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Evaluation and Reflection

This document provides guidance on reflection and evaluation of assessment activities. It recaps key factors for effective assessment such as feedback, learner involvement, and adjusting teaching. A 3-point evaluation rule is introduced involving assessing effectiveness, justifying ratings, and providing evidence. As an example, learners are asked to evaluate a prior SMART board assessment using descriptive, theory, and action-oriented reflection levels. The goal is to apply lessons to improve assessment knowledge and skills.

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bearmanm2740
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95 views

Evaluation and Reflection

This document provides guidance on reflection and evaluation of assessment activities. It recaps key factors for effective assessment such as feedback, learner involvement, and adjusting teaching. A 3-point evaluation rule is introduced involving assessing effectiveness, justifying ratings, and providing evidence. As an example, learners are asked to evaluate a prior SMART board assessment using descriptive, theory, and action-oriented reflection levels. The goal is to apply lessons to improve assessment knowledge and skills.

Uploaded by

bearmanm2740
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Arrival activity

• What does ‘reflection’ mean to you?

• “Study without reflection is a waste of time;


reflection without study is dangerous”
(Confucius)
Aim: to evaluate and reflect upon
assessment activities
• To recap the key factors in effective
assessment
• To apply specific evaluation criteria to an
assessment activity
• To continue to develop own knowledge of
assessment using ILT
Recap:
Key factors to effective assessment

• The provision of effective feedback


• Active involvement of learners in their own
learning
• Adjusting teaching to take account of the
results of assessment
• A recognition of the influence that assessment
has on the motivation and self-esteem of
learners
• The need for self-assessment
3 Point Rule of Evaluation
• How effective is it
– “Highly effective, effective,
ineffective"
• Justify it
– "Why is it highly effective?"
• Elaborate
– "How do I know that? What is
the evidence?"
SMART board example
• Learning theory
• In pairs, identify some specific criteria to
assess last week’s learning theory SMART
board assessment activity
Descriptive level of reflection
• What …
• …was my role in the situation? …was I trying
to achieve? …actions did I take? …was the
response of others? …were the
consequences …was good/bad about the
experience?
Theory level of reflection
• So what …
• …does this tell me/teach me …did I base my
actions on? …other knowledge could I bring to
the situation? …could/should I have done to
make it better? …is my new understanding of
the situation? …broader issues arise from the
situation?
Action-orientated level of reflection
• Now what …
• …could I do in order to make things better? …
broader issues need to be considered if this
action is to be successful? …might be the
consequences of this action?
Putting all together
• In groups, use the earlier criteria to evaluate
the SMART board activity in terms of:
– What? (descriptive level)
– So what? (theory level)
– Now what? (action-orientated)
• Up-date your ICT skills audit and your ILP

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