Ion Creanga High School's Activity Report

1. “SYSTEM OF EVALUATION FOR THE ASSISTENCE OF TEACHING-LEARNING PROCESS” Comenius 1.3 Project Ion Creanga High School's Activity Report

2. The Project Life Cycle Phases of the project Life Cycle Identification, Analysis and Problem Formulation List with skills to be evaluate List with “what –how” to be evaluate Preparation

3. The Project Life Cycle Individual and group study about evaluation Identification, Analysis and Formulation Analyzing of existing situation and problem/needs identification Trainings about evaluation Searching for solutions Steps Changing experience during teacher-exchanges

4. Problems • There is a persistent mismatch between the goals of science instruction and everyday classroompractices • Science teachers typically have laudable, long-term goals for theirstudents; they want to help students develop a deep understanding of concepts, a willingness toapply principles to problems and situations, and an appreciation of science as a process ofinquiry. • Classroom practices often drive students toward undesirable, short-term goals;students become overly focused on “right” answers and fail to learn the ideas, skills, andprinciples needed for conceptual understanding and flexible problem solving. • One reason for the mismatch between goals and outcomes is the way our science teachers assess theirstudents. • Periodic, cumulative evaluation sesions have a tendency to concentrate on information and lowlevel skills. • These evaluations can be high stakes and stressful, and both teachers and students canbecome overly focused on spending all available mental resources on preparing for them. • The worst part of the cycle is that the information gleaned from the evaluations about whatstudents do and don’t understand is not used to modify learning modes or instructional practice.

5. One way to break out of the cycle of preparing for and giving cumulative evaluation is to use formative assessment throughout the instructional process. • Formativeassessment informs. • It informs the teacher about what students think and about how they think. • It informs students about what and how their classmates think. • It informs students about howthey themselves think. • It improves communication and learning in the classroom. • Formative assessment : • is low stakes and low stress. • is done often. • the focus is not on the“right” answer, but on the distribution of answers and the reasoning behind each one. • it showsstudents that even if they are in the minority there are others who think similarly. • it helpsteachers tailor instruction to fit the needs of their students. However, formative assessment can be time-consuming and it can be difficult tocollect and organize the answers from the whole class.

6. 7 teachers • 2 Chemistry teachers DORGOSAN EMILIA • BARBAT VERGILIU • 2 Biology teachers CHEBICI SULTANA • ALEXANDRESCU FLORICA • 1Economy teacher GEORGESCU GEORGETA • 1 French teacher STIUBE TEREZA • 1 Physics teacher JIDVEIAN OLIVIA TEAM : Individual and group study about evaluation TIME : 10 weeks BIBLIOGRAPHY : • Norman E. Gronlund “Assesment of Student Achievement” • Robert van Krieken “Writing and Administering Examinations” • Lawrence M. Rudner , William D. Schafer “What Teachers Need to Know about Assessment” • Brookhart, S.M “The Art and Science of Classroom Assessment” • OECD “Education at a Glance Highlights” • COSA “PROFESOR GIMNAZIU LICEU Standard ocupational” • Stoica A., Mustetea S. “Evaluarea rezultatelor scolare” • Stoica A. “Reforma evaluarii in invatamant”

7. Trainings about evaluation Participation to conferinces : I-PROBE NET “A Mirror for your school” Training cources : 2 sessions -6 hours Subject - Day by day evaluation Participants-20 teachers Trainer- dr. Roxana Mihail - National Assessment in Education Service

8. Changing experience during teacher-exchanges • Dorgosan Emilia and Alexandrescu Florica • Sora - Italy • Jidveian Olivia • Aveiro -Portugal

9. Competences for the Future • Critical think • Cooperation • Imagination • Problem solving • Creativity • Conflict management • Tolerance • Participation • Solidarity • Communication • Integration • Transfer

10. Verbs to describe all this competences: • Operational Concepts • Use • Generalization/particularization • Integration • Verifying • Optimization • Translate • Negotiate • Making connections • Fitting to the context • Interception • Primary (low level ) using of information • Using/creating algorithms • Expression • Secondary (high level ) using of information • Transfer

11. Instructional Approch Concept- Based Problem Solving Premises 1. Proficient problem solving requires structured knowledge. 2. Structuring knowledge requirescertain cognitive processes. 3. It is possible to create activities and experiences to stimulate beneficial cognitive processes. Habits of Mind A habit of mind is a natural tendency or willingness as applied to mental processes. ADVANCED HABITS OF MIND Generate multiple solutions Categorize and classify Discuss, summarize, model, etc. Plan, justify, and strategize Reflect, evaluate, etc. Meta-communicate BASIC HABITS OF MIND Seek alternative representations Compare and contrast Explain, describe, draw, etc. Predict & Observe Extend the context Monitor and refine communication

12. ASSESSMENT OBJECTIVES • Knowledge with understanding-in relation with • scientific phenomena, fact, laws, definitions, concepts and theories • scientific vocabulary, terminology and conventions • scientific instruments • scientific quantities and their determinations • scientific and technological applications with their social, economic and environmental implications • Handling information and solving problems • locate, select, organize and present information from different sources • transform information from one form to another • manipulate numerical and other data • use information to identify patterns, report trends and draw inferences • present reasoned explanations for phenomena, patterns and relationships • make predictions and hypotheses • solve problems • Experimental skills and investigations • use techniques, apparatus and materials • make and record observations, measurements and estimates • interpret and evaluate experimental observations and data • plan investigations and/or evaluate methods and suggest possible improvements

13. Specification Grid • Scheme of assessment • We will use 6 “Papers” • Students must take 5 “Papers” • Papers 1-4 are compulsory • Paper 5 and 6 are alternative

14. Scheme of assessment

15. Assessment Criteria for Practicals • PROJECTS • All assessment must be based upon investigation and experimental work carried out by the students • Each skill must be assessed on a six points scale, level 6 being the highest level of achievement. • Each of the skills is defined in terms of three levels of achievement at score 2, 4 and 6 • Example for planning investigations • 2p-Suggests a simple strategy to investigate a given practical problem. • 4p-Specified a sequence of activities to investigate a given practical problem • 6p-Analyses a practical problem systematically and produces a logical plan for an investigation

16. Assessment Criteria for Practicals • Projects • SKILLS to evaluated: • management skills • delegation tasks to others • assuming responsibilities • motivation others • negotiation skills • collaborative skills • decision making • problem solving • research skills • METHODS : Observation, Group discussions, Interviews, Documents analysis, Inter-evaluation and self evaluation • INSTRUMENTS: Portofolio, Reports, Checklists for -obsevation, document analysis, Questionnaries

17. Assessment Criteria for Practicals • Practical Test • BIOLOGY • Students should be able to: • follow instructions and handle apparatus and materials safety and correctly • observe and measure biological materials using appropriate equipment • record observations and measurements by drawing biological materials or by recording experimental data in a variety of ways • interpret and evaluate observational and experimental data • comment on an experimental method used and suggested possible improvements • CHEMISTRY • Students will carry out exercises involving: • simple quantitative experiments • speed of reactions • measurements of different physical parameters • problems of an investigatory nature • simple paper chromography and filtration

18. Assessment Criteria for Practicals Practical Test • PHYSICS • Students should be able to: • follow written instructions • select the measuring device suitable for the task • carry out the specific manipulation of the apparatus • collect experimental data (reading a scale with appropriate precision) • record observation systematically and process their data as required • present their data graphically, using suitable axes and scale • take regards from a graph by interpolation and extrapolation • determine a gradient • draw a report a conclusion or result clearly • indicate how they carried out a required instruction • describe precautions taken in carrying out a procedure • give reasons for making a choice of items of apparatus • comment on a procedure used in an experiment and suggest an improvement

19. Assessment Criteria for Practicals • PAPER 6 - Alternative to Practical Test • Is designed to test students’ familiarity with laboratory practical procedures • Questions may be set requesting students to do following • describe in simple terms how they carry out practical procedures • explain/comment critically on described procedures or points of practical details • follow instructions for drawing diagrams • draw, complete and/or label diagrams of apparatus • take regarding from their own diagrams, drawn as instructed • process data • present data graphically • take readings from a graph by interpolation and extrapolation • identify/select items of apparatus • explain, suggest/comment critically on precautions taken and/or possible improvements to techniques and procedures

20. GLOSSARYY OF TERMS USED IN • SCIENCE PAPERS • Define • What do you understand by • State • List • Explain • Describe • Discuss • Outline • Predict • Deduce • Suggest • Find • Calculate • Measure • Determine • Estimate • Sketch

21. ATTITUDE to evaluate • Students’ motivation for • studying sciences • METHODS: • Observation • Documents analysis • Interview • INSTRUMENTS: • Portofolio • Checklists • Questionnaries

22. Problems • How often to evaluate ? • How to process evaluation’s data ? • How to interpret evaluation data? • The specification grid is proper to the Assessment Objectives or not ? • The Assessment objectives are proper to the Curricular Objectives or not ? • How to make assessment and evaluation without making it to be a stress source for students ? • …… • …… • …...

23. Problems • The Assessment objectives are proper to the Curricular Objectives or not ? • The specification grid is proper to the Assessment Objectives or not ?

24. Would our evaluation instruments and methodology be a stress source ?

25. If our evaluation is going to be a stress source for students ... How they protect them selves and how will they revenge ?….

26. How to use the assessment and the evaluation so that the students become more self confident

27. How to improve the teaching-learning process ... …for the students to become more creative