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Book Review
1Book review session- Dr. S. Prakash12/09/2015
Book Review Session
Date : 12.09.2015
Day : Saturday
Time : 1.45 p.m to 3.00 p.m
Venue : TVS TTA Seminar Hall
Resource Per...
Title of the Book
3Book review session- Dr. S. Prakash12/09/2015
Bibliographic Information
Title : Assessment As Learning
Author : Lorna. M.Earl
Publication : Corwin, SAGE company
Year : ...
About
the
Author
Lorna.
M.Earl
5Book review session- Dr. S. Prakash12/09/2015
About the Author…..
 Retired associate professor from the Ontario Institute
for studies in Education at the University of...
About the Publishers
 Corwin is the premier provider of professional
learning resources that equip PreK–12 educators with...
The Corwin logo- a raven striding across an open book
represents the union of courage and learning
8Book review session- D...
Corwin resources are:
 Authored by experts on the topics most relevant to
you
 Formatted for hands-on, practical guidanc...
Why did I choose this book?
10Book review session- Dr. S. Prakash12/09/2015
Organization of the Book
 Total Chapters in the book
11Book review session- Dr. S. Prakash12/09/2015
Assessment
• 1.The Promise and Challenge of
Classroom Assessment
As
• 2. Situating Assessment changes
Learning
• 3.Assessm...
Assessment
• 4. Spotlight on Learning
As
• 5. Assessment and Learning
Learning
• 6.Using Assessment to identify what
they ...
Assessment
• 7. Using Assessment to motivate
Learning
As
• 8. Using Assessment to make
connections
Learning
• 9.Using Asse...
10.Using Assessment for Reflection
and Self- Regulation
11.Getting to Assessment for
Optimum Learning
15Book review sessio...
 What Teachers and Students can do with assessment?
 How they think?
 How they may think about routine classroom
assess...
 Before going into the chapters, let us try to define the
two terms
17Book review session- Dr. S. Prakash12/09/2015
Definition of Assessment
18Book review session- Dr. S. Prakash12/09/2015
 If so, Can we call Assessment as Test , Measurement
and Evaluation?
19Book review session- Dr. S. Prakash12/09/2015
 The answer is
20Book review session- Dr. S. Prakash12/09/2015
Definition of Evaluation
21Book review session- Dr. S. Prakash12/09/2015
22Book review session- Dr. S. Prakash12/09/2015
23Book review session- Dr. S. Prakash12/09/2015
Learning
24Book review session- Dr. S. Prakash12/09/2015
Chapter I
The promise
and challenge
of classroom
assessment
25Book review session- Dr. S. Prakash12/09/2015
Class room
assessment
goals
feedback to
students
diagnostic
information
for teachers
Summary
information
for record
keepin...
 Headley Beare (2001), an Australian Researcher
identified the following categories of futures for
education.
 Possible ...
Chapter 2
Situating Assessment
changes
28Book review session- Dr. S. Prakash12/09/2015
Purpose of Assessment
 Motivating students
 Diagnosing difficulties
 Certification of achievement
 Accountability to t...
30Book review session- Dr. S. Prakash12/09/2015
Taking up the challenge of
classroom assessment
 Getting classroom assessment right is a complex mix
of challenging perso...
Chapter 3
Assessment of
Learning,
Assessment for
Learning,
and as Learning
32Book review session- Dr. S. Prakash12/09/2015
Assessment Roles and Goals
Role
 Teacher as mentor
 Teacher as guide
 Teacher the accountant
 Teacher as reporter
 Te...
34Book review session- Dr. S. Prakash12/09/2015
35Book review session- Dr. S. Prakash12/09/2015
Chapter 4
Spotlight on
learning
36Book review session- Dr. S. Prakash12/09/2015
37Book review session- Dr. S. Prakash12/09/2015
38Book review session- Dr. S. Prakash12/09/2015
Chapter 5
Assessment and
Learning
39Book review session- Dr. S. Prakash12/09/2015
Realizing the power of assessment
to optimize learning
 Clarify and share learning intentions and criteria for
success wi...
