1. Assessment for
Classroom Management
MA TEFL & ICT Program
Classroom Management Course
Professor. Naima Trimasse
Prepared by:
Asma Askaoui; Ikram Ait Draa; Naima Sellam;
Yassine Ait Hammou; Zakaria Jamaati

2. • A definition of Evaluation and
Assessment. Outline
• What is “Formative Assessment”
and “Summative Assessment”?
• Formative Assessment: • Quick tips for a successful
classroom management when
• Mentoring Students‟ Progress.
doing a written quiz / test.
• Assessment for Learning
• Developing an Effective
(AfL).
“Homework” Routine (Children
• Assessment for Motivation and teens):
(feedback):
• Homework Setting and Time.
• How much do I write?
• Homework Rules.
(for feedback)
• The power of verbal • Doing the Homework and
motivation. Rewarding with privilege.
• Working with Individuals and • Providing Assistance.
Small groups.
• Self- and Peer Assessment.

3. 1. Formative Assessment Vs.
Summative Assessment
• 1.1. Formative Assessment:
• Informative type of assessment.
• it explains where a piece of work is located at a
particular time and what action is needed to
improve that piece of work before a final
assessment.
• Gauge Ss' level of understanding.

4. 1. Formative Assessment Vs.
Summative Assessment
• Help raise Ss' motivation.
• Demonstrates the effectiveness of teaching
1.2. Summative Assessment:
• Designed to determine what Ss' know after a
specific learning time. The feedback is used to
inform future work, but not the piece of work we
are assessing.

5. 2. Formative Assessment:
2.1. Monitoring Ss Progress.
• T is required to track and monitor his Ss progress
based on academic, social and behavioral criteria.
• Helps them make better-informed instructional
decisions grounded on data (Collected before
hand and analyzed)
• This requires frequent individual monitoring of
Ss.

6. 2. Formative Assessment:
2.1. Monitoring Ss Progress.
• Helps T adjusts his lessons and increase accuracy
in formative classroom assessment
➔ Increase in Ss achievement.
• Grades are not an accurate and reliable measure
of Ss progress.

7. 2. Formative Assessment:
2.2. Assessment for Learning (AFL).
• “AFL is the process of seeking and interpreting
evidence for use by learners and their teachers to
decide where the learners are in their learning,
and where they need to go and how to get there”
Assessment Reform Group (2002)
• Sometimes formative assessment is referred to as
AFL.

8. 2. Formative Assessment:
2.2. Assessment for Learning (AFL).
• “Acknowledges the critical importance of the
instructional decisions made by students and their
teachers working as a team”. (Stiggings 2005)

9. 2. Formative Assessment:
2.3. Assessment for Motivation.
• One of the frequently neglected uses of
assessment is –for motivation, as it can affect
classroom management.
• The way T handles written assessment can impact
positively or negatively Ss self-esteem and
motivation;
• Written assessment should be continuous to
reflect Ss progress.

10. 2. Formative Assessment:
2.3. Assessment for Motivation.
• T should respect Ss work and give it needed
attention, and the benefit of his expertise.
• when grading, a written work, T needs to invest
for the future;
• It is recommended to accompany the grade with a
written feedback.

11. 2. Formative Assessment:
2.3. Assessment for Motivation.
• Be Positive. Never start with a Negative comment
in your comment on the work.
• “Pupils who encounter difficulties and poor results
are led to believe that they lack ability, and this belief
leads them to attribute their difficulties to a defect in
themselves about which they cannot do a great deal.
So they „retire hurt‟ avoid investing effort in learning
which could only lead to disappointment. And will
try to build up their self-esteem in other ways”
(Black & William 1998, P.9)

12. 2. Formative Assessment:
2.3. Assessment for Motivation.
• Write something positive, informative and
constructive about S work.
• Do not overload S with much suggestions.
• Acknowledge the progress made after S has made
the changes you suggested.

13. 2. Formative Assessment:
2.3. Assessment for Motivation.
• This has short- / long-term benefit for S:
1. Quality of work will be improving as S will
be willing to implement T suggestions.
2. More in-class engagement,
3. S self-esteem and Self-confidence rise.
4. Risk-taker.
5. Self-critical.

14. 2. Formative Assessment:
2.3. Assessment for Motivation.
• “Feedback has shown to improve learning where
it gives each pupils specific guidance on strengths
and weaknesses, preferably without and overall
marks” (Black & William 1998, P.12)
• Using grades alone without feedback can be with
no benefit to S.
• Avoid negative comments ➔ Demotivation and
disengagement from learning.

15. 2. Formative Assessment:
2.3. Assessment for Motivation.
A/ How to present assessment grades?:
• Respect the confidentiality of S grades.
• Reduce the status of how you display the grade to
S, put much emphasis on the feedback.
• Careful and sensitive sharing of S grades can turn
out to be effective and motivational.

16. 2. Formative Assessment:
2.3. Assessment for Motivation.
B/ How much T should write for a comment?:
• Be concise and succinct; do not write more than
what you can write on post it note.
• Start with a positive comment, than suggest few
comments for improvement.

