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Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
Assessment of learning 1
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Assessment of learning 1

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For education Students credits to Ms. Myrna O. Carpio

For education Students credits to Ms. Myrna O. Carpio

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  • 1. Reasons for Assessment 1. Student selection and certification 2. Instructional Monitoring 3. For:  Public accountability and program evaluation  Making decisions about different aspects of the educational process  Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid information about educational LEARNING GOALS
  • 2. To summarize; Educational Assessment, Measurement and Evaluation serve the following purposes :  Improvement of Student Learning  Identification of Students’ Strengths and Weaknesses  Assessment of the Effectiveness of a Particular Teaching Strategy  Appraisal of the Effectiveness of the Curriculum  Assessment and Improvement of Teaching Effectiveness  Communication with and Involvement of Parents in their children’s learning
  • 3. Principles of Educational Assessment The principles can be summarized into: 1. Educational assessment should be based on goals, objectives or standards which are clearly stated. 2. It has to relate to student’s learning with these standards. 3. It has to be continuous and on-going. 4. It should provide feedback about students’ performance.
  • 4. ASSESSMENT CYCLE Articulate Learning Goals Design Strategies Determine student activities Select assessment Methods Gather Assessment data, Summarize, Interpret Use the Results to Improve
  • 5. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION  Enhances learning in the instructional process if the results provide feedback to both teachers and students  Used to evaluate the teaching methodologies and strategies of the teacher  Used to make teaching decisions  Results are used to diagnose the learning problems of the students
  • 6. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION Teachers make decisions from the beginning up to the end of instruction. 1. Beginning of Instruction Placement Assessment- determine the pre-requisite skills, degree of mastery of the course objectives and the best mode of learning
  • 7. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION 2. During Instruction a. Formative Assessment-  used to monitor the learning progress during instruction,  provide immediate feedback, re: success and failures of learning,  Identify learning errors,  How to modify instruction  Improve learning and instruction
  • 8. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION b. Diagnostic Assessment- given at the beginning or during instruction  identify the strengths and weaknesses of the students,  determine the level of competence of the students,  identify students with prior knowledge,  determine the causes of learning problems not revealed by formative assessment,  formulate a plan for remedial action
  • 9. ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION 3. End of Instruction Summative Assessment- given at the end of the course or unit  Determine the extent of achieving the objectives set  Certify student mastery and assigning grades  Provide information for judging appropriateness of instructional objectives  Determine the effectiveness of instruction
  • 10. TYPES OF ASSESSMENT PROCEDURES A. Nature of Assessment 1. Maximum Performance- determine what individuals can do when performing at their best e.g. Aptitude and achievement tests 2. Typical Performance- determine what individuals will do under natural conditions e.g. Attitude, interests, personality inventories, observational techniques and peer appraisal
  • 11. TYPES OF ASSESSMENT PROCEDURES B. Format of Assessment 1. Fixed-choice Test- measure knowledge and skills effectively and efficiently e.g. Standard multiple-choice test 2. Complex-performance Assessment- measure the performance of learners in context and on problems valued in their own rights e.g. Hands-on laboratory experiments, projects, essays, oral presentation
  • 12. SOURCES OF EVALUATIVE INFORMATION To make correct judgment, teachers need to gather accurate information.  Cumulative Record- permanent records  Personal Contact- observational information like: - Can the student read well or not? - Does the student understand concepts? - Does the student follow specified instructions? - Does the student stay on task? - Does the student participate actively in learning activities? - Does the student use the material correctly?
  • 13. SOURCES OF EVALUATIVE INFORMATION  Analysis- teachers need to file samples of students’ work for discussion during P-T conference  Open-ended Themes and Diaries- questions like the following can be asked: - What things do you like and dislike about school? - What subjects do you find interesting? Uninteresting? - How do you feel about your classmates - What personal accomplishments are you so proud of?
  • 14. SOURCES OF EVALUATIVE INFORMATION  Conferences with parents and previous teachers  Testing
  • 15. METHODS OF INTERPRETING THE RESULTS 1. Norm-referenced Interpretation  Describes student’s performance or progress in relation to others of the same peer group, age or ability  May involve ranking or scaling a pupil to help with streaming classes  May look at cross-school achievements to compare achievement in particular groups, subjects and years wit local and national levels of attainment
  • 16. Norm-referenced Interpretation e.g.  Franco’s score in the periodical exams is below the mean  Sam ranked 5th in the unit test in Physics  Scion’s percentile rank in the Math achievement test is 88.
  • 17. METHODS OF INTERPRETING THE RESULTS 2. Criterion-referenced Interpretation- describes student performance according to a specified domain or clearly defined learning tasks e.g. divide three-digit whole numbers correctly and accurately, multiply binomial terms correctly  Concerned with national examination and other assessment bodies  Used in the assessment of vocational and academic qualifications  Results are given on a pass/fail, competent/not competent basis  Results are conclusive and usually open to review
  • 18. Criterion-referenced Interpretation e.g.  Hannah can construct a pie graph with 75% accuracy  Hyacinth scored 7 out of 10 in the spelling test  Ophie can encode an article with no more than 5 errors in spelling

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