Education

1. TITLEOFCOURSE:
ClassroomAssessment
COURSECODE:EDU241
CREDITHOURS:3
CLASSB.ED

2. CLASSROOMASSESSMENT
"Classroom Assessment" istheprocessofgathering
quantitativeandqualitative dataofwhatastudent
cando,andhowmuchastudentpossesses
information,basically usedtoimprovethequalityof
Teachingandlearning.

3. CLASSROOMASSESSMENT
In Education, the term assessment refers to the wide
variety of methods or tools that educators use to
evaluate, measure and document the academic
readiness, learning progress, skill acquisition, or
educationalneeds ofstudents.

4. PURPOSEOFASSESSMENT
 The purpose of assessment is to gather relevant information about
student performance or progress, or to determine student interests to
improve theirlearningprocess.
 After receiving this information, teachers can reflect on each student’s
level of achievement, as well as on specific inclinations of the group, to
customize theirteachingplans.
 Example of assessment Readiness test, aptitude test, pretest on course
objectives.

5. PURPOSEOFASSESSMENT
 Assessment is to gather relevant information
 Improve their learning process
 Reflect on each student’s level of achievement
 Day-to-day feedback about the learning and
teaching process
 Lesson or unit, the teacher might want to
check for understanding

6. COREELEMENTSOFASSESSMENT
Identifythegap
Providefeedback
Student’sinvolvement
Learningprogress

7. TYPESOFASSESSMENT
1) Placement Assessment
2) FormativeAssessment
3) DiagnosticAssessment
4) Summative Assessment

8. PLACEMENTASSESSMENT
 Placement assessment is type of assessment which are
“used to place students into a course, course level academic
programinschoolor institute.”
 Placement assessment as also used to determine
prerequisite skill, degree program of the mastery of the
subjector course.
 Example of placementassessment Readiness test

9. FORMATIVEASSESSMENT
 “Formative assessment is type of assessment done during the
instructional process for the purpose of improving teaching or
learning.”
 Example of formative assessment is Questions and answers
sessions andobservation duringclassactivities.
 Self-assessment and peer assessment are also the best example of
formative assessment inwhichhelp the learningprocess.

10. DIAGNOSTICASSESSMENT
 Diagnostic assessment is type of assessment in which identify
students current knowledge of subject, their skills and capabilities
andtoclarifymisconception.
 Difficulties before teachingtakesplace.
 Diagnosticassessment canbedonethroughinterviewing astudent’s.
 Diagnostic assessment is also used to formulate a plan for remedial
actionand
 Identify learners’ problem, their weaknesses and their strength to
providefeedback.

11. SUMMATIVEASSESSMENT
 Summative assessment is type of assessment which takes
place after the learning has been completed, provides
information and feedback that sums up the teaching and
learningprocess.
 Example of summative assessment is the End of units,
Midtermexam, Finalproject andAnnualexam.

12. MEASUREMENT
 Tylor defines measurement as, “Assignment of numerals
accordingtorules.”
 “The assignment of numerals to objects or events according to
certainrules iscalled measurement.”
 It included administration and scoring or tests, scale construction,
validation and standardization and application of statistical
techniques inthe interpretation of obtained measure or test Score.

13. EVALUATION
 According to Wesly, “Evaluation indicates all kinds of efforts and all
kind of means to ascertain the quality, value and effectiveness of
desired outcomes.
 “Evaluation is describe as an act of passing judgment based on
evidence.”
 Evaluation “Evaluation is a process of judging the value or worth of
something bycertainappraisal.”
 Itisacompoundof objectives evidence andsubjective observation.”

14. ASSESSMENT&EVALUATION
Assessment=
Quantitative description of pupils’ achievement + Qualitative description
of pupils’ abilities + Feedback + Improvement in Teaching and learning
Process
Evaluation=
Quantitative description of pupils’ achievement + Qualitative description
of pupils’ abilities + Value judgment and Final Decission about
achievementandabilities.

