This document discusses various methods for assessing student performance. It describes formative assessment which occurs during instruction to inform teaching and learning. Summative assessment evaluates learning at the end of a unit or course. Both qualitative and quantitative methods are outlined, including projects, portfolios, debates and oral presentations. The document also covers norm-referenced, criterion-referenced, and performance-based assessments.

1. STUDENT’S
PERFORMANCE
Student: Javier Monta
NRS: 5654
Tutor: Maikel Aguilera

2. Classroom Assessment
Continuous observation process
Allows teachers to measure:
• Goals
• Achievements
Based on student skills development.
An effective evaluation process:
It allows students to be motivated by
permanent evaluation.
Effective decision-making process
allows:
• To improve.
• Support.
present and future learning.

3. Classroom Assessment
Quantitative assessment:
Numerical scores, formal or paper
assessment.
Helps teachers gain insights into numeracy
based on student development
and performance.
Qualitative evaluation:
Allows to identify specific behaviors or skills
development.
Measurement:
It is useful to obtain a numerical description
based on an individual skill or knowledge.
Reliability:
Consistency of the evaluation results.
How consistent is a tool for assessing
student performance characteristics?
Validity:
How effective a test is in measuring and
addressing the intended use of the test.

4. • It occurs before formal instruction begins.
• Helps to identify previous knowledge on the subject.
• Effective tool for careful planning and implementation in order to
achieve course objectives.
Pre Assessment
The application of this assessment allows answering the questions:
• What can students really do?
• What do the students know or not know?
• How developed are language skills?
• How do students apply their knowledge in real-life contexts?

5. Tools and strategies
• It allows to determine what and how
students are learning.
• Help so that the instruction can be
modified accordingly while it is still in
progress.
• Maintains the instructional focus on
incremental but continuous progress.
Process for verifying the address of the
instruction
• Students have to demonstrate their
knowledge through creative activities.
• It allows to identify the skills and
academic progress of the student.
Evaluation type is the most common
The most common paper-based ones include:
• Multiple choices.
• Response items.
• Matching items.
• Items to fill in the blanks.
• True or false questions.
• Essays etc.
Ways to assess the level of learning:
Portfolios
Projects
Diaries
Oral and media presentations, etc
It allows to have an idea of what the students
have mastered and also to have a complete
understanding of the learning..
Formative assessment Sumative assessment

6. It is a standardized test that
compares individual student
performance to a sample
population.
This type of evaluation helps:
• Assess basic skills.
• Identify specific learning disabilities.
• Make eligibility decisions.
• Determine the preparation of young
students.
It allows to evaluate someone based on a
specific group.
They determine the scope of:
• Ability.
• Competition.
• Objective knowledge.
Against a predetermined standard, goal, level
or criteria.
Scores can be expressed as a
percentage
• Scores can be expressed as a percentage
of the total possible number of correct
answers.
• Individual student scores are not affected
by the performance of their peers.
Norm-referenced evaluation Criterion-referenced evaluation

7. Performance-based assessment
Allow teachers to make decisions:
• How to make the right decisions and advance the promotion of the student and
truly strive to achieve the curricular goals?
• How to design, build, score, analyze and interpret results?
• What are the most appropriate techniques?
• How to involve students in the process?
• How to create a convenient test environment without negative emotions?
• How to improve student performance?
• This non-reflective practice fails to measure students' current
performance and impedes a critical understanding of learning
progress toward the goal.
• Results can be evident through an effective preparation process
that focuses on the ability to integrate a variety of skills.

8. • It requires effective methods, techniques and resources that
allow making the right and appropriate decisions in the
teaching-learning process.
• Each institution, students and environment are not always the
same that influence the learning process.
Product assessment

9. • Systematic investigations related to a given topic are
considered.
• Focused on achieving specific and predefined objectives.
Project or report rubric
Project or report
Types of student’s performance
• Regarded as a piece of scholarly writing that provides
analysis, interpretation, and argument based on in-
depth independent research.
Research rubric
Research paper

10. • Incorporate support structures that focus on
what students can do.
• It requires students to use written language in a
specific and meaningful context.
A journal rubric
Log or journal
The use of language:
• The grammar.
• The punctuation.
• The vocabulary.
• The structure of sentences.
• Cohesion.
• The coherence.
• The precision.
They are more common criteria to evaluate through the use of records
or diaries.

11. • It includes digital management skills and language
literacy.
• As a teacher you have to take advantage of the fact
that today's students have acquired and developed
an enormous amount of technological skills.
Multimedia Project Rubric
Media product
Media products are:
• Videos.
• Podcasts.
• Transmissions.
• Audio recordings.
• Digital presentations.

12. It can be:
Performance assessment
• Oral presentation.
• Play-based.
• Debate
• Performance evaluation is considered one of the most appropriate
tools for formative evaluation.
• The evaluation allows students to store long-term learning through
the application of the skills and knowledge acquired.

13. • Allows you to improve the speaking skill.
• Most of one's success depends on how good one's
speaking skills are.
• Speaking skills are a must.
Oral presentations
Performance Assessment
Oral Presentations Rubric
• Social interaction and literacy activities.
• Source of information on children and young students.
• It allows to improve the skills of seeing, hearing and
speaking when working with real objects.
• It develops great potential in students through
procedural and conceptual knowledge.
Play-based

14. • Process and an activity for the development of
skills.
• It makes it easy for people to express their point
of view related to a specific topic.
Class debate rubric
Debate
• Debating improves critical thinking
• It requires students not only to understand
and know information, but to do something
with that information.

15. References:
• Davis, K. M., David Miller, M., Corbett, W. T., & Yonge, P. K. (1998). Methods of evaluating student Perforn1.Ance
through service learning. Unomaha.edu.
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1009&context=slceeval
• Measuring student learning. (s/f). Cornell.Edu. Recuperado el 6 de junio de 2022, de
https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning