65.213 l 0 -1.31579 TD 12 0 0 12 34.9995 532.5227 Tm BT 0 Tc 360.526 497.067 m 0 Tc 0.20007 0 Td -0.61393 -1.26316 TD [(y be stor)10(ed and used to)]TJ 0.25397 0 Td -10.48731 -1.3158 TD )-490(P)20(r)6(of)-6(essio)5(nal de)-10(v)-4(elop)5(ment is needed so that)]TJ -0.0002 Tc S BT /F2 1 Tf 10 0 0 10 29.6747 274.8161 Tm 137.406 65.213 l (ueensland and Califor)Tj [(Further)92(, to avoid the negative consequences of using high stakes summative assessment to)]TJ 4.99341 0 TD (implementing it are drawn out. T* 3.92284 0 TD 33.273 569.0811 m [(inter)-15(pr)9(eted in r)10(elatio)5(n to the pr)5(ogr)10(ess of a)]TJ ( )Tj -0.0002 Tc 8 0 0 8 37.1105 79.8545 Tm BT -0.0002 Tc 139.815 65.213 l -0.0003 Tc 71.609 497.067 m -0.025 Tw -4.42627 -1.26316 TD S /F0 1 Tf Use of journal writing in the assessment of CSD students’ learning about diversity: A method worthy of reflection. (13)Tj ( )Tj 0.48803 0.00001 TD [(OECD)20(,)-189(1999,)]TJ -0.025 Tw )Tj [(Implic)-5(ations for initial and pr)6(ofessional)]TJ 1.89746 0.00001 TD 342.654 65.197 l [(in co)5(nsulting those with exper)-10(ience of)]TJ 2.80224 0 TD 292.745 147.418 m 3.03662 0 TD -0.01 Tc [(A)-10(ssessment for s)-5(yst)15(em monitor)-10(ing)]TJ /F3 1 Tf [(the N)10(atio)4(nal Educ)-10(atio)5(n Mo)5(nitor)-10(ing P)19(r)7(oject)]TJ 2.81275 0 TD 83.868 329.563 l q S Overview of Learning I: Utilization of Assessment Data 2. [(Univ)-4(ersit)-15(y of Ex)2(eter)]TJ -0.028 Tw 110.352 497.082 m (. 9.5 0 0 9.5 100.0969 509.2471 Tm ET endobj /F13 1 Tf ET 7 0 0 7 222.4957 334.8035 Tm ( )Tj -4.13826 -2.63158 TD BT -0.0254 Tw 211.989 147.418 m -5.5686 -1.31579 TD Assessment in IB PYP case study schools was described as holistic, comprised of both formative and summative assessments, ongoing, and adopting a wide range of assessment strategies. -0.025 Tw 0 Tw -0.0254 Tw S (nsequences,)Tj (l r)Tj 5.27271 0 TD /F2 1 Tf (schools. )' 30.054 375.478 m 8 0 0 8 30.8638 263.2594 Tm (2)Tj [(y o)5(n the basis of r)9(egular)]TJ 12 0 0 12 34.582 536.3572 Tm 0.44263 0 TD S ( )Tj Used with permission from Ruth Sutton Ltd. Assessment as Learning . 0 -1.31579 TD [(It fails to pr)6(o)10(vide infor)-5(matio)4(n about the)]TJ -0.0254 Tw -0.0001 Tc [(V)110(alidit)-8(y)-10(:)]TJ S Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 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( )Tj (hie)Tj [(dir)10(ectl)-13(y in the pr)10(epar)-5(atio)5(n of pupils for)]TJ q 345.332 329.563 l 0 Tc (assessment cr)Tj -0.025 Tw 1.32959 0 TD BT [(valid and r)10(eliable accounts of pupils\325)]TJ ET 7.5 0 0 7.5 228.0593 91.7375 Tm W n 0 -1.31579 TD 294.903 65.197 l /F12 1 Tf -0.32106 -1.31579 TD S S (y)Tj 9.5 0 0 9.5 34.582 37.2815 Tm (om:)Tj (succeed in other tasks;)' 103.125 497.082 m S /F2 1 Tf ET T* (t so)Tj 8 0 0 8 79.1167 79.8545 Tm ( )Tj 378.635 497.082 m 0 Tr /F3 1 Tf S ET 9.5 0 0 9.5 137.1241 449.2721 Tm BT 0 -2.63158 TD 0 g -6.00952 -1.31581 TD /F3 1 Tf 4.4038 0 TD (A)Tj /F12 1 Tf 117.58 497.082 m 81.245 65.197 l /GS0 gs T* (ting pr)Tj For: Public accountability and program evaluation Making decisions about different aspects of the educational process Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid information about educational LEARNING GOALS 18 0 0 18 28.5248 551.502 Tm (Ms Anne Whipp)Tj -0.0001 Tc 1.39624 0 TD 0 Tc 0.27795 0 Td S 355.963 497.082 m 10 0 0 10 287.6146 504.6095 Tm (y to wor)Tj 10 0 0 10 212.9572 113.9285 Tm S ET 8 0 0 8 37.1105 94.4542 Tm [(matio)5(n is der)-10(iv)-4(ed fr)5(o)5(m summativ)-4(e)]TJ endstream endobj 9 0 obj << /Length 6955 >> stream -12.68755 -1.2 TD 10 0 0 10 212.9572 133.9285 Tm Within self-assessment, it is the learner who decides, as the need arises, which ‘cog’ is emphasised adapted from Taras, 2010. 0 Tc The national learning outcomes assessment (LOA) movement and online learning in higher education emerged during roughly the same period. -0.0254 Tw -0.0254 Tw -0.025 Tw (With appropriate training and moderation)Tj assessment as learning, learning orientated assessment and sustainable assessment. -0.0254 Tw -0.025 Tw -0.0002 Tc -0.05119 -1.26316 TD 0 -1.31579 TD 0 Tc -0.0254 Tw /F0 1 Tf 216.807 65.213 l 224.035 65.213 l [(2. -0.0002 Tc /F8 1 Tf [(gr)6(oups as wel)-5(l as independentl)-13(y)86(. )Tj /F0 1 Tf (pupils' attainment and test scor)' 326.053 65.213 l -0.0002 Tc /F12 1 Tf 0 Tc f 0.27795 0 Td 9.5 0 0 9.5 34.0157 436.7721 Tm 1.12647 0 TD 0.23004 0 Td 0.37964 0 TD Q 0 Tc -0.025 Tw (preparing for and marking tests. /F4 1 Tf (y associated with inter)Tj ( )Tj 390.681 147.418 m /GS2 gs /CS0 cs 1 scn /F12 1 Tf 337.835 497.067 m 19.69334 28.94737 TD (by more appropriate use of teachers\325 judgements. )' -0.0003 Tc S /F2 1 Tf T* /GS0 gs ET 10.5 0 0 10.5 221.1022 401.2721 Tm -1.4171 -14.7079 TD A question to be considered is whether there is a need for assessment of learning in the first place. ( )Tj /F0 1 Tf (e for )Tj ( )Tj (ns,)Tj 0 Tc 0 -1.31579 TD 0 -1.26315 TD -0.0004 Tc /F17 1 Tf 368.999 147.418 m (the per)' [(lear)-5(ning activities,)-189(judged by r)10(ef)-6(er)10(ence to the)]TJ -0.0254 Tw 154.27 147.418 m S T)74(eachers\325 assessment can provide)]TJ 0 Tc %PDF-1.5 Learning needs assessment is a crucial stage in the educational process that leads to changes in practice, and has become