Looks at common questions related to the design of learner assessment

1. Developing Student
Assessments:
Some common Questions

2. What is classroom
assessment?
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3. Introduction
First and foremost, classroom
assessment is a continuous process.
Observing
Asking
Noticing
Giving a quiz, test, homework, etc.
Assigning
Reviewing
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4. What are the reasons for
assessing students?
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5. Reasons for Assessment
 Provide feedback to students;
 Make informed decisions about students
 Monitor, make judgments about, and
document students’ academic
performance
 Aid student motivation by establishing
short-term goals and feedback
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6. Reasons for Assessment
Continued
 Increase retention and transfer of
learning by focusing learning;
 Evaluate instructional effectiveness; and
 Establish and maintain a supportive
classroom learning atmosphere.
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7. What are the purposes of
classroom assessment?
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8. Purposes of Classroom
Assessment
Placement
Diagnosis
Formative Evaluation (ongoing,
monitoring progress)
Summative Evaluation (final,
judgments, certify completion)
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9. What types of assessment
tools are available?
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10. Types of Assessments
 Anecdotal
 Checklists
 Portfolios
 Multiple-Choice
 Short-Answer
 Matching
 True and False
 Essay
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Effective teachers make assessments in all
three domains of learning.
Assessment planning should be part of all
instructional planning.

11. What is assessment
planning?
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12. Assessment Planning
 Not a process added on at the
conclusion of instruction
 Planning will ensure that instructional
outcomes are clear to both you and your
students
 Instruction and assessment are
congruent
 Assessment measures intended
outcomes
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13. What types of questions
are answered by
assessment?
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14. Questions
 Have students learned the intended
concepts well? If not, where does the
problem lie?
 Which of the methods you have
selected seems to generate the most
motivation and interest among
students?
 What are an individual students’
strengths and weaknesses in a specific
area?
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15. When should
assessments be given?
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16. Timing of Assessments
 Newly introduced material should be
tested relatively soon
 Frequent assessments encourage
continuous study and reduces test
anxiety
 Assessment concepts should be
cumulative
 Assessment helps in aiding retention
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17. What are rating scales &
checklists and what are
the purposes?
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18. Rating Scales & Checklists
 A rating scale provides a list of
characteristics to be observed and a
scale showing the degree.
 A checklist is useful when a process can
be divided into steps and each one
checked for its presence.
 These forms of assessment identify
specific tasks that point out strong and
weak areas.
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19. What are anecdotal records
and portfolio assessments?
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20. Anecdotal & Portfolios
 Anecdotal records are recorded observations
of student behavior.
 Do not try to write everything down
 Be consistent (watching and recording)
 Record positive behavior, not just negative
 Don’t draw inferences from one observation
 Portfolios are a collection of student work
 Intended to demonstrate student effort and
progress toward achieving objectives
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21. What type of guidelines
should be established for
assessment construction?
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22. Guidelines for Test
Construction
 Determine how much importance and
instructional time you will give up;
 Decide on the format and item type(s);
 Balance questions and time;
 The average high school student can complete two
T&F items, one MC item, or one short-answer item
per minute
 Plan an activity for students who finish early;
and
 Develop the test items.
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