Al1 types ofclassroom assessment
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Al1 types ofclassroom assessment

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Arceo, Nichole

Arceo, Nichole
BSED-PE

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Al1 types ofclassroom assessment Al1 types ofclassroom assessment Presentation Transcript

  • Types of Classroom assessment.
  • OFFICIAL ASSESSMENT Is undertaken by teachers to carry out the bureaucratic aspects of teaching , such as giving students grades at the end of each marking period.
  • SIZING UP ASSESSMENT  However, is done to provide teacher s information regarding the students’ social, academic, and behavioral. characteristics at the beginning of each school year. Information gathered by teachers, in this type of assessment, provides a personality profile of each of these students to boost instruction and foster communication and cooperation in the classroom.
  • INSTRUCTIONAL ASSESSMENT  Is utilized in planning instructional delivery and monitoring the progress of teaching and learning. It is normally done daily throughout the school year. It, therefore, includes decisions on lessons to teach, teaching strategy to employ, and instructional materials and resources to use in the classroom.
  • METHODS OF COLLECTING ASSESSMENT DATA.
  •  Paper-and pencil technique. -when the learner put down into writing their answer to questions and problems
  •  SUPPLY TYPE Requires the student to produce or construct an answer to the question.  SELECTION TYPE On the other hand, requires the student to choose the correct answer from a list of choices or options.
  • OBSERVATION  This method involves watching the students as they perform certain learning tasks like speaking, reading, performing laboratory investigation and participating in group activities.
  • SOURCES OF EVALUATIVE INFORMATION
  • CUMULATIVE RECORD.  It holds all the information collected on students over the years. It is usually stored in the principal’s officer or guidance office and contains such things as vital statistics, academic records, conference information, health records, family data and scores on tests of aptitude ,intelligence and achievement.
  • PERSONAL CONTACT.  It refers to the teacher’s daily interactions with his/ her students. A teacher’s observation of students as he/she works and relaxes, as well as daily conversation with them can provide valuable clues that will be of great help in planning instruction.
  • ANALYSIS  Through a teacher’s analysis of the errors committed by students, he/she can be provide with much information about their attitude and achievement .  Analysis can take place either during or following instruction.
  • OPEN-ENDED THEMES AND DIARIES  One technique that can be used to provide information about student is by asking them to write about their lives in and out of the school.
  •  What things do you like and dislike about school?  What do you want to become when you grow up?  What things have you accomplished which you are proud of?  What subject do you find interesting? uninteresting?  How do you feel about your classmate?
  •  The use of diaries method for obtaining data for evaluative purposes. A diary can consist of a record, written every 3 or 4 days, in which students diaries often gives valuable eveluative information.
  • CONFERENCES  Conferences with parents and the students’ previous teacher can also provide evaluative information. Parents often have information which can explain why students are experiencing academic problems.
  • TESTING Through testing, teachers can measure students’ cognitive achievement, as well their attitude, values, feelings, and motor skills.