There are several types of classroom assessment: 1) Official assessment is done by teachers to assign grades and fulfill bureaucratic duties. 2) Sizing up assessment is done at the start of each year to understand students' social, academic, and behavioral characteristics to improve instruction. 3) Instructional assessment is used daily to plan lessons, choose teaching strategies, and select materials based on monitoring student progress.

1. Types of Classroom
assessment.

2. 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.

3. 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.

4. 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.

5. METHODS OF COLLECTING
ASSESSMENT DATA.

6.  Paper-and pencil technique.
-when the learner put down into writing
their answer to questions and
problems

7.  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.

8. OBSERVATION
 This method involves watching the
students as they perform certain
learning tasks like
speaking, reading, performing
laboratory investigation and
participating in group activities.

9. SOURCES OF EVALUATIVE
INFORMATION

10. 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.

11. 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.

12. 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.

13. 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.

14.  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?

15.  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.

16. 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.

17. TESTING
Through testing, teachers can
measure students’ cognitive
achievement, as well their
attitude, values, feelings, and
motor skills.