Classroom assessment


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Classroom assessment

  1. 1. Classroom Assessment Presented by: Baby Cania Jonah Wamar
  2. 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 improvement. • Involves using multiple methods in order to obtain student information through a variety of assessment strategies.
  3. 3. Characteristics of Classroom Assessment • Learner-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 assess, and how to respond to the information gained through the assessment • Mutually Beneficial- students reinforce course content and strengthen their self-assessment skills
  4. 4. • Formative- its purpose is to improve the quality of student learning ,not to provide evidence for evaluating or 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 the needs of the particular class • Ongoing – the creation and maintenance of a classroom “feedback loop”
  5. 5. Formative Assessment • are used to monitor students progress during instruction • Purpose – to make judgments about individual student achievement and assign grades • Example : quizzes, tests, exams, term papers, lab reports, homework
  6. 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” • Examples – pose questions, listen to students questions and comments, monitor body language and facial expressions, Classroom Assessment Techniques
  7. 7. A Set of Guiding Principles • Assessment require clear thinking and effective communication- Those who develop and use high quality assessments must share a highly refined focus. • Classroom assessment is the key- Teachers direct the assessments 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. 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 essential in all assessment contacts. • Five specific quality standards • Clear targets • Focused purpose • Proper method • Sound sampling • Accurate assessment free of bias and distortion
  9. 9. • Understand the personal implications –Assessment is an intrapersonal activity. • Assessment as teaching and learning
  10. 10. Types of Achievement Targets • Knowledge Targets- Teachers expect students to master some content. • Reasoning Targets- Its virtually always the case we want students to be able to use the information to reason and solve certain kinds of problems. • Skill Targets- In most classrooms there are things teachers want their students to be able to do .
  11. 11. • Product Targets- another way for students to succeed academically is through creating quality products • Dispositional Targets- This final category of valued targets is quite broad and complex and includes those characteristics that go beyond the academic into the realms of the effective and personal feeling states, such as attitudes toward something, sense of academic self-confidence or interest in something that motivationally predisposes a person to do or not to do something.
  12. 12. Assessment Options • Selected 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 exercise that calls for the preparation of an extended written answer. • Performance Assessment- In this case, the respondent actually carries out a specified activity under the watchful eye of the evaluator who observes performance and makes judgment as to the quality of achievement demonstrated .
  13. 13. • Personal Communication Assessment- One of the most common ways teachers gather information about day to day student achievement in the classroom is to talk to them.
  14. 14. Matching Methods with Targets • The challenge for the professional is the to address all seven guiding principles of quality classroom assessment; by developing a quality Assessment Plan which matches the appropriate assessment method with the desired achievement targtes.
  15. 15. Test • Is a deliberately attempt to acquire information about themselves or others(Anastasi 1988) • Usually used to describe a systematic procedure for obtaining a sample of student behavior.
  16. 16. Three Functions • They provide information that are useful for improvement of instruction • In making administrative decisions • Fro guidance purposes
  17. 17. 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 “intellegence” • A Test a Sample of Behavior, Products, Answer, or Performances from the Domain- A test is a sample of behavior , products, or performances from a larger domain of interest. • A Test is Made up of Items- Items sampled from a domain represent the basic building blocks of a test.
  18. 18. Two Main Types of Items • Selection Types- require the students to select the correct or the best answer from the given options • Supply Types- are fill-in – blanks, or essay types.
  19. 19. Non-tests • Oral and written reports- Students research a topic and then present either orally or in written form. • Teacher observation- The teacher observes students while they work to make certain the students understand the assignment 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 saves for determined amount of time.
  20. 20. • Slates or hand signals- Students use slates or hand signals as a means of signaling answers to the teacher • Games – Teachers utilize fun activities to have students practice and review concepts. • Projects- The students research a topic and present it in a creative way. • Debates – The students take opposing positions on a topic and defend their position. • Checklist- The teacher will make a list of objectives that students need to master and then check off the skill as the student masters it.
  21. 21. • Cartooning – Students will use drawings to depict situation and ideas. • Models – The students produce a miniature replica of a given topic. • Notes- Students write a summary of a lesson. • Daily assignments- The student completes work assigned on a daily basis to be completed at school or home. • Panel- A group of students verbally present information. • Learning Centers- Students use teacher provided activities for hands-on learning.
  22. 22. • Demonstrations – Students present a visual enactment of a particular skill or activity. • Problem solving- Student follow a step by step solution of a problem. • Discussions – Students in a group verbally interact on a given topic. • Organized note sheets and study guides- Students collect information to help pass a test