part of government policy for continuing professional development Learning needs assessment can be undertaken for many reasons, so its purpose should be defined and should determine the method used and the use made of findings (ther)Tj 0 g ET (not r)Tj 0 Tc 0.25397 0 Td 42.613 65.197 l 0 Tc [(The pr)6(oject has also co)4(nsider)10(ed ho)12(w pupils)]TJ /CS0 cs 1 scn -0.0001 Tc [(of the summativ)-4(e assessment pr)6(ocess. 315.422 497.082 m 0.25397 0 Td -0.025 Tw 1 Information Resource Assessment in Schools: From the Perspective of Addressing Barriers to Learning and Teaching Assessment is a complex, broad-based concept. [(T IS F)66(AIR)]TJ S S 0 -1.31579 TD -0.0002 Tc Within self-assessment, it is the learner who decides, as the need arises, which ‘cog’ is emphasised adapted from Taras, 2010. [(not without its pr)6(oblems,)-189(so)4(me of whic)-5(h)]TJ [(r)10(equir)9(ed in AfL,)-188(in or)4(der to de)-10(v)-3(elop the)]TJ -0.0254 Tw 373.817 329.563 l 0.23004 0 Td ( )Tj )Tj q 0.41797 0 TD 33.19 65.213 l /F1 1 Tf (obser)' T* 338.099 65.213 l (e f)Tj S -0.025 Tw ET BT T* /GS0 gs -0.025 Tw S -0.0002 Tc -0.0002 Tc 0 -1.31579 TD 0.27795 0 Td 0 -1.31578 TD q 0 g (diff)' 40.417 147.418 m Tj -0.0101 Tc T* BT 142.225 497.082 m [(pr)6(o)10(viding a poor model of assessment to)]TJ 0.27795 0 Td 37.794 497.067 m -0.05119 -1.26316 TD 0 Tc -0.0001 Tc -0.0254 Tw 216.594 65.197 l -11.92798 -1.31581 TD )-189(F)34(ur)-13(ther)]TJ (hie)Tj -0.025 Tw (Reliability)Tj 47.645 497.082 m [(made bet)-5(ween the )]TJ BT (r lear)Tj 1.11719 0 TD One thing to note is that, while experiential learning opportunities may often occur in the field (work placements, community projects, field excursions, etc. S 337.835 65.197 l [(summativ)-4(e assessment should hav)-4(e.)]TJ 0 Tc /CS0 cs 1 scn S (ssessment and)Tj -0.023 Tw 10 0 0 10 29.6747 83.9285 Tm q -0.0254 Tw ET 310.604 147.418 m (wor)Tj 373.603 497.067 m 9.5 0 0 9.5 34.0157 61.7721 Tm 5.25 0 0 5.25 34.1586 38.7195 Tm ET /F12 1 Tf [(and,)-189(wher)10(e it alr)9(eady exists,)-189(mor)10(e)]TJ 0 Tc /F4 1 Tf [(et up a sy)-10(stem of sampling pupils\325)]TJ 4.90252 0 TD Classroom assessment is both a teaching approach and a set of techniques. /F3 1 Tf -386.254 569.0811 m -0.0278 Tw ( )Tj S ET /CS0 cs 1 scn BT 45.022 497.067 m 221.626 497.082 m -0.0001 Tc 0 0.276 419 595 re -0.028 Tw T* 303.376 497.082 m Program-Level Learning Outcomes Assessment. f 0.25397 0 Td 202.352 147.418 m ET -0.0001 Tc 0.27802 0 Td -0.0002 Tc -0.025 Tw -0.0002 Tc One thing to note is that, while experiential learning opportunities may often occur in the field (work placements, community