Signposts towards excellence in
education
 Teachers are the most powerful influences in learning.
 Teachers need to be d...
Signposts towards excellence in
education…..
 Teachers need to know the learning intentions of their
lessons
 Teachers n...
Chapter 6
43Book review session- Dr. S. Prakash12/09/2015
What they believe is true.
 Assessment tasks provide the opportunity for the
students to deploy the knowledge and skills ...
The Bog task (Grade 8 students)
 Description of the task
 Collect data on the necessity of a new school.
 Identify the ...
Rubrics
 Organization
 Ideas and content
 Effective use of language
 Gaps in student learning
 Recommendations
 Able...
Chapter 7
47Book review session- Dr. S. Prakash12/09/2015
The Zone of Proximal Development
 Students need to be confident that they can handle
whatever they encounter,
 They lear...
 A task is appropriately challenging when students are
expected to risk and move into the unknown, but they
know how to g...
Chapter 8
50Book review session- Dr. S. Prakash12/09/2015
 People learn best when they make connections
between what they are learning and, when they can
draw on their experiences...
 Teacher must inculcate certain habits of mind in
students.
 These include
persistence
listening with understanding and ...
Chapter 9
53Book review session- Dr. S. Prakash12/09/2015
A Spring Concert
 The Band Master of a school announced “we will perform
for the school at the Spring Concert. And You’ll...
12/09/2015 Book review session- Dr. S. Prakash 55
 The final production was enormous success and the
group learned the following
 There is not a single right answer.
 Yo...
Chapter 10
57Book review session- Dr. S. Prakash12/09/2015
Heart of Learning
Self
Monitoring
Self Regulation
Self
Assessment
58Book review session- Dr. S. Prakash12/09/2015
Chapter 11
59Book review session- Dr. S. Prakash12/09/2015
The Spirit of Assessment
 Requires Conceptual Change
 Think about what you believe is true
 Learn about learning
 Know...
61Book review session- Dr. S. Prakash12/09/2015
Discussion of the
complex nature of
learning
Ways to use formative
assessments in a variety
of contexts
Real life examples...
Sample rubrics and lesson
plans for easy
implementation
Ideas for follow up at the
end of each chapter
Insights into commo...
12/09/2015 Book review session- Dr. S. Prakash 64
 Language of the book is not easy to follow for an
average reader.
 A prior knowledge in assessment is required.
12/09/2...
66Book review session- Dr. S. Prakash12/09/2015
 Understanding of
assessment
 Insight into the powerful
influence of classroom
assessment on student’s
learning
 Exampl...
68Book review session- Dr. S. Prakash12/09/2015
69Book review session- Dr. S. Prakash12/09/2015
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presentation
by
70Book review session- Dr. S. Prakash12/09/2015
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Assessment as Learning - Book review

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"Assesment as learning"- book review conducted in TVS Teacher Training Academy on 12.09.2015, 10.00 a.m

Assessment as Learning - Book review

  1. 1. Book Review 1Book review session- Dr. S. Prakash12/09/2015
  2. 2. Book Review Session Date : 12.09.2015 Day : Saturday Time : 1.45 p.m to 3.00 p.m Venue : TVS TTA Seminar Hall Resource Person : Dr.S.Prakash, M.Sc.,M.Ed., M.Phil.,Ph.D. (Edn) Assistant Professor TVS Teacher Training Academy. Madurai 2Book review session- Dr. S. Prakash12/09/2015
  3. 3. Title of the Book 3Book review session- Dr. S. Prakash12/09/2015
  4. 4. Bibliographic Information Title : Assessment As Learning Author : Lorna. M.Earl Publication : Corwin, SAGE company Year : 2013 Edition : Second Pages : 144 4Book review session- Dr. S. Prakash12/09/2015
  5. 5. About the Author Lorna. M.Earl 5Book review session- Dr. S. Prakash12/09/2015
  6. 6. About the Author…..  Retired associate professor from the Ontario Institute for studies in Education at the University of Toronto.  Research Director of assessment for the Ontario Provincial Education Quality and Accountability office.  President of the International Congress of School Effectiveness and School Improvement.  She has more than 30 years experience in this field and worked in countries like Canada, England, Europe, The United States, Australia and New zealand. 6Book review session- Dr. S. Prakash12/09/2015
