State of Kuwait Ministry of Education KUWAIT NATIONAL

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State of Kuwait Ministry of Education KUWAIT NATIONAL CURRICULUM Primary Education Kuwait National Curriculum

State of Kuwait Ministry of Education KUWAIT NATIONAL CURRICULUM Primary Education Kuwait National Curriculum and Standards Development Project ASSESSMENT JOURNEY IN THE CONTEXT OF THE NEW CURRICULUM ELT Supervisor Fatma Ameen

Objectives of this session • What is classroom assessment in the context of the

Objectives of this session • What is classroom assessment in the context of the new curriculum ? • What should teachers know in order to carry out good quality CA? • How to implement CA ? (Approaches) • (How do we plan and deliver CA? (CATS) • How to record and mark students’ learning?

The Journey Analogy 3

The Journey Analogy 3

THINK OF WHAT EACH OF THESE COMPONENTS REPRESENT IN ASSESSMENTS : 1. The journey

THINK OF WHAT EACH OF THESE COMPONENTS REPRESENT IN ASSESSMENTS : 1. The journey 2. The Final destination 3. The road lines 4. The girl 5. The vehicles 6. The road Fatma Amin 1. The assessment process 2. Attainment of standards 3. S. Competences 4. The learner 5. Assessment Tools 6. Descriptors 2/25/2021

What is Classroom assessment ? • It is any form of assessment, undertaken by

What is Classroom assessment ? • It is any form of assessment, undertaken by the teacher with the students, related to any teaching/learning situation. • It is undertaken by engaging the students in providing evidence of learning by: • Visual (writing, drawing, typing, video) • oral (verbal interactions) • Actions which the teacher observes 5 • Or a combination of these

PURPOSE To support students’ progress towards achieving competences described in the ‘curriculum and standards’

PURPOSE To support students’ progress towards achieving competences described in the ‘curriculum and standards’ for each subject and grade. To focus on learning (not ‘scoring’) to develop students’ confidence and commitment to learning.

 How to develop a new vision of assessment? • Relate the evaluation to

How to develop a new vision of assessment? • Relate the evaluation to standards of achievement • Begin with what students can do, and consider their learning needs • Give students the support needed to progress • Use reports to describe students’ learning • Encourage students to take a more active role in evaluating their own progress 7

Classroom assessment and key competences Within the KNCF , learning is expressed in term

Classroom assessment and key competences Within the KNCF , learning is expressed in term of acquiring key competences. Classroom assessment is thus providing indicators associated with progress towards achieving the key competences. Discussion question – How can teachers ensure that students are making progress towards achieving the full range of key 8 competences ?

Classroom assessment based on general / specific competences • Each subject curriculum interprets key

Classroom assessment based on general / specific competences • Each subject curriculum interprets key competences in terms of general and specific competences. • The curriculum standards state the specific competences in terms which can be used for student assessment. • In the curriculum, there are four dimensions of specific competences to be assessed: § The range of realities § The range of operations § The range of personal values § The range of connections Discussion question - How can you meaningfully 9 express each of these dimensions to be clear to parents?

Assessments in the new curriculum • Assessment is a process to obtain a measure

Assessments in the new curriculum • Assessment is a process to obtain a measure of attainment through which teachers seek indicators that tell them to what extent students are attaining the standards. • Assessments show us – based on evidence - how much and how well students have achieved the specific competences stated in the prescribed KNC for a particular grade 10

HOW TO DESIGN CLASSROOM ASSESSMENTS? What? Who? How? When? Why?

HOW TO DESIGN CLASSROOM ASSESSMENTS? What? Who? How? When? Why?

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When should the teacher carry out classroom assessment? • All the time! There is

When should the teacher carry out classroom assessment? • All the time! There is no specific time. • It depends on purpose. • Its purpose may be to determine actual attainment of a specific curriculum standard. • To determine student progress towards the standards and hence their achievements, or different levels of achievements, at that point in time. • At the end of each lesson. This acts as a lesson summary. (Wrap -up) Discussion question - when should teachers carry our classroom assessment (both formative and summative)? 13

Why undertake assessment? • Assessment is undertaken to determine student achievement against the standards

Why undertake assessment? • Assessment is undertaken to determine student achievement against the standards indicated in the curriculum. • Students are expected to attain the curriculum standards associated with each learning unit in the curriculum. • These represent the target for the teaching and learning process. • The teacher (& students) need to be aware of the learning progress. Two key factors are now indicated: 1. Assessment is needed to indicate how the student is progressing. 14 2. Assessment is needed to determine whether CS are attained.

WHAT IS THE EXPECTED FREQUENCY OF ASSESSMENT? • Classroom assessment can be very frequent,

WHAT IS THE EXPECTED FREQUENCY OF ASSESSMENT? • Classroom assessment can be very frequent, especially when it is informal and for young students, or when it involves rewards such as smileys rather than marks or grades. • Actually, classroom assessment by the teacher is basically continuous. In a formative sense, it can take place all the time (the teacher is observing the class and this in itself can provide feedback and give clues to the teacher on how to proceed; this in itself is a form of assessment). • However, for specific milestones (important curriculum standards, as determined by the teacher), classroom assessment can judge student progress at specific times, as determined by the teacher to be appropriate. This means students may not be assessed every lesson, or every week.

What is the length of an assessment occasion? • Again, there is no specific

What is the length of an assessment occasion? • Again, there is no specific answer to this question. • For an individual young student, classroom assessment rarely occurs for the whole lesson. On many occasions, it can be even less than one minute, especially when no mark is contemplated (for example the assessment derived from an oral response to a teacher question). • However, while classroom assessment on a specific attribute for an individual student is likely to be short, the length of time devoted by the teacher to assessing the attributes (especially attitudes and personal attributes) is likely to be extensive (probably the whole lesson where the lesson is student-centered and the students are unaware formative assessment is taking place).

Three assessment components related to learning Achievement –progress - Attainment • Achievement is the

Three assessment components related to learning Achievement –progress - Attainment • Achievement is the improvement made by a student in acquiring new skills that are reflected in grades or in examinations. • Progress is the gain made by students from one assessment indicator to another. • Attainment is reaching a certain skill level that has been set as a standard. • Discussion question - are these 3 components interrelated? If so, how? 17

Attaining curriculum standards Possible factors which impact on student attainment 1. Teaching time (

Attaining curriculum standards Possible factors which impact on student attainment 1. Teaching time ( some students need more time than others) 2. Teaching orientation/focus (teaching relates to the CS ) 3. Student engagement (student is focused on developing SC ) 4. Student ability (some students need more support) 18 5. Teaching quality (Is the support/feedback sufficient ? )

TYPES OF ASSESSMENTS 1. Formative • Focus on learners’ progress during the process of

TYPES OF ASSESSMENTS 1. Formative • Focus on learners’ progress during the process of achieving competences • On-going recording of progress toward achieving competences • Helps adjust teaching to support more effective learning • Various forms (oral interaction; participation; homework; worksheets ) 2. Summative • Focus on learners’ results at specific moments toward achieving competences • Periodic recording of results against a fixed schedule (End of learning unit) • Helps adjust teaching to support more effective learning • Various forms (not only written tests)

 • Formative classroom assessment Assessments are undertaken informally at a time and in

• Formative classroom assessment Assessments are undertaken informally at a time and in a manner preferred by the teacher. It can be whole class related, or on an individual or groups of individuals taking place during the classroom session. It is only formative when the teacher directly utilises the feedback obtained to aid learning. • Summative classroom assessment Assessments are held at the end of a teaching period. This could be a learning unit, end of semester, end of the school year. It is assessment of the learning during the period specified. The feedback obtained can be utilised, but this is for future changes of context. Discussion question - if both forms can be part of classroom assessment, how do they differ and which form needs to be more dominant? 20

Formative assessments How to assess? -Applying it whenever the teacher decides it is necessary.

