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How to Assess Students in Virtual Environment?
- 1. ‘HOW TO ASSESS STUDENTS IN VIRTUAL ENVIRONMENT’ ATTIYA KARIM BALGHARI- AL CORNICHE INT. SCHOOL JEDDAH BASMA BUSHNAK –EMKAN EDUCATION MEMBERS OF CSCJ 5 NOV. 2020
- 2. AGENDA •Today we will discuss, explore , and refresh our ideas about the following topics and share our reflections in the form of some notes and responses, • current situation of the new normal, • importance of assessment: common practices • virtual environment :use of technology , types of learning assessments • relationship of learning assessments with learning objectives and learning practices: PD sample(handout) • Students’ self-assessment and online assessment sample practices, • importance of assessment for learning ,examples, techniques, and tools • how to use summative assessments and testing for assessment for learning and vice versa • Testing • Important Points to Consider • references
- 3. • Extreme times require extreme measures. The current status of World events requires an extreme shift in how schooling is done • Schools used to do assessment mostly in a very typical and “safe” way • Especially now, formative assessment, or AFL, is most important because it measures “the learning” that happened not just the “knowledge” acquired • Formative assessment at a distance is challenging but possible, • More than ever, we now need to check for understanding and provide meaningful feedback. • Make sure the tools you use fit your purpose. What is going on in the world?
- 4. • Assessments through one-to one interaction with students using chat box or oral responses • Showing signals or posters/KWL model • Group/pair work in breakout rooms • Writing expressions and practical projects including research work which can be shared with teachers and classmates through different channels As educators we believe that learning is more important than testing! https://www.slideshare.net/NishaSingh99/online-assessment-168029540?from_action=save https://www.researchgate.net/publication/337732342_Formative_Assessments_and_Summative_Assessments_My_Experienc e_and_Understanding_Formative_Assessments_and_Summative_Assessments_My_Experience_and_Understanding Common Practices
- 5. INTERACTIV E QUESTION: DO YOU BELIEVE IN ASSESSMENT FOR LEARNING ? For your comments and responses please use the chat box or Q&A.
- 7. OPPORTUNITIES: USE OF TECHNOLOGY IN ASSESSMENTS
- 9. INTERACTIVE QUESTION: DO YOU USE H.O.T.S. FOR YOUR LESSONS’ OBJECTIVES? ARE 21ST CENTURY SKILLS BEING CONSIDERED IN YOUR LESSONS?
- 10. RELATIONSHIP OF LEARNING OBJECTIVES WITH ASSESSMENT RUBRICS WHY SHOULD ASSESSMENTS, LEARNING OBJECTIVES, AND INSTRUCTIONAL STRATEGIES BE ALIGNED? sample handout Professional Development for teachers and follow-up of the implementation and practice https://www.researchgate.net/publication/344782314_Wh y_should_assessments_learning_objectives_and_instruction al_strategies_be_aligned
- 11. REAL PRACTICE SAMPLES OF STUDENTS’ SELF ASSESSMENT TOOLS •Class 2 students are involved in a simple self- assessment activity. •Kahoot is being practiced with students of KG for assessment
- 12. EXAMPLE: SHARING STUDENTS’ WORK ONLINE (COMMON PRACTICES) • Can be synchronous /asynchronous • Students showing their work during online class and teacher marks on list • One to one follow-up on special days or after the whole class discussion • Sending students’ work via school’s e-platforms(text ,audio, video, pictures)
- 13. EXAMPLES: ASSESSMENT FOR LEARNING PRACTICES
- 14. ASSESSMENT TECHNIQUES If real learning takes place through assessments for learning, we can test our students of their learning in whatever ways we need.
- 15. ASSESSMENT TECHNIQUES-1 Muddiest Point is a quick monitoring technique in which students are asked to take a few minutes to write down the most difficult or confusing part of a lesson, lecture, or reading. It is simple to create and facilitate. It only takes 15 minutes to collect and review approximately 100 muddiest points.