  7. 7. About the Publishers  Corwin is the premier provider of professional learning resources that equip PreK–12 educators with innovative tools to improve teaching and learning. 7Book review session- Dr. S. Prakash12/09/2015
  8. 8. The Corwin logo- a raven striding across an open book represents the union of courage and learning 8Book review session- Dr. S. Prakash12/09/2015
  9. 9. Corwin resources are:  Authored by experts on the topics most relevant to you  Formatted for hands-on, practical guidance  Research based and peer reviewed for quality  Suitable for professional learning settings and graduate courses in education  Delivered on multiple platforms, including digital products and on-site services 9Book review session- Dr. S. Prakash12/09/2015
  10. 10. Why did I choose this book? 10Book review session- Dr. S. Prakash12/09/2015
  11. 11. Organization of the Book  Total Chapters in the book 11Book review session- Dr. S. Prakash12/09/2015
  12. 12. Assessment • 1.The Promise and Challenge of Classroom Assessment As • 2. Situating Assessment changes Learning • 3.Assessment of Learning, for Learning, and as Learning 12Book review session- Dr. S. Prakash12/09/2015
  13. 13. Assessment • 4. Spotlight on Learning As • 5. Assessment and Learning Learning • 6.Using Assessment to identify what they believe is true. 13Book review session- Dr. S. Prakash12/09/2015
  14. 14. Assessment • 7. Using Assessment to motivate Learning As • 8. Using Assessment to make connections Learning • 9.Using Assessment to extend Learning 14Book review session- Dr. S. Prakash12/09/2015
  15. 15. 10.Using Assessment for Reflection and Self- Regulation 11.Getting to Assessment for Optimum Learning 15Book review session- Dr. S. Prakash12/09/2015
  16. 16.  What Teachers and Students can do with assessment?  How they think?  How they may think about routine classroom assessment as an important part of learning? 16Book review session- Dr. S. Prakash12/09/2015
  17. 17.  Before going into the chapters, let us try to define the two terms 17Book review session- Dr. S. Prakash12/09/2015
  18. 18. Definition of Assessment 18Book review session- Dr. S. Prakash12/09/2015
  19. 19.  If so, Can we call Assessment as Test , Measurement and Evaluation? 19Book review session- Dr. S. Prakash12/09/2015
  20. 20.  The answer is 20Book review session- Dr. S. Prakash12/09/2015
  21. 21. Definition of Evaluation 21Book review session- Dr. S. Prakash12/09/2015
  22. 22. 22Book review session- Dr. S. Prakash12/09/2015
  23. 23. 23Book review session- Dr. S. Prakash12/09/2015
  24. 24. Learning 24Book review session- Dr. S. Prakash12/09/2015
  25. 25. Chapter I The promise and challenge of classroom assessment 25Book review session- Dr. S. Prakash12/09/2015
  26. 26. Class room assessment goals feedback to students diagnostic information for teachers Summary information for record keepings Performing evidence for teachers Directing efforts of the curriculum Instructional adaptations 26Book review session- Dr. S. Prakash12/09/2015
  27. 27.  Headley Beare (2001), an Australian Researcher identified the following categories of futures for education.  Possible future- things that could happen, although many of them are unlikely.  Probable future- things that probably will happen, unless something is done to turn events around.  Preferred future- things that you prefer to have happen and /or what you would like to plan to happen. 27Book review session- Dr. S. Prakash12/09/2015
  28. 28. Chapter 2 Situating Assessment changes 28Book review session- Dr. S. Prakash12/09/2015
  29. 29. Purpose of Assessment  Motivating students  Diagnosing difficulties  Certification of achievement  Accountability to the public Using one assessment for a multitude of purposes is like using hammer for everything from brain-surgery to pile driving. 29Book review session- Dr. S. Prakash12/09/2015
  30. 30. 30Book review session- Dr. S. Prakash12/09/2015