Formative assessments How to assess? -Applying it whenever the teacher decides it is necessary. -Focusing on assessing the development of specific competences along a “period” by means of : (i) students’ oral interaction (ii) small assignments/tasks on paper (iii) student’s general behavior and attitudes. -observation, oral interactions, presentations etc. (40 %) Feedback & further actions - Smiley faces will be used to report student results. -Student results should be systematically recorded in a competencecentered portfolio to: (a) track learning progress (b) correct deficiencies in concept understanding (c) prevent school failure. Summative assessment/s (60%) How to assess? Feedback & further actions -Applying it at the end of a learning unit/semester. -Focusing on specific competences achieved by the end of a learning unit. -Using pencil and paper tests, as well as projects and portfolios as the most common instrument for summative assessment. -Summative assessment is corroborated with formative assessment to develop individualized plans for remedial instruction, special programs for advanced students and/or tailored support for improvement in specific competences.

PROPORTION

PROPORTION

METHODS • PROGRESS (FORMATIVE) AND RESULTS (SUMMATIVE) ARE MEASURED AGAINST CURRICULUM STANDARDS WHICH DESCRIBE

METHODS • PROGRESS (FORMATIVE) AND RESULTS (SUMMATIVE) ARE MEASURED AGAINST CURRICULUM STANDARDS WHICH DESCRIBE THE SPECIFIC COMPETENCES EACH STUDENT SHOULD ACHIEVE • DESCRIPTORS ARE USED TO SHOW STUDENTS’ LEVELS OF ACHIEVEMENT IN MEETING THE CURRICULUM STANDARDS, EXPRESSED IN ‘SMILEYS’ (PRIMARY), POINTS/PERCENTAGES

A new marking system for CA • Change of focus: from summative to formative

A new marking system for CA • Change of focus: from summative to formative assessment • Standard-based assessment • The marking system will convert results of continuous classroom assessment into a simpler form of quantitative measurement • Assessment and marking should be friendly to students

CURRICULUM STANDARDS AND LEVEL DESCRIPTORS A curriculum standard describes the aim of student learning.

CURRICULUM STANDARDS AND LEVEL DESCRIPTORS A curriculum standard describes the aim of student learning. Descriptors of levels may emphasize differences in: • Quantity • Quality • Support needed

LEVELS OF ACHIEVEMENT Mark (Symbol) Levels of Achievement Points Percentage s Fully achieved the

LEVELS OF ACHIEVEMENT Mark (Symbol) Levels of Achievement Points Percentage s Fully achieved the standard 4 80– 100% Mostly achieved the standard 3 60 -79% Minimally achieved the standard 2 40 -59% Did not achieve the standard 1 <40% Not assessed 0 *The impact of absence on assessment is discussed in administrative guidelines on excused and unexcused absences

GRADE 1 STUDENT NAME: __________________ DATE OF ASSESSMENT: _________________ STANDARD: 1. 1. RECOGNIZE WORDS,

GRADE 1 STUDENT NAME: __________________ DATE OF ASSESSMENT: _________________ STANDARD: 1. 1. RECOGNIZE WORDS, PHRASES, INSTRUCTIONS HEARD FROM NATURAL SOURCES (E. G. DIFFERENT PERSONS’ SPEECH, RECORDED MATERIAL) METHOD USED: OBSERVATION Descriptors (Criterion A, B, C) Respond to most questions/instructions correctly Pay active attention most of the time using body language (nodding head, eye contact, hand gestures. . . ) while listening to the speaker Respond to some questions/instructions correctly; Pay attention using body language in some situations (nodding head, eye contact, gestures. . . ) while listening to the speaker Remedial action: Involve students in oral interactions about texts they are listening to. Levels (Rating scale) Very well done Well done Respond to a few questions/instructions correctly with frequent support and guidance of the teacher; Pay attention using body language but easily distracted, need a lot of attention from the teacher (nodding head, eye contact, gestures. . . ) while listening to the speaker Remedial actions: Involve students in more oral interactions about simple texts they are listening with teacher’s support. Satisfactorily done

RECORD OF ACHIEVEMENT FORMATIVE ASSESSMENT (RAFA) General Competence 1 Curric. Date of Stand. assess.

RECORD OF ACHIEVEMENT FORMATIVE ASSESSMENT (RAFA) General Competence 1 Curric. Date of Stand. assess. Points General competences General Competence 2 Competence 3 Curric. Stand. Date of assess. 25. 09 3. 10 5. 10 1. 1 15. 09 19. 09 3 2 2. 1 1. 2 16. 09 20. 09 1. 3 23. 09 8. 10 4 3 2. 2 3 4 2. 3 Average points 3 Points General Competence 4 Curric. Stand. Date of assess. 4 4 2 3 3 3. 1 28. 09 4. 10 6. 10 3 3 4 4 3 4 4. 1 3 4 3. 2 3. 3 Points Final score per learnin g unit/ semest er Curric. Date of Stand. assess. 4. 2 4. 3 Points 25. 09 27. 09 30. 09 7. 10 3 3 4 4 3 4 4 14 out of maximum 16 87. 5%

General competences RECORD OF ACHIEVEMENT FOR General SUMMATIVE ASSESSMENT (RASA) Competence 1 Competence 2

General competences RECORD OF ACHIEVEMENT FOR General SUMMATIVE ASSESSMENT (RASA) Competence 1 Competence 2 Competence 3 Competence 4 Curric. Stand. 1. 1 Date of assess. 30. 0 9 1. 2 30. 0 9 1. 3 11. 1 0 Average points Points 1 2 2 Curric. Date of Stand. assess. 2. 1 30. 09 2 2. 2 11. 10 2 2. 3 14. 10 3 2 Points 2 Curric. Date of Stand. assess. 3. 1 3. 2 3. 3 Points 2 30. 0 9 11. 1 0 2 3 Curric. Date of Stand. assess. 4. 1 4. 2 4. 3 2 Points 11. 1 0 30. 0 9 2 2 2 Final score per learning unit/ semeste r 8 out of maximu m 16 56. 25% 56%

END-OF-SEMESTER FINAL SCORES PRIMARY STAGE PERCENTAGE FOR FA X 60 + PERCENTAGE FOR SA

END-OF-SEMESTER FINAL SCORES PRIMARY STAGE PERCENTAGE FOR FA X 60 + PERCENTAGE FOR SA X 40 100 INTERMEDIATE STAGE 87. 5 X 40 + 50 X 60 = 65 100 FA – FORMATIVE ASSESSMENT SA – SUMMATIVE ASSESSMENT

RECORD OF ACHIEVEMENT FOR FINAL RESULTS (RAFR) Primary Stage Semester 1 (S 1) Semester

RECORD OF ACHIEVEMENT FOR FINAL RESULTS (RAFR) Primary Stage Semester 1 (S 1) Semester 2 (S 2) Formative Assessment Summative Assessment Final Score 75 56 67 Yearly Mark Total score (out of 100) …………… Quality Level of Achievement…………………. (60 x 75% + 40 x 56%) : 100 = (4500 + 2240) : 100 =67. 4 ~ 67

END-OF-YEAR SCORE (PER SUBJECT) Final yearly score = S 1 + S 2 2

END-OF-YEAR SCORE (PER SUBJECT) Final yearly score = S 1 + S 2 2 S 1 - score of school subject in first semester S 2 - score of school subject in second semester

Performance standards assessment • End of each education stage (i. E. End of grades

Performance standards assessment • End of each education stage (i. E. End of grades 5, 9 and 12). • District-based • This end-stage assessment provides feedback for the system on student achievement. The results inform future decision-making to improve the education system in Kuwait.

