Assessment Methods

2. JAIME S. AÑOLGA JR., MAT
Presenter

4. Key Vocabulary
any method used to
better understand
student knowledge and
learning progress.
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

5. Key Vocabulary
any method used to
better understand
student knowledge and
learning progress.
Assessment

6. Key Vocabulary
is typically a
single-occasion,
one-dimensional,
timed exercise.
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

7. Key Vocabulary
is typically a
single-occasion,
one-dimensional,
timed exercise.
Testing (Evaluation)

8. Key Vocabulary
set of scoring
guidelines that can
be used to provide
consistency in
evaluating student
work.
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

9. Key Vocabulary
set of scoring
guidelines that can
be used to provide
consistency in
evaluating student
work.
Rubric

10. Key Vocabulary
(Assessment for learning)
ongoing assessment that
allows teachers to monitor
students on a day-to-day
basis and modify their
teaching based on what the
students need to be
successful.
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

11. Key Vocabulary
(Assessment for learning)
ongoing assessment that
allows teachers to monitor
students on a day-to-day
basis and modify their
teaching based on what the
students need to be
successful.
FORMATIVE

12. Key Vocabulary
(Assessment for learning)
ongoing assessment that
allows teachers to monitor
students on a day-to-day
basis and modify their
teaching based on what the
students need to be
successful.
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

13. Key Vocabulary
(Assessment of Learning)
snapshot in time that lets
the teacher, students and
their parents know how
well each student has
completed the learning
tasks and activities
TESTING ASSESSMENT RUBRIC
FORMATIVE SUMMATIVE

14. Key Vocabulary
(Assessment of Learning)
snapshot in time that lets
the teacher, students and
their parents know how
well each student has
completed the learning
tasks and activities
SUMMATIVE

16. WHY DO WE ASSESS?
Am I teaching what I think
I am teaching?
Are students learning what
they are supposed to be
learning?
Is there a way to
teach this better?
Why do we assess?

17. ASSESSMENT TYPES

18. True or
False
Multiple
Choice
Completion/Fill
in the blank
Modified True
or
False
Matching
Short
Answer
Word
Problems Lists Essay
Alternative / Authentic Assessments

19. Assessment Types
True or False
Assessment is any method used
to better understand student
knowledge and learning
progress.
to INCREASE quality
Testing (or evaluation) is typically a
single-occasion, one-dimensional,
timed exercise.
to JUDGE quality
“not enough
spike, and too
short. C”

20. Alternative / Authentic Assessments
Portfolios
Projects
Video
Recordings
Audio
Recordings
Presentations
Diaries Labs
Journals

23. Key Vocabulary
The process of applying
standardized
measurements of varying
levels of achievement or
progress in a course.
Grading on a
curve
Grading
GRADING

24. a term that describes a
variety of different methods
that a teacher uses to
adjust the scores students
received in some way.
Grading on a Curve
Grading on a
curve
Grading

25. What is grading?
•to clearly, accurately, consistently, and
fairly communicate learning progress
and achievement to students,
families, and other institutions.
•not used as a form of punishment,
control, or compliance.

26. •Grades should be based on
specific learning criteria rather
than on students’ relative standing
among classmates.
•Grades improve learning only when
accompanied by specific
guidance and direction from
teachers on how to improve.

27. 4 major roles of grading process
Grading Process
Evaluation
Organization
Communication
Motivation

28. PRINCIPLES FOR
MANAGING THE
GRADING PROCESS

29. 1. Use It as a Tool for Learning.
2.Substitute Judgment for Objectivity.
3.Manage Time Effectively.
4.Be Open to Change but Mindful of
Grade Inflation.
5.Integrate Grading with Other Key
Processes.
6.Put Learning First.
7.Be a Teacher First, and a
Gatekeeper last.

30. CREATE A GRADING PLAN
•Make a plan for evaluating
the students and stick to it.
1

31. COMMUNICATE YOUR
PLAN
•Tell the class what you
expect from them and how
you plan to measure their
progress in achieving the
goals of the course.
2

32. KEEP-UP-TO-DATE
RECORDS
•Keep accurate records of
your evaluation of each
student throughout the
term.
3

33. CONSIDER THE
DISTRIBUTION OF GRADES
•Make a graph of the
distribution of grades
on each quiz or
assignment.
4

34. RESPOND TO GRADING
CHALLENGES
•give the student a
courteous hearing on the
occasion instance where
they dispute a test score or
a final grade.
5

35. • Only use grading on a curve for
assignments if your school allows you
do so.
•Seek approval on any grading curve BEFORE
using it!
•Never use it on high-stakes assessment such as
final exams.
• Whatever the method, it must be fair and
balanced.
GRADING ON A CURVE

36. • Flat Scale
This is the simplest and probably the most common
means of curving an exam. Simply add the same
amount to every student’s score.
•Pros: easy to explain to students, easy to implement
•Cons: doesn’t significantly help the students who did
poorly, can have grades over 100%
•Use when: to make small global adjustments, to
make up for a single very hard problem.
GRADING ON A CURVE

37. • High Grade to 100%
In this curve, the teacher scales the grades so
that the student with the highest grade in the
class (call it H) gets 100%; the other students’
grades are computed as the percentage of H
they scored.
•Pros: I can’t think of one
•Cons: high-scoring students get a larger curve
•Use when: maybe useful if there is one
question that everyone, or nearly everyone,
missed (see “remove question curve” for
another option).
GRADING ON A CURVE

38. • Remove a Question
All of the students, even the A-students, bombed one
question.
Take it out of the equation (remove it).
•Pros: students relieved that this question is
gone!
•Cons: there may be a handful of students who
did well on this problem—they’ll feel cheated
•Use when: there is one bad question on the
exam
GRADING ON A CURVE