projects, field excursions, etc. [(judgments thr)6(ough pr)5(of)-5(essio)5(nal)]TJ 0 595.276 0 0 re ET -0.0278 Tw /F3 1 Tf )]TJ 0.43067 0 TD [(assessment and the use made of the r)10(esults. [(teac)-5(hers\325)-189(assessment is used for exter)-5(nal)]TJ -0.0254 Tw S 211.989 329.563 l -0.025 Tw 8 0 0 8 30.8638 439.7509 Tm 0 -1.05556 TD Q 1 g 8 0 0 8 30.8638 468.749 Tm (der)Tj 3.51806 0 TD When assessment is aligned with instruction, both students and teachers benefit. [(lear)-5(ning (AfL),)-189(a pr)6(ocess that the AR)14(G)]TJ 0 Tc 207.171 147.418 m (o tr)Tj [(to c)-5(hanging cir)10(cumstances,)-189(the)]TJ It includes design, content selection, delivery, assessment and reflection. 358.117 497.067 m [(wo pur)-15(poses r)10(equir)9(es a distinctio)5(n to be)]TJ 348.736 497.082 m 0 Tc ( )Tj 114.957 497.067 m 0 Tc 4.32252 0 TD (began to adopt summative criteria in)' 0 Tc 207.171 329.563 l (on-going work, information can be used)Tj [(In the co)5(ntext of educ)-10(atio)4(n,)-15940(mo)5(nitor)-10(ing)-22]TJ 0 Tc 8 0 0 8 30.8638 483.2481 Tm /F0 1 Tf )Tj -0.0001 Tc /F2 1 Tf S -0.0278 Tw 5.25 0 0 5.25 221.2452 48.2629 Tm 30.208 161.408 m (r)Tj 16 0 0 16 222.0861 262.5716 Tm Tj -0.025 Tw -0.0254 Tw 3. Review a child-study team report to determine the type of perspective underlying the evaluation. 0 Tc )-144(This cr)9(eates a)]TJ (Impact)Tj (schoolwork provides. )' /F4 1 Tf -7.71288 -1.31579 TD 390.681 65.213 l 0 Tc (n taken into account,)Tj -0.0254 Tw 7 0 0 7 65.1245 511.7721 Tm -0.0002 Tc 0.58716 0.00001 TD 0 g /F13 1 Tf ( )Tj /F0 1 Tf (actic)Tj 9 0 0 9 204.6791 576.9754 Tm 8.93457 0 TD -0.0001 Tc [(pupils\325)-189(lo)5(nger-ter)-5(m lear)-5(ning)]TJ 0.23004 0 Td [(qualific)-10(atio)5(ns ar)9(e assessed in the wor)6(kplace)]TJ 0.14713 -1.42857 TD /GS0 gs (ange of)Tj T* 0 Tc /F17 1 Tf [(Depar)-13(tment)]TJ -0.023 Tw [(teac)-5(hing methods ma)5(y be r)9(estr)-10(icted to)]TJ 0.14713 -1.42857 TD 0 -1.26316 TD 0 Tc -0.0002 Tc 0 Tr (Ms Janet English)Tj -0.0001 Tc Assessment for Learning and quality feedback can and do promote increased learner progress. 0.23004 0 Td -0.023 Tw [(diff)-5(er)9(ent pur)-15(poses)]TJ �ط���7ý��_�`[�^��0Y�u�m�*�OӒcD+�pL`��s��YV�2�p�|��Y��1+Ң�Y��T���a�4Y��{Z��8��T�Qv�dBd~�w2�s�R(y��=�)��������"Q��1L�E�Vv9�2����a�܃i�rI$OQ�)�Y� (our co)' 0 Tc -0.025 Tw [(plan futur)10(e lear)-5(ning oppor)-14(tunities. endobj [(The appr)6(oac)-5(h in England is to col)-5(lect r)9(esults)]TJ 7 0 0 7 223.5989 135.7467 Tm (hal)Tj 3.92284 0 TD 1 0 0 1 -1000 1595.2761 Tm 0 Tc 9.5 0 0 9.5 68.2688 324.2721 Tm 122.184 65.197 l /F2 1 Tf 280.448 65.197 l /F4 1 Tf (pur)' 0 Tc /CS0 cs 1 