ASSESSMENT FOR LEARNING DIAGNOSTIC ASSESSMENT SONIYA DIAGNOSTIC ASSESSMENT

ASSESSMENT FOR LEARNING DIAGNOSTIC ASSESSMENT - SONIYA

DIAGNOSTIC ASSESSMENT…. PURPOSE • • seeking and interpreting evidence for learners and teachers to decide…… NATURE OF ASSESSMENT • occurs before instruction begins • teachers can determine students’ readiness to learn new knowledge and skills, where the learners are in their learning, where they need to go, and how best to get there. • obtain information about their interests and learning preferences. USE OF INFORMATION • is used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations, • teachers can plan instruction and assessment that are differentiated and personalized and work with students to set appropriate learning goals.

THREE KEY ELEMENTS – CRITICAL TO THE PROCESS. • Personalization – the learner is at the centre, providing assessment and instruction that are tailored to students’ particular learning and motivational needs. • Precision – provide instruction that is precise to the level of readiness and the learning needs of the individual student. • Professional learning – Focused, ongoing learning to link new conceptions of instructional practice with assessment of student learning.

SOURCES TO GATHER INFORMATION……. . • Diagnostic assessment helps identify what the student brings to his or her learning, in general or with respect to a specific subject…. . • from the student, • the student’s previous teachers, and • the student’s parents, • from formal sources, such as the Ontario Student Record. • The information gathered provides a baseline that informs further assessment, the results of which can be used in developing a student profile and/or a class profile.

TOOLS AND MEASURES • Review of recent report cards. • Consult with previous teachers, parents and special education teachers. • Classroom Observation (eg: Anecdotal notes). • Classroom assessments(pre-tests for assessment of students prior knowledge) • Commonly used school board assessment(eg oral language screening and reading comprehension tools), assessment of achievements of alternative learning expectations(relating to daily living and social skills). • Professional assessments (if needed)

CHECK LIST SERVES AS A GUIDE… • ❏ Break and/or combine curriculum expectations to create appropriate learning. goals • • ❏ Collaborate with students to construct learning goals and success criteria. ❏ Apply assessment strategies that are closely tied to the learning goals of each lesson and that can accurately reflect student progress and achievement. • ❏ Provide students with timely descriptive feedback, modelling the thinking processes that will help them become more independent in assessing their own progress. • ❏ Monitor students’ progress, gather evidence in a variety of forms, illustrate students’ learn growth through ongoing documentation, and help students understand their personal learning process through dialogue, reflection, and analysis. • ❏ Adjust instruction – and, if appropriate, learning goals – on the basis of assessment data in t of a cyclical, integrated process of assessment and responsive, precise, personalized instruction. • ❏ Engage students as partners in the learning process by encouraging them to take responsibility for their learning; to celebrate and take pride in their achievements; to communicate with their peers, teachers, and parents about their learning; and, in general, to develop their sense of efficacy with respect to improving their achievement.

CONFERENCING • The teacher and student meet to exchange information, to explore the students thinking and suggest next steps ; assess the students level of understanding of a particular concept or procedure and review, clarify and extend what the student has already completed. Example • Teacher asks the student to- name all the organ systems (circulatory system…. . ) • Name the organ involved in circulatory system( heart) • Size of the heart(Fist) • Location of the heart…. .

PLACE MAT • This cooperative learning strategy allows students to think about, record (usually around the outside area of a large piece of paper), and then share their ideas. Afterwards, they may compare what each group member has written, and compile the common items in the centre of the paper. • What happens to the food that we eat ? Can you name the organs in the digestive system? • Compare the functions of large intestine from small intestine?

MIND MAP • Students place the central topic in the center of a page. • Student write one word or short phrases that relate to main topic • Teacher can assess how much students know that particular topic. • Topic- Brain, different parts of brain and its functions.

ANTICIPATION GUIDE • It activates students prior knowledge and builds curiosity about a new topic. . • It stimulates students interest in a topic and set a purpose for reading • Read several statements about key concepts like…. . • CEREBRUM: This is the largest brain structure in humans • BRAIN STEM: The brain stem controls functions basic to the survival of all animals, such as heart rate, breathing, digesting foods, and sleeping. • The Temporal Lobe controls memory storage area, emotion, hearing, and, on the left side, language.

WORD SPLASH • Students are given key words from the unit of study prior to learning. (four chambersheart beat, Auricles and Ventricles, Small Intestines and Large Intestines ) • Students are to write about their understanding • What the word means? • How the words are related? • Understanding about the words?

ASSESSMENT BY DRAWING • Students draw what they know about the topic. • Example – digestive system • Brain • Heart • Lungs

• KWL CHART STUDENTS ARE GIVEN THE POTENTIAL TOPIC. (RESPIRATORY SYSTEM) STUDENTS ANSWER QUESTIONS ABOUT……. WHAT I KNOW WHAT I WANT TO KNOW WHAT HAVE I LEARNED

OTHER DIAGNOSTIC ASSESSMENTS TO INCLUDE BASED ON TOPIC, STUDENT INTEREST AND CHANGES IN UNIT PLAN • Brainstorming • Observation of learning skills • Pretests • Journal entries • Quiz • Think- pair share

TASKS TO INCLUDE PARENTS IN DIAGNOSTIC ASSESSMENT • Parent note- can provide feedback to teachers about their child’s learning and development as part of his/her daily interactions with them. • Parent-Teacher Conference- Parents can provide insights about their child’s learning and give valuable suggestions/clues/ideas of areas of improvement, strengths and weaknesses. • Agendas - give parents opportunities to share information about their child’s learning and development. • All the above can be obtained on teacher’s request.

REFERENCE http: //www. edu. gov. on. ca/eng/general/elemsec/ speced/learningforall 2013. pdf