39. •Put it in your weekly calendar!
•Organize Your Grading
•To be graded
•Grades to be entered
•Incomplete
•Late
•Simplify the way you calculate homework grades.
•Completion versus accuracy
•For short answer/essay, list keywords or key points needed to
be correct.
•Rubrics!
TIME-SAVING GRADING TIPS

40. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
English
CRITERIA GRADE WEIGHT
1. Attendance 20%
2.
listening/speaking
15%
3. workbook 15%
4. exams 25%
5. project 25%

41. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
Grade 1
CRITERIA GRADE WEIGHT
1. Attendance 10
2. Project 10
3. Midterm 30
4. P.A Test 20
5. Final 30
TOTAL: 100%

42. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
Grade 2 (Lang)
CRITERIA GRADE WEIGHT
1. Att. and Behavior 10
2. Book Activities 10
3.
Listening/speaking
20
4. P.A Tests 30
5. Exams 30

43. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
Grade 3 (Science)
CRITERIA GRADE WEIGHT
1. Attendance 10
2. Values 5
3. Written Works 15
4. Performance
Tasks
20
5. Final Exam 50

44. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
Grade 4 (Lang)
CRITERIA GRADE WEIGHT
1. Formative (Q,ME) 25%
2. Summative (FE) 35%
3. Attendance 25%
4. Behavior 15%
5.
TOTAL: 100%

45. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
K.1 (Progress report)
CRITERIA GRADE WEIGHT
1. Attendance 10
2. Worksheet 20
3. Performance
(BBL)
20
4. Recitation 10
5. Final Exam 40

46. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
K.2
CRITERIA GRADE WEIGHT
1. Attendance 5
2.
Attitude/behavior
10
3. Participation
(BBL)
15
4. Worksheet 20

47. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
Math
CRITERIA GRADE WEIGHT
1. Attendance 5
2. Activity/project 10
3. Oral 10
4. Chapter Test (PA) 20
5. Exams(ME-20/FE-35) 55
TOTAL:

48. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
K.3
CRITERIA GRADE WEIGHT
1. Attendance 20
2. Exam (M.E/F.E) 30
3. Oral Recitation 15
4. Project/Portfolio 15
5. Behavior 20
TOTAL: 100%

49. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
SCIENCE/SOCSTUD
CRITERIA GRADE WEIGHT
1.Attendance 10
2. Activities 10
3. P.A Tests 20
4. Examination 60
5.
TOTAL: 100%

50. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
SCIENCE/SOCSTUD
CRITERIA GRADE WEIGHT
1.Attendance 10
2. Activities/Perf. /Beh 20
3. P.A Tests 20
4. Examination (M.E/F.E) 50
5.
TOTAL: 100%

51. Activity 1: You need to produce a weighted grading scale for
students in your grade level. What will you grade?
P.E
CRITERIA GRADE WEIGHT
1. Vocabulary 20
2. Physical Test 40
3. Physical Midterm 20
4. Written Final
Exam
20
5.

52. Activity 2: You need to produce a grade
curving policy for your class. What will it
be? How will you explain it to the
students?
GRADE CURVING POLICY
1.
2.
3.
4.
5.

54. RUBRICS

55. What are Rubrics?
• Rubrics are sets of scoring
guidelines that can be used
to provide consistency in
evaluating student work.

56. Rubrics offer several advantages such as:
• improve student performance by clearly
showing how they will be evaluated and what
is expected.
• help students become better judges of the
quality of their own work.
• allow assessment to be more objective and
consistent.
• provide students with more informative
feedback about their strengths and areas in
need of improvement.
Rubric
Design 4 3 2 1
Criterion_1 Yes and more... Yes Yes but... No
Criterion_2
Performance Descriptors
Criterion_3
Criterion_4
Criteria
or
Dimensions
Levels of Performance (scale)

57. CRITERIA
1
NOVICE
2
DEVELOPING
3
PROFICIENT
4
ACCOMPLISHED
5
EXEMPLARY
Content and
Understanding
Little
understanding
of the topic
and the
argument is
weak.
Basic
understanding of
the topic with
limited supporting
evidence.
Clear
understanding of
the topic with
adequate
supporting
evidence.
Sophisticated
understanding of the
topic with strong
supporting evidence.
Exceptional
understanding of
the topic with
innovative and
insightful
supporting
evidence.
Organization and
Structure
Poorly
structured with
unclear
progression of
ideas.
Basic structure with
limited connection
between ideas.
Clear structure with
logical progression
of ideas.
Highly effective
structure with
compelling
progression of ideas.
Exceptionally
effective structure
with original and
creative
progression of
ideas.
Style and
Mechanics
Writing is
unclear and
difficult to read
with frequent
errors in
grammar,
spelling, and
punctuation.
Writing is
somewhat clear
but could benefit
from improvement
in grammar,
spelling, and
punctuation.
Writing is generally
clear and readable
with occasional
errors in grammar,
spelling, and
punctuation.
Writing is easy to read
with few errors in
grammar, spelling, and
punctuation.
Writing is
exceptional, with
no errors in
grammar, spelling,
and punctuation
and displays a high
level of
sophistication in
style and
mechanics.

58. RUBRICS
Activity 1:
You are required to issue a grade to your students on
classroom Activities. Prepare a rubric as to how they will be
assessed:
Criteria 5 4 3 2 1
1.
2.
3.

59. GROUP 1- Role Playing
GROUP 2- Essay Making
GROUP 3- Poem Making
GROUP 4- Diorama Making
GROUP 5- Song Composition
Making
GROUP 6- Balloon Rocket Car
GROUP 7- Film Making
GROUP 8- History Timeline Making