15. TYPESOFEVALUATION
1) PlacementEvaluation
2) FormativeEvaluation
3) SummativeEvaluation
4) DiagnosticEvaluation

16. FORMATIVEEVALUATION
 Know thedegree of masteryover agivenlearningtask.
 Check the effectiveness of the learning experience provided in
theclassroom.
 Identify theareaswhichrequires modificationor change.
 The achievement tests namely- Objective Type Test, Short
Answer TypeTest, andEssayType Test etc

17. SUMMATIVEEVALUATION
 Summative Evaluation in education is carried out at the end of a
session or attheendof acourse of study.
 summative evaluation are done at the conclusion of a specific
instructional period.
 They aregenerally evaluative rather thandiagnostic.
 Summative Evaluation results are often recorded as grades that are
thenfactored intoastudents’ permanentacademicrecord.
 Mainfocus of summative evaluation isbased ontheoutcome

18. DIAGNOSTICEVALUATION
 Diagnostic Evaluation in education is a form of evaluation that
allows a teacher to determine students’ individual strength,
weakness, knowledge andskills prior toinstruction.
 Identity theweak areasof the learner.
 Know thecauses of theweakness of the learner
 Provide remedialmeasures toremove thecauses of weaknesses.
 Thetools fordiagnoseevaluation are-
 e.g. Interview, OralTest, Written Test, Performance Test, etc.

19. KEYDIFFERENCESBETWEEN ASSESSMENT ANDEVALUATION
 The process of collecting, reviewing and using data, for the purpose of
improvement in the current performance, is called assessment. A
process of passing judgment, on the basis of defined criteria and
evidence is calledevaluation.
 Assessment is diagnostic in nature as it tends to identify areas of
improvement. On the other hand, evaluation is judgmental, because it
aimsatprovidinganoverall grade.
 In an assessment, the feedback is based on observation and positive &
negative points. In contrast to evaluation, in which the feedback relies
onthelevel of qualityasper set standard.

20. COMPARISONBETWEENSTANDARDIZEDAND
TEACHERMADETEST:
Someofthemajordifferencesbetweenclassroomtestsand
standardizedtestsisthe
Allottedtime,
Structure
Contentofthetests.
Classroomtestscanbemuchmoreindividualized
Ateachermaychoosetoteststudentsspecificallyonthe
subjectmatter

21. CLASSROOMTEST
 Aclassroom test is created bytheteacher
 A classroom test measures what has been learned over a shorter
period.
 Whereas the teacher made test can be adapted to content and
objectives specifictohis ownsituation.
 Teacher made test can be prepared in relation to any specific limited
topic.
 Teachermadetest usually relies uponthe skillof oneor two teachers.

22. STANDARDIZEDTESTING
 Astandardizedtest iscomprehensive andmeasures
 Thestandardizedtest isbasedonthe generalcontent andobjectives
commonto manyschools allover thecountry.
 Inastandardizedtesting situation,students alltaketheexact same
test andaregiventhesameamountoftimetotakeit.
 Standardizedtests are muchmorestructuredanduniformthan
classroomtests.
 Standardized tests arecreatedbyatestingagencyoutside oftheschool
environment.
 Thestandardizedtest isdeveloped withthehelpofprofessional writers,
reviewers

23. INDIVIDUALANDGROUPASSESSMENT
 Individual assessment is a one-to-one process and is method to each student's
differing abilities across their learning profile. This format allows the tester to
monitor the student and decide when it is appropriate to conclude the
assessment.
 e.g. Presentation
 In a group assessment, teachers may assign students to work in pairs or in
smallgroups.
 Group work gives students the opportunity to engage in process skills critical
for processing information, and solving problems, as well as management skills
throughtheuseofroleswithingroups
 (e.g. similartotasksdoneinclassgroupactivities).

24. Thanks