PEP Update

 

 

  

 

 

Teachers (self)assessment in PS “Sando Masev”
improves students’ assessment

Formative assessment methods and approaches which are part of the workshops in the Component Improving School-based Assessment, in PS Sando Masev from Strumica are not applied only during the teaching process, but they are also used as a tool for improving the work of the educational staff. The former practice of discussing summative grades of students during teachers’ and classes’ meetings is being replaced with discussions focused on formative assessment.
That is to say, during last year the school director requested upper elementary teachers to reflect on how they assess the students and what approaches and methods they use, with particular focus on formative assessment. The teachers were given opportunity, if they wished, to share some practical examples related to assessment which they considered as most successful. What teachers reflected on and how they self-assessed their work was shared during the teachers’ meeting.
            Teachers-members of the assessment team (which functions very well), were first to present their experiences in order to encourage all other teachers in the school to share. Teachers who had “not much to share” listened very carefully to their colleagues and asked questions. It was very useful to jointly follow a discussion on what was done in the school and everyone had the question “How well I do that?” There were also questions such as: “If I’m teaching students in 5 classes, why is it so that I succeed with students in 3 classes, but fail in the other 2 classes?”
            What teachers presented during the teachers’ meeting related to assessment, they noted and wrote for themselves; afterwards they enclosed it as evidence in their professional development portfolios.
            Lidija Manusheva – the school directors says: “The main aim is for the teachers to refer to their self-assessment and to try by the time of next teachers’ meeting to improve what they considered as not satisfactory in their assessment practice. This will lead towards improving the assessment. Such method of work during teachers’ meetings is significantly useful practice. In this way we get good results since it stimulate teachers to focus on their constant changes towards upgrading their knowledge and practical use of various approaches and methods of work with an ultimate aim to improve students’ learning.”
            As a result from the last year experiences, this year also, the school plan for improving school-based assessment includes activity which requires each teacher to prepare information based on reflection and self-assessment on his/her assessment practice and to present it during teachers’ meeting. This information will provide answers on the following questions:

  • What assessment approaches, methods and instruments I have used and what was its purpose (for summative or formative assessment purpose)?
  • What worked well from what I have applied?
  • What I need to improve in future?
  • How I will do that?
  • What I expect to be improved in students’ learning?

Also, it is expected that every teacher will share at least one example of successful assessment practice.
PEP staff is welcoming and acknowledging such efforts made by school directors and teachers when self-assessment of ones own work leads to raising the quality of assessment.

 

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