END-OF-STAGE SCORE (GRADE 5 ONLY) FINAL SCORE FOR EACH SCHOOL SUBJECT IS CALCULATED BY:

END-OF-STAGE SCORE (GRADE 5 ONLY) FINAL SCORE FOR EACH SCHOOL SUBJECT IS CALCULATED BY: ASS X 70 + PSA X 30 100 RATIO: 70% END-OF-SCHOOL YEAR SCORE 30% PERFORMANCE STANDARD ASSESSMENT ASS – AVERAGE SCORE OF THE TWO SEMESTERS IN GRADE 5 PSA – PERFORMANCE STANDARDS ASSESSMENT

LEP WHAT IS THE PROGRAM ?

LEP WHAT IS THE PROGRAM ?

THE LEARNING ENHANCEMENT P ROGRAM Main purpose of assessment is to enhance learning. Teachers

THE LEARNING ENHANCEMENT P ROGRAM Main purpose of assessment is to enhance learning. Teachers should make efforts to: • Ensure the minimum level for all students; • Create conditions for every student to advance as much as possible, depending on their capabilities and motivation, to the desirable level of standards, to fully attain their potential.

THE LEARNING ENHANCEMENT PROGRAM Three components: Remedial Development Enrichment The LEP consists in assigning

THE LEARNING ENHANCEMENT PROGRAM Three components: Remedial Development Enrichment The LEP consists in assigning to each student tasks appropriated to the level of competences acquired through learning and certified through formative and / or summative assessment.

THE LEARNING ENHANCEMENT PROGRAM Remedial – addressed to Students who was rated poorly in

THE LEARNING ENHANCEMENT PROGRAM Remedial – addressed to Students who was rated poorly in one or more assessment assignments regarding the development of certain competences - Guidance of teacher/ teacher and family

THE LEARNING ENHANCEMENT PROGRAM Three components: Development – Addressed to students who perform at

THE LEARNING ENHANCEMENT PROGRAM Three components: Development – Addressed to students who perform at a medium level of attaining the standard Lep offers practice exercises to improve the competence

THE LEARNING ENHANCEMENT PROGRAM Three components: Enrichment – Addressed to students with outstanding competences

THE LEARNING ENHANCEMENT PROGRAM Three components: Enrichment – Addressed to students with outstanding competences and motivation for learning LEP offers tasks with a higher degree of difficulty and creativity

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THANK YOU EXTRA SLIDES

THANK YOU EXTRA SLIDES

Assessment rubrics • What is an assessment rubric? • A rubric is a scoring

Assessment rubrics • What is an assessment rubric? • A rubric is a scoring tool that explicitly describes student’s performance expectations for some learning activity. • It helps teachers to use assessments based on a range of criteria. • A rubric lists the criteria, or characteristics of student work, which are aligned to a standard and describe the specific quality levels for those criteria. • •

Why use rubrics? • Rubrics are operational definitions for the standards used to evaluate

Why use rubrics? • Rubrics are operational definitions for the standards used to evaluate performance which enable multiple evaluators to assess student work consistently and reliably. • Rubrics engage students in the learning process through providing them with descriptions of what is expected of them. • As a result, students may be more motivated to work to meet these.

BENEFITS TO TEACHERS • Rubrics help teachers to: clarify the expectations for student performance

BENEFITS TO TEACHERS • Rubrics help teachers to: clarify the expectations for student performance by providing detailed descriptions of those expectations. • improve the clarity of the feedback provided to students – students get a clear description of their strengths and weaknesses. • provide timely formative feedback. • reduce the time spent for assessment referring to a description without writing long comments. • reduce the uncertainty which can accompany marking (grading). discourage complaints about marks (grades).

BENEFITS TO STUDENTS. • Rubrics help students to: • Understand teachers’ expectations and standards

BENEFITS TO STUDENTS. • Rubrics help students to: • Understand teachers’ expectations and standards in advance (or explain how their work or demonstration of learning outcomes will be assessed). • Use teacher feedback to improve their performance. • Recognize their strengths and weaknesses and direct their efforts accordingly. • Develop competence in reflection and self-