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Entry Level Curriculum programme1 التدريب في برنامج معايير المناهج لمادة العلوم مستوى المستجدين PowerPoint Presentation
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Entry Level Curriculum programme1 التدريب في برنامج معايير المناهج لمادة العلوم مستوى المستجدين

Entry Level Curriculum programme1 التدريب في برنامج معايير المناهج لمادة العلوم مستوى المستجدين

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Entry Level Curriculum programme1 التدريب في برنامج معايير المناهج لمادة العلوم مستوى المستجدين

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  1. Entry Level Curriculum programme1 التدريب في برنامج معايير المناهج لمادة العلوممستوى المستجدين

  2. Assessment Workshop 5 23rd – 27th Oct2011

  3. AGENDA

  4. Starter activity • Tea bag rocket How high does your teabag rocket fly? Do larger teabags work better?

  5. The word “Assess” كلمة ”يقيم“ Comes from the Latin verb “assidere” meaning “to sit with”. In assessment a teacher is supposed to sit with the learner it is something we do withandforstudents and not something we do tostudents. جاءت الكلمة من الفعل اللاتينى ”يقيم“ بمعنى ” يجلس مع“ في التقييم من المفترض أن يجلس المعلم مع المتعلم أنه شئ نفعله مع ومن أجل الطلاب وليس شيئا نفعله للطلاب.

  6. Assessment of science standers

  7. Activity : H.O- 2(20 mins) • Write examples for each Assessment objective from your grade “use the standards book”

  8. Assessment model Planning التخطيط Assessment التقييم Teaching التعليم

  9. List some ways you typically assess students in your class • 1- • 2- • 3- • 4-

  10. Three forms of assessmentثلاثة أشكال للتقييم Diagnostic- pre testing students to see what they know before teaching the unit. التشخيصى : اختبار مسبق للطلاب لرؤية ما يعرفوه قبل تدريس الوحدة. Formative” Assessment for learnung”- assessing students’ strengths and weaknesses, and providing feedback during the unit . التكويني : تقييم نقاط القوة والضعف لدى الطلاب. Summative” Assessment of learning”- Testing the student’s knowledge at the end of teaching a unit . التلخيصى : اختبار ما يعرفه الطلاب فى نهاية تدريس الوحدة.

  11. Pre- Assessment (diagnostic test) • The purpose of pre-assessment is to determine what students know about a topic before it is taught. • Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.

  12. FORMATIVE ASSESSMENT Assessments FOR learning happens while learning is still underway. These are assessments that: • are conducted throughout teaching and learning to diagnose student needs • plan the next steps in instruction • provide students with feedback they can use to improve the quality of their work • help students see and feel how they are in control of their journey to success

  13. FORMATIVE ASSESSMENT This Type of Assessment is NOT about accountability… it is about GETTING BETTER!!

  14. Formative Assessment Strategies • Conference • Cooperative Learning Activities • Demonstrations • Exit Card • Graphic Organizers • “I Learned” Statements • Interviews • Journal Entry • KWLs • Learning Logs • Oral Attitude Surveys • Oral Presentations • Peer Evaluations • Problem Solving Activities • Products • Questioning • Quiz • Response Groups • Self-Evaluations

  15. SUMMATIVE ASSESSMENT • This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.

  16. SUMMATIVE ASSESSMENT A summative assessment/evaluation is designed to: • provide information • make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances) It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

  17. Summative Assessment Strategies • Unit Test • Performance Task • Product/Exhibit • Demonstration • Portfolio Review

  18. Activity • In groups compare between Formative assessment and Summative assessment

  19. Authentic Assessment • The National Science Education Standards draft (1994) states, "Authentic assessment exercises require students to apply scientific information and reasoning to situations like those they will encounter in the world outside the classroom as well as situations that approximate how scientists do their work."

  20. Break

  21. BINGO

  22. What is a Rubric? • A scoring scale used to assess student performance along a task-specific set of Criteria - Rubrics are a popular method of Authentic assessment

  23. What is a Rubric? An analytic rubric always include the following three elements : • criteria ,or dimensions of performance. • Levels of achievement • Descriptors ,or standards

  24. Elements of rubrics

  25. Advantages of using rubrics For the Teachers • Allow evaluation and assessment to be more objective and consistent يصبح التقييم والتقويم أكثر موضوعية ومصداقية • Help focus to clarify his/her criteria in specific terms يساعد في التركيز على بنود محددة • Provide useful feedback regarding the effectiveness of the instruction تقديم معلومات مفيدة بشأن فعالية التدريس • Provide benchmarks against which to measure and document progress توفير معايير لقياس التقدم

  26. Advantages of using rubrics For Students • Help them define "quality“ معرفة درجة الجودة أو الإتقان المطلوبة • Promote student awareness of about the criteria to use in assessing peer performance تعزيز وعي الطالب حول المعايير والبنود لاستخدامها في تقييم الزملاء • Help students judge and revise their own work before handing in their assignments. مساعدة الطلاب على الحكم ومراجعة مهامهم قبل التسليم • Clearly show the student how their work will be evaluated and what is expected توعية الطالب كيف سيتم تقييم عمله، وما المتوقع منه؟

  27. Team Rubrics 1 2 3 4 Cooperative Will not help - ignores partner Sometimes willing to help partner Shares work when asked and listens to partner Willingly explains things to partner and will use partner’s ideas Creative Never thinks of other ideas to solve a problem Occasionally has a new idea, but little follow through Has new ideas but will not share with others Develops new ideas or ways of doing things. Products exceed requirements On Task Constantly talking to others in room, rarely works on task Sometimes talks about unrelated subjects Usually follows the tasks and talks only to partner Always follows the steps of the task and sometimes goes beyond the concepts Never has supplies or willing to find proper place in task Prepared Looks through to task to find place and sometimes borrows supplies Uses daily wrap-up to find place in task Arrives early for class and supplies are ready Makes no effort to learn new skills Skillful Satisfied with answering questions, but no real understanding Has general idea of task. Able to answer specific questions Has clear idea of task and its relationship to technology and education Team Rubric

  28. Sample Rubric: Second Grade Research: Dinosaur Report

  29. Sample Rubric: Sixth Grade Multimedia Presentation: Ancient Civilizations

  30. Sample Rubric: Eighth Grade Book Report: Web site

  31. Activity Design a rubric for : 1-Practical work( lab) 2-Presentation 3-Model 4-Home work 5-Reasearch 6- Group work صمم سلما للتقدير اللفظي Rubrics من ابتكار مجموعتك لواحد فقط مما يأتي: كيف تقيم تجربة عملية كيف تقيم عرض تقديمي كيف تقيم نموذج كيف تقيم واجب منزلي كيف تقيم بحث كيف تقيم عمل جماعي كيف تقيم أدائك أنت شخصيا في الفصل ابتكر موضوعا وصمم له سلم التقدير اللفظي Rubrics

  32. Websites for Rubrics http://www.rcampus.com/indexrubric.cfm http://rubistar.4teachers.org/index.php

  33. Summery

  34. Survey time