Issuu on Google+

[1]


Centre for Assessment, Evaluation & Research The Centre for Assessment, Evaluation and Research (CAER) is an autonomous not-for-profit organisation that functions through an Executive Council, chaired by the Chairman of CBSE, currently Mr. Vineet Joshi. CAER’s work is informed by international best practices in school-based assessment and high-stake examinations. It carries out research, conducts continuous professional development programmes, and publishes a variety of support materials, all with the overarching purpose of improving student learning.

[2]


Assessment Training Programme OVERVIEW The Centre for Assessment, Evaluation and Research (CAER) runs training programmes in the areas of assessment and assessment literacy for teachers and principals to support the school-based assessment and Continuous and Comprehensive Evaluation (CCE) reforms that have been introduced by the Central Board of Secondary Education (CBSE) and other State Examination Boards. These programmes are conducted by trainers who are trained and managed by the CAER. The move to empowering teachers and principals in the teaching and learning process has undoubtedly created a need for teachers to enhance their skills in creating valid and reliable assessment tasks. Teachers will be expected to use their knowledge of assessment theory to develop a range of assessment tasks that will help them reliably capture the image of what it is students know and can do; to locate and report the location of students along developmental continua that are defined by curricula; and to utilise assessment data meaningfully in a teaching and learning context, with the ultimate aim of improving student learning.

[3]


The Assessment Training Programme (ATP) is a professional development programme for assessment and it has four integrated modules for teachers— The modules are: • Module 1: Constructing quality objective multiple choice items to assess the scholastic skills of the curriculum. • Module 2: Constructing quality performance-based assessment items to assess scholastic and co-scholastic skills. • Module 3: Formative Assessment and the use of Performance Standards for assessing scholastic and co-scholastic skills • Module 4: Classroom-based Research Participants in the programme are recommended to complete all 4 modules. Each of the modules has an associated assessment task that is required to be completed by the participant to be eligible for a Certificate of Assessment Theory and Practice. The modules are focused on the application of assessment practices in the classroom and as such teachers are encouraged to bring their assessment materials to the sessions; and administer the tests and tasks developed during the sessions in their classrooms. The first training programme for teachers will be conducted across India in February 2013.

[4]


THE MODULES FOR TEACHERS Module 1: Constructing Multiple Choice Questions to assess the scholastic skills of the curriculum This module will introduce some basic testing terminology so that all participants associate the same meaning to terms. It will introduce the basic ideas underpinning modern assessment theory and practice. It is these ideas which will characterise the total programme and ensure that the various assessment formats used in schools are contextualised and linked to the theory. One of the key components of modern assessment theory is the representation of learning as progress along a developmental continuum which is differentiated in terms of cognitive level. The module shows how cognitive levels are different from item difficulties. Procedures for writing multiple choice test items within this assessment framework will be considered in detail. Finally some of the procedures that can be used to evaluate the quality of the items will be described.

Module 2: Constructing quality constructed-response items to assess the scholastic skills of the curriculum This module will review and build upon the modern assessment theory introduced in the first module of the programme. It will introduce the concept of standards and show how standards can be used to partition the developmental continuum. It will also show how marks can be referenced to the standards and as such the marks can take on a substantive meaning. A significant component of the module will describe the principles involved in developing effective constructed-response (short and extended response) items and show how well developed marking rubrics can be used to not only locate students along the continuum but provide valuable feedback about what it is students themselves have to do to improve or move along the developmental continuum.

[5]


Module 3: Formative Assessment and the use of performance standards for assessing scholastic and co-scholastic skills This module is probably the most critical module of the programme because it will show how the basic assessment theory introduced in Module 1 and further developed in Module 2 can be applied to the assessment of co-scholastic skills in the classroom. The module will start with defining formative assessment and show how formative assessment fits with the modern assessment theory developed in earlier modules. It will then examine ways that standard and non-standard methods of assessment can be developed to provide information and evidence which will support the decision regarding the location of students along a developmental continuum and will show what it is to progress in co-scholastic skill areas. Procedures for assembling assessments to measure constructs within the affective and psychomotor domains will be described and participants will once again have the opportunity to work in groups with practical examples which have direct relevance to their classroom practice. Module 4: Classroom-based Research This fourth module brings together all the information that has been developed in the previous 3 modules. All of the earlier modules stress the importance of evidence in the processes of teaching, learning and reporting. This module addresses how to change data into information and evidence; and then how to use this evidence to answer significant assessment questions related to learning and growth. The module will show teachers how to move from identifying a problem to researching a solution and will give practical hints and suggestions regarding how teachers can be researchers in their own classrooms. In addition it will give some basic research designs which can be applied by teachers as part of their teaching and learning activities. Simple data analysis techniques will be illustrated using basic programmes that are readily available to teachers.

