The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress and give feedback for improvements.

1. Classroom
Assessment

2. Classroom Assessment
 Is an ongoing process through which teachers and students interact to
promote greater learning
 The assessment process emphasizes data collection of student
performance to diagnose learning problems, monitor progress and give
feedback for improvements.
 Involves using multiple methods in order to obtain student information
through a variety of assessment strategies.

3. Characteristics of Classroom-
Assessment
 Leaner-Centered- its focus is on observing and improving learning, rather
than on observing and improving teaching.
 Teacher-Directed- the individual teacher decides what to assess, how to
access, and how to respond to the information gained through the
assessment.
 Multi-Beneficial- Students reinforce course content and strengthen their
self-assessment skills.

4.  Formative- its purpose is to improve the quality of student learning, not to
provide the evidence for evaluating and grading students; it provides
information on what, how much and how well students are learning.
 Context-Specific- the assessment technique is chosen to fit the subject
matter and needs of the particular class
 Ongoing- the creation and maintenance of a classroom ‘feedback loop’

5. Formative Assessment
 Are used to monitor student progress during instruction
 Purpose- to make judgments about individual student achievement and
assign grades.
 Example: quizzes, texts, exams, term papers, lab reports, homework.

6. Summative Assessment
 Comprehensive, typically given at the end of a program and provide for
accountability (burns)
 Purpose- to inform teaching and improve learning used as ‘feedback
devices’
 Example- pose questions, listen to students questions and comments,
monitor body language and facial expressions, Classroom Assessment
Techniques.

7. A set of guiding principles
 Assessment require clear thinking and effective communication- those who
develop and use high quality assessment must share a highly refined
focus.
 Classroom Assessment is the key- Teachers direct the assessment that
determine what students learn and how those students feel about the
learning.
 Students are Assessment Users- Students are the most important users of
assessment results.

8.  Clear and appropriate targets are essential- the quality of any assessment
depends first and foremost on the clarity and appropriateness of our definition
of the achievement targets to be assessed.
 High Quality assessment is a must- High Quality assessment is an essetial in
all assessment contacts.
 Five Specific quality Standards:
 Clear targets
 Focused Purpose
 Proper method
 Sound sampling
 Accurate assessment free of bias and distortion

9.  Understand the personal implications-Assessment is an intrapersonal
activity.
 Assessment as teaching and learning

10. Types of Achievements Targets
 Knowledge Targets- Teachers expect students to master some content.
 Reasoning Targets- it’s virually always the case we want students to be
able to use the information to reason and solve certain kinds of problems.
 Skills Target- In most classrooms there are things teachers want their
students to be able to do
 Product Targets- another way for students to succeed academically is
through crating quality products.

11. Assessment Options
 Slected Response Assessment- this category includes all of the objectively
scored paper and pencil tests formats.
 Essay-Assessment- in this case, the respondent is provided with an
example that calls for the preparation of an extended written answer.
 Performance Assessment- in this case the respondent adctually carries out
the specified activity under the watchful eye of the evaluator to observe
performance and make judgements as to the quality of the achievement
demonstrated.

12.  Personal Communication Assessment- one of the most common way
teachers gather information about day to day students achievement in the
classroom is to talk to them.

13. Matching methods with targets
The challenge for the professional is to address all seven guiding principles of
quality classroom assessment; by developing a quality assessment plan.

14. Test
 Is a deliberately attempt to acquire information about themselves and
others.
 Usually used to describe a systematic procedure for obtaining a sample of
student behavior.

15. Three Functions
 They provide information that are useful for improvement of instruction.
 In making administrative decision
 For Guidance Purposes

16. 3 basic Concepts
 A Test focuses on a particular domain- A test domain can represent
something as simple as 4th Mathematics or a more abstracts construct
such as ‘‘intelligence’’
 A test sample behavior, Products, Answer or performance from the
domain- A test is a sample of behavior products or performances from a
larger domain interest.
 A test is made up of items- items sampled from domain represent the basic
building blocks of a test.

17. Two main types of items
 Selection Types- require the students to select the correct or the best
answer from the given answers.
 Supply-Type- are fill-in blanks or essay types.

18. Non-Test
 Oral and written reports- Students research a topic and then present either
orally or in written form.
 Teacher Observation – the teacher observes the students while they work
to make certain the students understand the work assignments and are on
task.
 Journal- students write daily on assigned or personal topics.
 Portfolio of Student’s Work- Teacher collects samples of student’s work
and save for determined amount of time.

19.  Demonstrations-Students present a visual enactment of a particular skill or
activity.
 Problem Solving- Students follow a step by step solution of a problem,
 Discussion- Students in a group verbally interact on a given topic
 Organized Note sheets and study guides- Students collect information to
help pass a test.

20. Thank you