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Principles of assessment

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Principles of assessment

  1. 1. PRINCIPLES OF ASSESSMENT Prepared by: JULIE G. DE GUZMAN EPS –I SCIENCE
  2. 2. CLASSROOM ASSESSMENT FOR KTO12 BASIC EDUCATION PROGRAM  I. Theoretical Basis  Classroom Assessment is a joint process that involves both teachers and learners. It is an integral part of teaching and learning. The teachers provide appropriate assessment and aims to holistically measure learners’ current and developing abilities while enabling them to take responsibility of the process. This view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process.
  3. 3.  The K to 12 BEP, the heart of the assessment framework is the recognition and deliberate consideration of the learners’ zone of proximal development. Appropriate Assessment is committed to ensure learners’ success in moving from guided to independent display of knowledge, understanding, and skills and to enable them to transfer this successfully in the future situations. From this point of view, assessment facilitates the development of learners’ higher –order thinking and 21th century skills
  4. 4.  This view of assessment therefore, acknowledges the unity of instruction and assessment.  Assessment is part of day -to -day lessons and extends the day-to- day classroom activities that are already in place of the K to 12 curriculum.
  5. 5. What are the reasons for doing assessment?  Did you ever think of these questions?  * How will my students’ learning be improved by my tests?  * Does the nature of my tests provide a user- friendly feedback to my students?  *Do the test results made it possible to track progress in learning?  *Do my tests motivate my students to learn?  *Do my tests accurately communicate my expectations and is most valued to my students?  *Do my assessment provide a realistic estimation of what they are able to do outside of the classmate.
  6. 6.  Before constructing an assessment test, identify and define the learning competencies that are to be measured. They should logically grow with the Instructional Objectives in which the test is to be measured. They should also be aligned with the educational standards
  7. 7. Formative & summative assessment  Formative Assessment may seen as assessment for learning so that teacher can make adjustments in their instruction, It is also assessment as learning wherein students can reflect on their own progress.  Formative assessment may be given anytime during the teaching and learning process, it’s a way to check the effectiveness of instruction  Summative Assessment, may be seen as assessment as learning. This usually occur at the end of a particular unit and towards the end of a period of learning. It measures whether the learners have met the content & performance standard.
  8. 8.  The LEARNING COMMUNITY  Initiatives:  Ensure that students learn  A culture of collaboration  Focus on results
  9. 9.  “ Good teaching is more a giving of right questions than a giving of right answers”  Josep Albers
  10. 10. Great TEACHers…..  Treat students with respect and a caring attitude  Present themselves in class as “real people”  Spend more time working with small groups throughout the day  Provide a variety of opportunities for students /pupils to apply & use knowledge & skills in different learning situations  Use active, hand-on student learning  Vary instructional practices and modes of teaching  Offer real world, practical examples

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