this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.

1. DWT COLLEGE, DEHRADUN
E.P.C. 3 – CRITICAL UNDERSTANDING OF ICT
PRESENTATIONON PROCESS OF ASSESSMENT
SUBMITTED TO
DR. ARCHANA SINGH
SUBMITTED BY
MAITREYEE BISWAS
ROLL NO : 19259106025

2. Assessment
Process of Assessment and
Assessment for further learning

3. What is Assessment?
The term assessment refers to all those activities
undertaken by teachers and by students in assessing
themselves, which provides information to be used as
feedback, and to modify teaching-learning process in
which they are engaged..

4. Definition of Assessment by Ervin:
According to Ervin, : “Assessment is the systematic
basis for making inferences about the learning and
development of student. It is the process of selecting,
designing collecting and analysing, interpreting
information to increase students’ learning and
development.

6. The Process of Assessment
• The Process of Assessment begins with formation of Objectives
• Objectives are based on development of three specific domains
1. Cognitive Domain (mental)
2. Affective domain ( emotional)
3. Conative/Psycho-motor ( activity based)

7. The Cognitive Domain
The cognitive domain
aims to develop the
mental skills and the
acquisition of knowledge
of the individual.

8. Classification of Cognitive Domain
by Blooms Taxonomy

9. The Affective Domain
It involves our feelings, emotions, and attitudes.
This domain includes the manner in which we deal
with things emotionally, such as feelings, values,
appreciation, enthusiasm, motivations, attitudes.

10. The conative or psycho-motor domain
The psycho-motor domain
includes physical movement,
coordination, and use of the
motor-skills areas.
Development of these skills
requires practice and is
measured in terms of speed,
precision, distance, procedures
and techniques in execution.

11. What all is included in psychomotor domain

12. Objectives are classified into two parts
Objectives
General Specific

13. Planning of Objectives
What is essential?
• Giving learning experiences
• Planning according to individual differences, age level, interest and mental level.
• Consideration of textbooks, TLMs, teaching methods, resources, evaluation techniques, formation of
lesson plans
• Deciding homework

14. Planning of Objectives
What needs to be considered?
• Change in behaviour
• Are specific objectives fulfilled?
• Implementation methods
• achievements

15. Merits of process of assessment
Immediate
feedback
Detailed
personalised
feedback
Individual
assessment
Assessing across
the whole syllabus
Testing the
teaching method
Assessing deep
or conceptual
learning

16. Merits of Process of Assessment
Easiness in framing
new questions
Quick setting and
marking of assessments
Helps to monitor
students effectively
Is helpful in
understanding and
rectifying mistakes

17. Approaches of Assessment
• Formative Assessment
• Summative Assessment
• Continuous and Comprehensive Evaluation
• Traditional Approach
• Constructive approach

18. Formative Assessment
• It is used for the diagnosis for students during teaching-learning process. (during the course)
• Feedback is an essential element in formative assessment.
• helps in improvement of teaching-learning process
• It is a continuous process.

19. Summative Assessment
• It is used for the classification of students according to scores.
• It is used for promoting a student to next level.
• Measures the achievement of students
• It is an year end process or may be divided into two parts (division of syllabus and time)

20. FORMATIVE ASSESSMENT
SCHOLASTIC
ASSESSMEN
T
SUMMATIVE
ASSESSMENT
FLEXIBLE TIMING
MCQ’S
LONG
ANS
SHORT
ANS
Projects
quizzes
Research work
Conversation skills
assignments
Oral
questions

21. Co-scholastic
Assessment
Life skills
Thinking skills
• Creative and
Critical thinking
• Problem solving
• Decision
making
Co-curricular
activities
Library activities
Attitude towards
• Teachers
• Students
• Peers
• School
programmes
• environment
Clubs
• Eco club
activities
• Health and
wellness clubs
values
Aesthetic
activities
Scientific
development
Emotional skills
• Dealing with
emotions
• Dealing with
stress
• Self awareness
Interpersonal skills
Communication skills

22. Recording and Reporting- Important component of assessment
• Use of quantitative and qualitative indicators
• In Smaller classes – primary classes- descriptive form
• Upper primary/secondary – marks + grades
• Recording provides a platform form which teachers can base their reporting to others and is a
mechanism for evaluating teaching-learning process.
• An important component of recording is portfolios

23. Recording and Reporting components
• Students Profile
1. Academic achievement
2. Learning styles and strengths
3. Interests
4. Special abilities
5. Vision and future course
• Cumulative Records
1. Personal Information
2. Scholastic Achievement
3. Physical health
4. Co-scholastic activities
5. Habits, interests and attitudes

24. Role of observation and feedback
• Observation
i. Helps to know what children can do
ii. Needs can be identified
iii. The provision and interaction can be matched according to these
needs
• Feedback
i. Identifies and rewards specific qualities of students.
ii. Guides for improvement
iii. Motivation
iv. Encourages self-reflection and self learning
v. It creates a bond of trust between the teacher and the student in
teaching-learning process.

25. Continuous and Comprehensive Evaluation
• this method of evaluation measures overall development
• Tools are developed by teachers
• Academic+Personal+social qualities are assessed
• It becomes the responsibility of teachers to motivate and give directions to all
• Provides opportunity to all

26. Continuous and Comprehensive Evaluation
• Desirable attributes – attitude towards teachers, attitude towards elders, attitude towards institution
• Developing interest and confidence in students and giving equal opportunity to all
• Co-curricular activities- sports, scouts, debates, creative and scientific activities
• Developing health and hygiene habits

28. Grading System
It is an index of value judgement, which tells the position of student with reference to some norms or
criteria.
Basically it is a qualitative assessment of the achievement of the child and not quantitative.
Some drawbacks were seen in quantitative assessment, thus grading system was introduced and began to be
applied to assess the growth and progress of student.

29. Need and importance of grading system
Grading system was brought because the standard of examining by the examiner differed, which may
have standard error of measurement of around 15-20 marks, in different subjects
Evaluation criteria differs from board to board, from university to university. At some places marking is
tough, while in some, marking is lenient. It means quantitative marking was not properly scaled at all
places.

30. Need and importance of grading system
A difference of even 1% changes the status of students and thus quantitative measurement couldn’t
measure the real inherent progress of student.
It adds pressure in students’ mind. Grading relieves the student from cut-throat competition
Thus grading helps to identify the quality of his/her achievement and avoids marks oriented evaluation.

31. Assessment as part of classroom learning
Using assessment as
a part of teaching
and learning , the
teacher
Plans new learning
using assessment
information and
curriculum
objectives
Gathers and records
information about
what and how
children are learning
Uses appropriate
methodologies and
classroom
organisation
strategies
Shares with children
that what their new
learning will involve
Explores with
children that what
successful learning
looks like