This document discusses different types of student assessment. It describes pre-assessment, formative assessment, and summative assessment. Pre-assessment evaluates student knowledge and skills before instruction begins. Formative assessment occurs throughout instruction to provide feedback and guide improvement. Summative assessment evaluates learning at the end of an instructional period through tests and assignments. The document also covers qualitative vs. quantitative assessment, reliability, validity, norm-referenced evaluation, criterion-referenced evaluation, and various forms of performance-based assessment such as projects, research papers, presentations, debates, and play-based activities.

1. Evalulate student´s
performance
Theme 4
Cátedra Integradora
NRC 5653
Erick Villacis

2. Classroom assesment
The perspective of an effective and appropriate way of assessing established on a
communicative approach emphasizes the next questions:
 What are the purposes of assessment?
 Who is the center of assessment?
 What kind of assessment is the more suitable?
 Does it encourage student self-evaluation?
 Does it consider individual needs?
 When will the assessment take part?
 How it will be graded?
The challenge for teachers is to perceive assessment as procedures to gather information
about what students are able to demonstrate by using different techniques and provide
feedback that sets the learning goals.

3. Concepts
 Quantitative assessment: Numerical scores that
estimates characteristics or behaviors.
 Qualitative assessment: Results in verbal descriptions
based on the experience of the assessment team.
 Measurement: Is the process of getting numerical
description about the attributes of dimensions of an
individual skill or knowledge.
 Reliability: Refers to consistency of assessment results
 Validity: Whether or not and assessment measures. How
well a test measures and address the entailed proposed
use of the test
Assesment

4. Pre-assesment
 This kind of assessment occurs before starting with the formal
instruction.
 It helps identify prior knowledge on the subject and curriculum that
will be taught in the scholar year.
 It’s an effective tool for a careful planning and implementation in
order to achieve course objectives.
 The application of pre assessment answer to the questions:
 What can students actually do?
 What do students know or don’t know?
 How developed are the language skills?
 How students apply their knowledge in real-life contexts?

5. Formative assesment
 Students have to demonstrate their knowledge throughout different creative
activities that provide a clearer picture of their skills and academic progress than any
single test score. It means teachers have to change course to improve instructional
outcomes when the goals aren’t being addressed by providing feedback. In each
stage students and teachers must be involved for enhancing the learning.

6. Summative asessment
 This kind of assessment is the most commonly one, it’s the one that parents
and students’ picture when they listen to the word assessment. The most
common paper based includes multiple choice, response items, matching
items, fill in the blank items, true or false questions, essays, etc. That kind of
testing increase anxiety in students because they have to take skills and
concepts to apply them in higher levels as part of an outcome program.

7. Norm-referenced evaluation
 This kind of assessment is a standardized test that compares the individual
student’s performance with a sample population. The relation to one another.
It’s used mostly for evaluating basic skills, identify specific learning
disabilities, making eligibility decision and determining young learner’s
readiness. It means how well someone development in reference to a specific
group.

8. Criterion referenced evaluation
 Another standardized test that is based on the number of correct answers
provided by students. They determine if someone has reached the target skill,
competence or knowledge against a predetermined standard, goal, level or
criteria. Scores might be expressed on percentage of the total possible number
of correct answers. Individual students score is not affected by the performance
of their peers.

9. Performance-based assesment
 Project or report
 Are considered as systematic investigations
related to a given topic. They are focused in
getting specific and predefined goals. A
possible rubric file which can be used as an
assessment tool is provided
 Research paper
 A research paper can be considered as a
piece of academic writing that provides
analysis, interpretation, and argument based
on in-depth independent research.
 Log or journal
 Students are able to organize their thoughts
and their feelings on a reflection activity that
helps them to prepare responses, question
themselves at the time they are getting
confidence
 Media product
 Young learners and teenagers have gotten and
developed enormous quantity of technological
abilities. Teachers should take advantage of
that fact and include as a formal tool of
assessment, some of media products are:
videos, podcasts, streams, audio recordings and
digital presentations.

10. Performance assesment
 Oral presentations
 Good presentations skills are vital for
success in almost every field or career
you can imagine. Most part of one’s
successful depends on how goo speaking
skills are.
 Play-based
 This kind of assessment is often used as a
source of valuable information about
children and young learners. The benefits
of this kind of assessment are multiple
from social interaction until literacy
activities. The result is the enjoyment in
the process.
 Debate
 Debate is a process and an activity
that has a long history in
democratic countries. People can
express what their point of view
related to a specific topic is.
Debate demands critical thinking
and in terms of education, debate
requires that learners not only
understand and know information,
but they do something with that
information.