[6]


THE MODULES FOR PRINCIPALS The modules for principals are designed for educational leaders who are charged with facilitating assessment change in a time of significant reform. They will focus upon those aspects of the role of the principal in supporting the skills being developed by the teachers in the Assessment Training Programme.

Module 1: Modern Assessment Theory for Leaders This module will introduce the assessment theory that underpins the assessment modules that comprise the programme for teachers. It is important that principals understand the elements of the theory so that they can support teachers within the school who will be implementing these innovative assessment practices in the classrooms.

Module 2: Formative Assessment and the use of performance standards for assessing scholastic and co-scholastic skills One of the most challenging aspects of the CCE reforms is the use of formative assessment techniques by teachers for the assessment of scholastic and co-scholastic skills. This is a fundamental area and one where teachers will need support.

[7]


Module 3: Data Literacy: Using data to set targets and monitor performance at the school level This module will provide principals with the tools to assess and evaluate data for decision-making in education and will help them become an agent of change in assessment initiated reforms. The participants will use multiple sources of data and measurement techniques to change data into information and they will learn how to implement assessment and evaluation practices, interpret data and design analysis plans.

Module 4: Developing School-based Assessment Plans In this module principals will design school assessment plans in the context of the move towards more holistic assessment procedures (CCE) and the move away from norm-referenced towards standards-referenced assessments. Like all the modules this one will be very practical and will provide a forum where principals can work collaboratively to either revise their existing plan or develop new plans that capture the requirements of modern assessment theory.

[8]


Why Professional Development in Assessment? It is an interesting, exciting and challenging time in Indian education because of the number of significant reforms that have recently been introduced e.g. Continuous and Comprehensive Evaluation (CCE); Problem Solving Assessment (PSA); CBSE International curriculum development; the broadening of the requirements for tertiary entry to include Board-based examinations; and, the move towards using performance standards to summarise achievement. All of these have a requirement of good assessment knowledge and all are moving to empower teachers in the teaching and learning process.

There is an abundance of research evidence that suggests the teacher has the biggest impact on student learning; the move to empower teachers to become more involved is a move directly designed to improve student learning and it is no surprise whatsoever that most countries have as their prime strategic educational goal the continuing professional development of teachers.

A strong research-based professional development programme for teachers and principals is also a key goal of the CAER. This programme of professional development will address teachers’ assessment knowledge and skill and hopefully remove one of the biggest challenges to programmes like the CCE.

[9]


Unique Features of the Assessment Training Programme a. It is part of an integrated programme of professional development and not a one-off training workshops on an aspect of education. When teachers and principals finish the programme (i.e. having completed all 4 modules) they will have significant knowledge and understanding of the theory of assessment. This will help them improve the quality of assessments they conduct and allow them to reflect upon their current classroom practice. b. It is based upon a theory of assessment which has its roots in the latest research and reflects international best practice in assessment. c. It will be locally contextualised and relevant to what is happening and about to happen in teachers classrooms. The assessment task which will have to be completed by the teachers (and principals) for credit towards their certificates will require them to build something (a test or a plan) in the workshop; administer it in their classrooms (or schools); evaluate the effectiveness of the activity; and, submit the results.

Teachers and Principals who complete all the four modules, will be awarded a Certificate of Achievement.

[ 10 ]


Centre For Assessment, Evaluation And Research(CAER) Improving Classroom Assessment Practice to Meet the Requirements of the Continuous and Comprehensive Evaluation (CCE) Programme MODULE 1: Constructing quality multiple choice items to assess the scholastic skills of the curriculum

PROGRAMME – DAY 1 Session 1: 08:30 – 08:55 Registration and Tea/Coffee Session 2: 09:00 – 09:30 Opening, greetings and introduction of the programme Session 3: 09:30 – 10:00 Introducing basic terms (Presentation 1) Session 4: 10:05 – 10:25 MORNING TEA Session 5: 10:30 – 11:45 Understanding modern test theory and practice (Presentation 2) Session 6: 11:45 – 12:15 Practice Activity 1 (Aligning Multiple-Choice Items with Learning Objectives) Session 7: 12:20 – 13:00 LUNCH Session 8: 13:00 – 14:15 Differences between difficulty level and cognitive level (Presentation 3) Session 9: 14:15 – 14:45 Practice Activity 2 (Identifying Item Difficulty and Cognitive Depth of Multiple-Choice Items) Session 10: 14:45 – 15:45 Writing multiple-choice items (Presentation 4) Session 11: 15:00 – 15:15 AFTERNOON TEA (Working tea) Session 12: 15:45 – 16:00 General review of the day plus reminder to get their subject textbook and syllabus for the following day’s activities