  31. 31. Taking up the challenge of classroom assessment  Getting classroom assessment right is a complex mix of challenging personal beliefs, rethinking instruction, and learning new ways to assess for different ways.  It requires educators who are excited about learning, imaginative, and willing to formulate strategies of resistance that allow them to use assessment in productive ways in their classrooms and honor the complexity of learning and assessment. 31Book review session- Dr. S. Prakash12/09/2015
  32. 32. Chapter 3 Assessment of Learning, Assessment for Learning, and as Learning 32Book review session- Dr. S. Prakash12/09/2015
  33. 33. Assessment Roles and Goals Role  Teacher as mentor  Teacher as guide  Teacher the accountant  Teacher as reporter  Teacher as program director Goal  Provide feedback and support to each student.  Gather diagnostic information to lead the group through the work at hand.  Maintain records of students’ progress and achievement  Report to parents, students, and the school administration about student progress and achievement.  Make adjustments and revisions to instructional practices. 33Book review session- Dr. S. Prakash12/09/2015
  34. 34. 34Book review session- Dr. S. Prakash12/09/2015
  35. 35. 35Book review session- Dr. S. Prakash12/09/2015
  36. 36. Chapter 4 Spotlight on learning 36Book review session- Dr. S. Prakash12/09/2015
  37. 37. 37Book review session- Dr. S. Prakash12/09/2015
  38. 38. 38Book review session- Dr. S. Prakash12/09/2015
  39. 39. Chapter 5 Assessment and Learning 39Book review session- Dr. S. Prakash12/09/2015
  40. 40. Realizing the power of assessment to optimize learning  Clarify and share learning intentions and criteria for success with students.  Engineer effective classroom discussions, questions, and learning tasks.  Provide feedback that moves the learners forward  Activate students as the owners of their learning.  Encourage students to be instructional resources for one another 40Book review session- Dr. S. Prakash12/09/2015
  41. 41. Signposts towards excellence in education  Teachers are the most powerful influences in learning.  Teachers need to be directive, influential. caring, and actively engaged in the passion of teaching and learning.  Teachers should have proficient knowledge and understanding of their content to provide meaningful feedback such that each student moves progressively through the curriculum levels. 41Book review session- Dr. S. Prakash12/09/2015
  42. 42. Signposts towards excellence in education…..  Teachers need to know the learning intentions of their lessons  Teachers need to move from single to multiple ideas and relate them.  Teachers to create a staff room atmosphere where error is welcomed as a learning opportunity, discarding incorrect knowledge and understandings. 42Book review session- Dr. S. Prakash12/09/2015
  43. 43. Chapter 6 43Book review session- Dr. S. Prakash12/09/2015
  44. 44. What they believe is true.  Assessment tasks provide the opportunity for the students to deploy the knowledge and skills that the teacher is trying to investigate, from a variety of points of view.  Teachers need detailed images so that they can foresee the possible responses of the students, a feat of imaginative, prediction that demands considerable expertise. 44Book review session- Dr. S. Prakash12/09/2015
  45. 45. The Bog task (Grade 8 students)  Description of the task  Collect data on the necessity of a new school.  Identify the main problems  Form an opinion whether school booard should go ahead with the plan  Substantiate your opinion . Include personal experiences  Make recommendations about the building proposal.  Draft an article  Refine and include powerful concluding statement of your points of view. 45Book review session- Dr. S. Prakash12/09/2015
  46. 46. Rubrics  Organization  Ideas and content  Effective use of language  Gaps in student learning  Recommendations  Able to provide evidences for their recommendations 46Book review session- Dr. S. Prakash12/09/2015
  47. 47. Chapter 7 47Book review session- Dr. S. Prakash12/09/2015
  48. 48. The Zone of Proximal Development  Students need to be confident that they can handle whatever they encounter,  They learn best when they are in context that provides moderate challenge.  When the task is too difficult, students may be threatened and become self-protective .  When the task is too simple, students may show inattention and feel boredom. 48Book review session- Dr. S. Prakash12/09/2015