scn -0.43555 -1.31579 TD 2.69239 0 TD [(influence o)5(n what is taught and ho)12(w it is)]TJ ( )Tj 156.68 65.213 l Portfolio Assessment 5. S -0.0002 Tc 351.145 329.563 l [(test-based sy)-10(stem. -0.0002 Tc S -0.0254 Tw ( )Tj -0.0278 Tw 47.645 329.563 l 0 Tc Tj -0.0254 Tw 335.695 497.082 m (o)' [(1. (15)Tj (and )Tj [(P)32(aper 3 o)5(n AR)15(G website. -0.0001 Tc [(This pamp)5(hlet r)9(esults fr)6(o)5(m the )]TJ -0.0254 Tw endstream endobj 17 0 obj << /Length 8473 >> stream BT -0.0001 Tc BT 3.09789 0 TD 0 g [(Chief Ex)2(ecutiv)-4(e of England)-2860(s Q)-20(ualific)-10(atio)4(ns)]TJ -0.0002 Tc (nger)Tj 0 Tc 0 Tc ( )Tj 3.75635 0 TD ET [(ning \(and r)10(educe the)]TJ 0.909 0.003 0.059 RG [(and intr)6(oduce a P)-10(upil P)19(r)6(ofile based o)5(n)]TJ ET -0.021 Tw /F6 1 Tf (e co)Tj 1.99756 0 TD 5.25 0 0 5.25 221.2273 94.2125 Tm 0.0055 Tc 1 0 0 1 -1000 1595.2761 Tm 1.51855 0 TD [(ar)9(e sufficientl)-12(y accur)-5(ate and co)5(nsistent)]TJ (matio)Tj (Further copies can be obtained fr)Tj (vie)Tj S 19.66309 52.98856 TD -0.025 Tw [(when teac)-5(hers f)-5(eel co)5(nstr)-5(ained by exter)-5(nal)]TJ 142.225 329.563 l ( )Tj -0.0003 Tc 32.11 173.453 348.303 30.642 re (curr)' ET Both forms of assessments serve a distinct and powerful purpose, and it's important to … T* )�]-_�.�Sk -0.0254 Tw [(implic)-10(atio)5(ns for polic)-15(y-makers and polic)-15(y)]TJ S S 4.04798 0 TD -0.025 Tw -0.0002 Tc Q (2)Tj [(pupils\325)-189(bac)-10(kgr)6(ounds and lear)-5(ning histor)-10(ies. -0.0002 Tc [(or gr)-5(ades. /F4 1 Tf BT /GS2 gs [(pass tests e)-10(v)-4(en when the)-5(y do not hav)-4(e the)]TJ S BT Tj 0.55297 0.00001 TD /F4 1 Tf /CS0 cs 0.3 scn [(mar)6(ks is not for)-5(mativ)-5(e assessment,)-188(but a)]TJ -0.0002 Tc -0.0001 Tc 58 • Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. 390.681 329.563 l (it should be designed so that)Tj S -0.0002 Tc (y)Tj 1.28185 -1.31579 TD 297.563 65.213 l -0.025 Tw 3.60156 0 TD [(infor)-5(matio)5(n.)]TJ /F4 1 Tf -0.0001 Tc -0.025 Tw -0.0254 Tw 0 Tc [(polic)-5(y-make)-5(rs)]TJ 0.76148 0 TD Assessment "for" Learning. [(per)-10(for)-5(mance for natio)5(nal mo)4(nitor)-10(ing)10(,)]TJ BT 10.76806 0 TD ( )Tj [(age the de)-10(v)-4(elop)5(ment of these)]TJ 0.20007 0 Td 358.373 65.213 l 1.99195 0 TD ( )Tj /GS0 gs BT (assessments helped their learning but they)' (al wor)Tj S /F4 1 Tf ET 371.408 65.213 l )Tj [(Summati)5(v)6(e assessment by t)14(ea)-5(c)10(he)-5(rs is the pr)6(ocess)]TJ T* -0.025 Tw S T* 0 Tc -0.0001 Tc 0 -1.42857 TD 360.782 147.418 m q [(y to co)5(ntinue lear)-5(ning thr)5(oughout)]TJ [(pr)6(ocedur)9(es.
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