Evaluate Student´s performance

1. Evaluate
Student´s
performance
- Camila Monserrath Herrera Mosquera

2. CLASSROOM ASSESSMENT
Allows teachers to measure objectives and
achievements of their students.
Effective assessment can lead learners to be
motivated by ongoing assessment, plus they
understand the importance of feedback to their
meaningful learning.
Assessment is one of the most important
components of learning and a way to address
ineffective instructional methods.

3. PRE ASSESSMENT
By collecting information,
teachers can adapt and
motivate their students to
demonstrate their skills.
This type of assessment is
conducted prior to the start
of formal instruction, using
formal and informal
assessment techniques and
instruments.
It identifies prior
knowledge of the subject
matter and what will be
taught, and helps us plan
effectively to achieve the
course objectives.
Feedback can be provided
based on learners'
problems and needs.
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4. It is a tool and strategy that allows collecting and analyzing
information to know and assess learning processes and
improve them, and also the levels of progress in the
development of competencies. We can add that this type of
evaluation motivates and challenges to higher levels of
curricular achievement levels; keeping the focus of
instruction on incremental but continuous progress.
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FORMATIVE ASSESSMENT

5. Steps for taking action to move closer to the goal
a. Explain learning intentions, objectives, and
achievement criteria.
b. Design tasks and activities.
c. Provide positive feedback
d. Encourage collaborative learning
e. Develop students' responsibility for their
own progress.

6. SUMMATIVE
ASSESSMENT
● It is the most common type of assessment, including multiple choice,
response, matching, fill-in-the-blank, true or false questions, essays, etc.
● In addition to this type of tests there are other forms of assessment such
as portfolios, projects, journals, oral and media presentations.
● Their objective is to obtain information about what the students have
mastered and also to have a complete understanding of the group's
learning, with the purpose of a grade, promotion or certificate.

7. Norm-referenced
evaluation
Criterion-referenced
evaluation
It is based on the number of
correct answers, it determines
if the objective, ability against
a given level, has been
achieved.
Standardized test that compares
individual performance with a
sample population. Evaluates
basic competencies, learning
disabilities, determines readiness.

8. PERFORMANCE
BASED-ASSESSMENT
Many teachers may
wonder how to make
appropriate decisions
so that students can
achieve their goals,
what techniques to use,
how to interpret results,
etc.
All of this fails when
performance is
measured and a
critical
understanding of
learning progress is
avoided.
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If there is an effective
process focused on the
ability to integrate
skills and not just
summative
assessment, the
results can be evident.

9. PRODUCT ASSESSMENT
In some occasions the
methods to evaluate
students are not usually
useful, having different
results from those already
set, that is why for an
evaluation product to be
good it requires effective
methods, techniques and
resources that help us to
make correct and adequate
decisions in the
teaching-learning process.
● Project or report
A list of suggested
resources to be applied
during the evaluation
process is presented.
● Research paper
● Log or journal
● Media product

10. PERFORMANCE
ASSESSMENT
Performance assessment is one of the most
appropriate tools for formative assessment allowing
the activities students perform to help them store
long-term learning.

11. PLAY-BASED
It is used as a source of
information about
students, provides the
opportunity to see, hear,
talk and work through
role plays and as a result
students enjoy the
learning process.

12. THANK YOU