  49. 49.  A task is appropriately challenging when students are expected to risk and move into the unknown, but they know how to get started and have support to reaching the new level of learning.  This is what Vygotsky called the Zone of Proximal Development(ZPD)  Motivation is enhanced when errors and mistakes are treated as normal part of learning. With timely feedback and a chance to rethink and redo the work. 49Book review session- Dr. S. Prakash12/09/2015
  50. 50. Chapter 8 50Book review session- Dr. S. Prakash12/09/2015
  51. 51.  People learn best when they make connections between what they are learning and, when they can draw on their experiences and make greater meaning of them, when they see how ideas relate to one another, and when they can use what they are learning in concrete ways. 51Book review session- Dr. S. Prakash12/09/2015
  52. 52.  Teacher must inculcate certain habits of mind in students.  These include persistence listening with understanding and empathy questioning and posing problems gathering data through all of the senses Creating imagining & innovating 52Book review session- Dr. S. Prakash12/09/2015
  53. 53. Chapter 9 53Book review session- Dr. S. Prakash12/09/2015
  54. 54. A Spring Concert  The Band Master of a school announced “we will perform for the school at the Spring Concert. And You’ll feel great”  The early sessions involved,  Listening to the segment of the music  Group practice of the segment  Individual practice for some members  Feedback to them  Listening to the recording of particular instrument  Analysis with regard to the individual and his role in the group. 54Book review session- Dr. S. Prakash12/09/2015
  55. 55. 12/09/2015 Book review session- Dr. S. Prakash 55
  56. 56.  The final production was enormous success and the group learned the following  There is not a single right answer.  You get better when you practice.  What sounds confusing in the beginning is taken apart,  When you can hear where you are headed, it’s easier to get there  When you work together, you can create something that is bigger than any single person can on their own. 56Book review session- Dr. S. Prakash12/09/2015
  57. 57. Chapter 10 57Book review session- Dr. S. Prakash12/09/2015
  58. 58. Heart of Learning Self Monitoring Self Regulation Self Assessment 58Book review session- Dr. S. Prakash12/09/2015
  59. 59. Chapter 11 59Book review session- Dr. S. Prakash12/09/2015
  60. 60. The Spirit of Assessment  Requires Conceptual Change  Think about what you believe is true  Learn about learning  Know your subject  Be an Expert Teacher  Work together in a collaborative inquiry  Don’t give up  Get the support you need  Put it all together 60Book review session- Dr. S. Prakash12/09/2015
  61. 61. 61Book review session- Dr. S. Prakash12/09/2015
  62. 62. Discussion of the complex nature of learning Ways to use formative assessments in a variety of contexts Real life examples and case studies of assessment in action 62Book review session- Dr. S. Prakash12/09/2015
  63. 63. Sample rubrics and lesson plans for easy implementation Ideas for follow up at the end of each chapter Insights into common classroom dilemmas along with viable solutions 63Book review session- Dr. S. Prakash12/09/2015
  64. 64. 12/09/2015 Book review session- Dr. S. Prakash 64
  65. 65.  Language of the book is not easy to follow for an average reader.  A prior knowledge in assessment is required. 12/09/2015 Book review session- Dr. S. Prakash 65
  66. 66. 66Book review session- Dr. S. Prakash12/09/2015
  67. 67.  Understanding of assessment  Insight into the powerful influence of classroom assessment on student’s learning  Examples of effective use of assessment  Preamble of the core paper titled Assessment in Learning that they will learn in their B.Ed. curriculum 67Book review session- Dr. S. Prakash12/09/2015
  68. 68. 68Book review session- Dr. S. Prakash12/09/2015
  69. 69. 69Book review session- Dr. S. Prakash12/09/2015
  70. 70. A presentation by 70Book review session- Dr. S. Prakash12/09/2015
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"Assesment as learning"- book review conducted in TVS Teacher Training Academy on 12.09.2015, 10.00 a.m

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