- 17. EXAMPLES: LEARNING ASSESSMENT PRACTICES
- 18. HTTPS://WWW.TECHREPUBLIC.COM/ARTICLE/HOW-TO-ADD-REAL-TIME-AUDIENCE-RESPONSES-TO-A-POWERPOINT- PRESENTATION/ MORE EXAMPLES: LEARNING ASSESSMENTS
- 20. HTTP://RUBISTAR.4TEACHERS.ORG/ RUBRICS FOR: LEARNING ASSESSMENTS
- 21. SAMPLE RUBRICS OF STUDENTS’ SELF-ASSESSMENTS
- 22. IMPORTANT CLUE If real learning takes place through assessments for learning, we can test our students of their learning in whatever ways we need.
- 23. ASSESSMENTS FOR AND OF LEARNING
- 24. TESTING: FINDINGS FROM FEW WEBINARS Renaissance Data starts discussion Data can trigger debate about learning and teaching
- 27. TEST SECURITY • The Lockdown Browser feature used for testing allows students to take a secure test without having access to other websites or programs on the computer. (This feature requires special software to be loaded on the computer the student uses for the test.)
- 28. ADMINISTRATION OF TESTS/EXAMS General fidelity Approaches • Provide guide booklets to students, teachers, family(parents/proctors)with the information about the procedures and agreement for being fair to make sure that the tests and assessments/any assigned work are being done by learners themselves. Educate the stakeholders by nurturing a positive relationship that being fair is in the students’ own benefit. • Different tests, different days, sequential tests, on Cameras and on microphone, hybrid assessments and learning environments, face-to face exams (being conducted with strict safety measures: (Cambridge exams being conducted nowadays) are some of the examples of testing in the present situation. Microsoft Assessment features
- 29. INTERACTIVE QUESTION: WHAT ARE THE CHALLENGES THAT YOU FACE WHEN APPLYING AFL ONLINE?
- 30. MAKING SURE YOU ARE DOING AFL EFFECTIVELY • Focus on the assessing skills more than knowledge Use CAIE learning outcomes from the syllabus to help you with that • Know your purpose: There are so many tools to use to check for understanding. Make sure you are using an effective one • Collect data over time: Formative assessment is a process, and it’s important to collect evidence of learning over time. • Focus on feedback: When checking for understanding, it’s important to communicate the feedback that comes from it. Edulastic Spiral Classkick Assistments Sero!
- 31. • Check for understanding in synchronous sessions: These check-ins help you provide just-in-time feedback, and can guide your thinking about who might need further support later through resources, intervention, or small-group instruction through breakout groups in a synchronous session. • Leverage personal conversations: In our distance learning environment, we run the risk of being further isolated. By scheduled individual sessions with students, we can assess their learning and provide feedback with a real human connection. • Check in on Social/Emotional Learners: be sure to check in on students’ well-being and their overall distance learning experience. • Make Data useful: When we collect and examine formative assessments, we need to use what we learn from them to inform instruction. Data points tell us something we can use to provide timely feedback, adjust instruction, and plan ahead. Formative Plickers MAKING SURE YOU ARE DOING AFL EFFECTIVELY Nearpod Slido Socrative Quizalize Polleverywhere
- 32. INTERACTIVE QUESTION: WHAT OTHER D.T.S DO YOU USE TO FOR ASSESSMENT?
- 33. RECAPITULATION SUMMARY In our sessions today we discussed the following: • Types of assessment • Assessment for learning • Using Technology in Assessment • Relationship of Learning Objectives with Assessment Rubrics • Real Practice Samples of Students’ Self Assessment tools • Assessment Techniques and examples • Testing Administration & Security • Important considerations
- 34. FINAL WORDS Engagement is Key! Students will be more engaged and motivated when they feel they have a role in the online learning process By Using formative assessment, you and your students can monitor and adjust learning together, and they will feel involved and engaged. The formative assessment process is essential for supporting effective distance learning.
- 35. YOUR FEEDBACK IS VALUABLE! PLEASE COMPLETE THE SHORT SURVEY BY CLICKING ON THE FOLLOWING LINK. HTTPS://DOCS.GOOGLE.COM/FORMS/D/E/1FAIPQLSEU5OKLSOATED0GCQN 93KHOBU2DU3CWJMRQHLH6HVMP6JKUTW/VIEWFORM?USP=SF_LINK THANK YOU Attiya Karim Balghari (attiyakb15@gmail.com/attiyabalghari@hotmail.com) & Basma Bushnak (bbushnak@emkaneducation.com)