17. 2. Formative Assessment:
2.3. Assessment for Motivation.
C/ The power of verbal motivation.
• There should be a correlation between instruction
and assessment.
• Starter Activity: should be as much as possible
linked to what you will teach, to grab Ss attention
and calm them.
• It is the first opportunity to assess Ss ➔ create a
positive working environment.

18. 2. Formative Assessment:
2.3. Assessment for Motivation.
• Be verbally positive to your Ss responses
whatever they are.
• Lesson: Direct appropriate question to the right S.
Praise for right answers.
• Safe learning environment: Encourage less
confident Ss to participate.
• Establish a class participation routine.

19. 3. Working with Individual
& Small Groups.
• Class activities may vary b/w individual work and
small groups (Pair / group work).
• It is a good opportunity to raise self-esteem of
individuals and encourage shy students to
participate.
• Develop Ss social skills.

20. 3. Working with Individual
& Small Groups.
How to manage group work activities:
• Time group work activities,
• Move between groups to monitor their work:
prompt questions, check which Ss are active and
which are not.
• Ensure individuals do not dominate groups, assign
tasks.

21. 3. Working with Individual
& Small Groups.
• Determine the size and the make-up of the group:
(mix genders, abilities, and known opinions.)
• Bad making of groups will push timid students to
withdraw, because of the fear to make mistakes.
• When groups share their findings, Target
questions to within the group itself and not to the
group.

22. 3. Working with Individual
& Small Groups.
• Make sure to give an • Be supportive, check
appropriate feedback understanding
to the group. constantly, offer
suggestions and
• Assess within the encouragements, give
group not all the directions and clarify
group: how each ambiguities before the
individual understands student submits his final
and says what he has work ➔ Formative
learnt. Assessment.

23. 4. Self- & Peer Assessment
• Self-Assessment:
Gives an opportunity to a S to step back and look at
his own work, assess his own progress and
deficiencies, set their own targets with a provided
clear framework ➔ Autonomous learning
• Peer Assessment:
A good way to look at individuals‟ work and assess
through swapping it between two Ss.

24. Developing An Effective
Homework Routine
Homework Problems are various:
• Not willing to or not doing the homework.
• Not staying on task.
• Depending on others to do the homework….
Homework-related problems are caused by various
factors related to:
- School and Classroom instruction
- The Home

25. • An effective strategy to address homework-
related problems require a combination of
interventions to be implemented within the
classroom and at the home.
Present yourself as a person who is willing to
help not a blaming person!

26. Methods of Addressing
Homework-related Problems
I. Homework Setting & Time:
A. Homework Setting:
It should be conductive to effective homework
completion!
Kids Teenagers
- Free from distractions - Free from distractions
- Close enough to parents - Private place and Quiet
- Quiet but not isolated - …
-…

27. B. Homework Time:
Keep it consistent from day to day!
Kids Teenagers
- Same homework time everyday - Flexible homework time
- Times which work best: (Half an - May change from day to day
hour after kids get home from - Parents can work out a daily
school/ an hour before diner/ schedule with teenagers.
immediately after diner) HOWEVER…
- Times which do not work: (before Do everything BUT Homework!
bedtime, late in the day, in the - Establishing a study period by
morning before going to school…) teachers for students with history of
homework-related completion
problems.

28. • II. Homework Journal (Checklist):
It is an affective means of regular written
communication between the teachers and the
parents.
It is a system of assisting students keeping
track of homework.
*Homework Journal can be in form of:
- Daily or weekly homework journals or
planners (notebook)

29. - Daily or weekly assignments record sheet.
NB: By experience, most of teenagers resist the
idea of having a Homework Journal, instead
they rely on their memory or on their notes.
Thus, Teachers are to present the Homework
Journal to teenagers as a tool grown-ups /
adults use just like a Calendar.

30. III. Homework Rules:
The rules are to be set after the homework
journal has been arranged with students and
parents.
- Students must bring the homework journal
home each day with all the work to be done (
Handouts, books, notebooks…)

31. - Parents are to check the homework journal at
the beginning of homework time.
- Students would not get any sort of help or
assistance if they forget to bring back home
materials needed to complete the homework.

32. VI. Doing The Homework and Rewarding with
Privilege:
• When doing the homework, parents can help
their kids or adolescents organize the
assignments by:
- locating and categorizing , by subject, all work
to be done.
- grouping all needed materials.

33. • Students should show their parents each
completed assignment to check briefly if it is
correct, legible and neat.
• Parents should consider the after-homework
previlige by rewarding their kids after the
completion of each assignement or a set of
assignments.
• Parents are to restrict certain priviliges if their
kids did not complete their assignments.

34. V. Providing Assistance:
• Parents can provide assistance occasionally. If
their kids keep asking for assistance everytime
they sit down to do the homework, parents
should inform the teacher to check the nature
of the problem.
• Parents should not complete the assignment
for the students. They should just do a starter
item…

35. Thank You 