[ 11 ]


PROGRAMME – DAY 2 Session 1: 08:30 – 08:45 Settling in and Tea/Coffee Session 2: 08:45 – 09:00 General review of Day 1 Session 3: 09:00 – 09:30 Practice Activity 3 (Identifying Errors in MultipleChoice Items) Session 4: 09.30 – 10.00 Practice Activity 4 (Writing multiple-choice items for own classroom test: Constructing a Table of Specifications) Session 5: 10:05 – 10:25 MORNING TEA Session 6: 10:30 – 12:20 Practice Activity 4 contiued (Writing multiplechoice items for own classroom test: Writing 10–12 items) Session 7: 12:20 – 13:00 LUNCH Session 8: 13:00 – 14:15 Practice Activity 5 (Identifying ways to improve items written by group members) Session 9: 14:15 – 15:00 Evaluating the performance of multiple-choice items (Presentation 5) Session 10: 15:00 – 15:30 Explanation of Final Assignment Task Recap of Learning Session 11: 15:00 – 15:15 AFTERNOON TEA (Working tea) Session 12: 15:30 – 16:00 Awarding of the certificates and closure

Please log on to www.indiacaer.org for registration and more details. [ 12 ]


Centre For Assessment, Evaluation And Research Assessment Training Programme - MODULE 1 The Centre for Assessment, Evaluation and Research (CAER) is a collaboration between the Central Board of Secondary Education (CBSE) and the Pearson Charitable Foundation. With the growing focus on Continuous and Comprehensive Evaluation, it is of immense importance that teachers understand the best practices of assessment methodology. The Professional Development Programme for Assessment is designed to enhance the skills of teachers in the areas of school based assessment and evaluation. WHO SHOULD ATTEND The module is aimed at teachers, curriculum leaders and Heads of Primary, Middle and Senior Schools who intend to re-think classroom based assessment approaches. WHAT WILL YOU LEARN • Key components of modern assessment theory • Creating classroom assessments based on learning objectives and cognitive levels • Understanding the concept of item difficulty • Being able to interpret assessment data meaningfully • Best practices for writing multiple choice questions • Numerous practice activities to reinforce and apply the learnings of the Module ABOUT THE TRAINERS CAER trainers have trained under Professor Jim Tognolini, Senior Research Fellow, University of Oxford and Senior Vice President (Research and Assessment) at Pearson. Professor Tognolini is a highly respected, global expert on the subject of assessment.

[ 13 ]


WHEN AND WHERE Date:

As per training calendar

At:

As per training calendar

Timings: 8:30 a.m. – 4:30 p.m. WORKSHOP FEE INR 2250/- per participant (including service tax). This includes workshop materials and refreshments on both days.

[ 14 ]


Registration Form Module 1 Training Programme Location (Please specify as per training calendar)..................................................................... Date (Please specify as per training calendar)............................................................................ Name of School:.......................................................................................................................... Name, phone number and email address of contact person:................................................... ...................................................................................................................................................... Teacher Details: 1. Name:........................................................................... Photo:................................................

Classes Taught:........................................................................................................................

Subject Taught:........................................................................................................................

Teacher Email:.........................................................................................................................

Years of Experience:...............................................................................................................

Highest Level of Qualification:...............................................................................................

2. Name:........................................................................... Photo:................................................

Classes Taught:........................................................................................................................

Subject Taught:........................................................................................................................

Teacher Email:.........................................................................................................................

Years of Experience:...............................................................................................................

Highest Level of Qualification:...............................................................................................

Payment Details: Bank drawn on:................................................................. Branch:.............................................. Cheque/DD Number:................................................................................................................. Cheque/DD to be made in favour of “Centre for Assessment, Evaluation and Research� and to be sent to: Ms. Sarita Khatana CAER, CBSE office, 4th floor, Rouse Avenue, New Delhi, Ph-011-23231820 Email: info@indiacaer.org The cheque/DD may be couriered along with this form. The participating teachers may submit the cheque/DD at the time of the workshop ONLY IF they have sent in registration form earlier.

For more details visit our website at www.indiacaer.org



CAER Brochure