2. Classroom Assessment
• Classroom assessment is a teacher-led activity which occurs as part of the instructional process and is designed to ensure that
student learning is fully promoted and supported. It does not occur only at the end of instruction but throughout the instructional
episode or as a major component of that episode.
• The central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning
in the classroom.
5. Pre- Assessment • Pre-assessments are tests designed to evaluate
students’ understanding of material before teaching
begins. A pre-assessment could cover content from
prior grades, re-evaluate grade-level content from
earlier in the year, or preview grade-level material.
• Pre-assessments generally serve two purposes:
1. To give educators a picture of their students’ needs
so they can better plan lessons to meet those needs
2. To establish a baseline for students’ growth for the
year
6. Formative-
assessment
• Formative assessment is a planned,
ongoing process used by all students
and teachers during learning and
teaching to elicit and use evidence of
student learning to improve student
understanding of intended disciplinary
learning outcomes and support students
to become self-directed learners.
7. Summative-
Assessment
• Summative assessments are used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined instructional period—typically at the
end of a project, unit, course, semester, program, or school year. Summative assessments
are defined by three major criteria:
• The tests, assignments, or projects are used to determine whether students have learned
what they were expected to learn..
• Summative assessments are given at the conclusion of a specific instructional period, and
therefore they are generally evaluative, rather than diagnostic. they are more appropriately
used to determine learning progress and achievement, evaluate the effectiveness of
educational programs, measure progress toward improvement goals.
• Summative-assessment results are often recorded as scores or grades that are then
factored into a student’s permanent academic record, whether they end up as letter grades
on a report card or test scores used in the college-admissions process.
8. Norm Referenced
Evaluation
• Norm-referenced tests report whether test takers performed
better or worse than a hypothetical average student, which is
determined by comparing scores against the performance
results of a statistically selected group of test takers, typically of
the same age or grade level, who have already taken the exam
9. Performance
based
Assessment
• In general, a
performance-based
assessment measure
s students' ability to
apply the skills and
knowledge learned
from a unit or units of
study. Typically, the
task challenges
students to use their
11. • Project or Report: The Project Assessment Report explains the need for the project,
describes the project and summarises the environmental, social, economic and engineering
assessments undertaken on the concept design. The report outlines the measures proposed
to avoid or minimize the effects of the project.
• Research –Paper: The article proposes a set of 'conditions under which assessment supports
learning' and justifies these with reference to theory, empirical evidence and practical
experience. These conditions are offered as a framework for teachers to review the
effectiveness of their own assessment practice.
• Journal: In addition to the teacher assessing student learning and feelings, the journal is a
tool students can use to communicate with the teacher and self-evaluate their learning
progress. Students are able to ask teachers questions in the journal about specific skills that
they may be too shy to ask in class.
13. • Oral presentation: Presentation assessment usually consists of a topic for the student to research,
discuss and present. Question and answer session is usually included after the presentation. This
measures the ability of students to respond, think under pressure and manage discussion.
• Pay-based: program builds on this motivation, using play as a context for learning. In this context,
children can explore, experiment, discover and solve problems in imaginative and playful ways. A
play-based approach involves both child-initiated and teacher-supported learning.
• Debate: A debate involves students in researching and analyzing a controversial topic based on a
stance which will lead to a series of oral presentation of standpoints and arguments by the two
opposite teams
14. Bibliography:
• Palm, T. (2008). Performance assessment and authentic
assessment: A conceptual analysis of the literature. Practical
Assessment, Research, and Evaluation, 13(1), 4.
• Shackelford, R. L. (1996). Student Portfolios: A Process/Product
Learning and Assessment Strategy. Technology Teacher, 55(8),
31-36.
• ESPE. (2022). Obtenido de Catedra Integradora:
https://evirtual.espe.edu.ec/programas_scorm.cgi?id_curso=21337
&id_unidad=239898&id_pkg=79115&wAccion=ver_scos
