Assessment of Student learning

1. This is your
presentation
title

2. GOOD
MORNING!
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4. A B C D E F G H I J K
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describe the
topic of the
section here
SECTION A 02
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topic of the
section here
SECTION B
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describe the
topic of the
section here
SECTION C 04
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describe the
topic of the
section here
SECTION D

5. 5
REVIEW

6. “
It is defined as an
instrument or device to
measure individual’s
achievement.
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7. It is the full range of
information gathered and
synthesized by teachers
about their students and
their classrooms.
is is a slide title
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8. It is a process of making
judgments, assigning
value or deciding on the
worth of student’s
performance.
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9. Here
Comes the
Riddle!
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https://wordwall.net/resource/
30030913

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◎ Scopes of
Assessment
◎ Types of Assessment
◎ Approaches to
Evaluation
◎ Principles of High
quality Assessment.

11. Want big impact?
Use big image.
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12. Scopes of
Assessment

13. Assessment of
Curricular Offerings
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The course offerings must be
assessed to determine if they
are relevant, realistic and
responsive to the changing
needs and problems of the
society.

14. Assessment of School
Programs
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The school programs
must be appraised to
determine if teachers
are not loaded or
under loaded.

15. Assessment of
Instructional Materials
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The instructional materials like
books, reference books, visual aids,
and devices must be evaluated to
ascertain if they are adequate and
updated. Books and reference books
beyond ten years of its publication
must be revised

16. Assessment of
instructional facilities
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The instructional facilities like
classroom, computers, projectors,
audio-visual equipment,
laboratory equipment, chemicals,
physical plant, library holdings,
and many others must be
assessed if they are adequate.

17. Assessment of Teachers
and Professors
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The teachers and professors must be
evaluated if they are qualified,
competent, effective and efficient in
delivering services to the students.
They are also evaluated if they are
research-oriented and if they have an
updated portfolio.

18. Assessment of
Student/Students
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The student/students must be
assessed if they have or have
not reached the goals of learning
tasks. Each student must have
an individual portfolio for easy
reference about their
achievements.

19. Assessment of Graduates
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Graduates must be evaluated
if they have passed the
Licensure Examination for
Teachers (LET) and if they are
employed, underemployed or
unemployed.

20. Assessment of School
Managers
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School managers must be assessed
if they are democratic leaders to
their subordinates and are
approachable; understand the
problems and needs of the
teacher/professors and students,
and are not corrupt but honest.

21. Assessment of Research
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Research activities must be
evaluated to determine if all
teachers/professors have
conducted research
efficiently and effectively.

22. Assessment of Extension
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Extension activities must
be assessed to determine
if all teachers/professors
have extension classes to
different adopted
barangays.

23. Types of
Assessment

24. Diagnostic Assessment
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It is normally undertaken
before instructions, in
order to assess student’s
prior knowledge of a
particular topic or lesson.

25. Formative Assessment
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It is usually administered
during the instructional
process to provide feedback
to students and teachers on
how well the former are
learning the lesson being
taught.

26. Summative Assessment
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It is undertaken to determine
student achievement for grading
purposes. Grades provide the
teachers the rationale for passing
or failing the student, based on a
wide range of accumulated
behaviours, skills, and knowledge.

27. Approaches to
Evaluation
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As cited by Garcia (2008),
according to Escarilla and
Gonzales (1990), there are
two approaches to
evaluation.

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◎ Norm-referenced
evaluation
◎ Criterion-referenced
evaluation
Approaches to
Evaluation

29. The performance of a
student in a test is
compared of the others
students who took the
same examination
Norm-referenced
evaluation

30. Karl’s score in the periodical
examination is below the mean.
Cynthia ranked fifth in the unit
test in Physics
Rey’s percentile rank in the
Math achievement test is 88
Norm-referenced
evaluation

31. An approach to
evaluation wherein a
student’s performance is
compared against a
predetermined or agreed
upon standard.
Criterion-referenced
evaluation

32. Sid can construct a pie graph with
75% accuracy.
Yves scored 7 out of 10 in the
spelling test.
Lito can encode an article with no
more than 5 errors in spelling.
Criterion-referenced
evaluation

33. Principles of
High Quality
Assessment

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Clarity of Learning
Targets
Sound assessment begins
with clear and appropriate
learning targets which
include both what students
know and can do and the
criteria of judging student
performance.

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Appropriateness of
Assessment Methods
It is best to match the method of assessment to
learning targets. Knowledge and simple
understanding of targets are matched best with
selected-response and brief constructed -
response items, deep understanding and
reasoning targets with essays and affective
targets with observation and self -reports.
Performance -based assessment are best for
measuring deep understanding skills and
products.

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Validity is the degree to which
a score-based inference a
appropriate, reasonable ,and
useful. Different types of
evidence are used to
establish the validity of
classroom tests.
Validity

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Reliability is used to measure
the error in testing .It measures
the degree of consistency
when several items measure
the same thing and stability
when the same measure are
given across time.
Reliability

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Fairness
Assessment is fair if it is
unbiased and provides
students with a reasonable
opportunity to demonstrate
what they have learned.

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Positive Consequences
Positive consequences for both teachers
and students enhance the overall quality
of assessment particularly the effect of
the assessment on the students
motivation and study habits.A goal of high
-quality assessment is the they will lead
to better information and decision making
about students.

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Practicality and
Efficiency
Assessment need to take into
consideration the teachers familiarity with
the method ,the time required, the
complexity of administration, the ease of
scoring and interpretation, and the cost to
determine the assessment practicality
and efficiency.

41. What are the
scopes of
assessment?

42. 1. Assessment of Curricular Offerings
2. Assessment of School Programs
3. Assessment of Instructional Materials
4. Assessment of Instructional Facilities
5. Assessment of Teachers and Professors
6. Assessment of Student/Students
7. Assessment of Graduates
8. Assessment of School managers
9. Assessment of Research
10. Assessment of Extension

43. What are the
types of
assessment?

44. 1.Diagnostic Assessment
2. Formative Assessment
3. Summative Assessment

45. GROUP
ACTIVITY
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46. As a future educator,
what do you think is the
importance of making
assessment?

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1. It is the degree to which
a score-based inference
is appropriate,
reasonable, and useful.

48. Validity

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2. It is undertaken
to determine the student
achievement for
grading purposes.

50. Summative
Assessment

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3. This must be assess to
determine if all the teachers
and professors have
extension classes to different
adopted barangays.

52. Assessment
of Extension

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4. It provides students
with a reasonable
opportunity to
demonstrate what they
have learned.

54. Fairness

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5. An approach to evaluation
wherein a student’s
performance is compared
against a predetermined or
agreed upon standard.

56. Criterion-
referenced
evaluation

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6. They must be evaluated if they have
passed the Licensure Examination for
Teachers (LET) and if they are employed,
underemployed or unemployed. They
must be evaluated if they are qualified,
competent, effective and efficient in
delivering services to the students.

58. Assessment
of Graduates

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7. It is usually administered
during the instructional
process to provide feedback to
students and teachers on how
well the former are learning the
lesson being taught.

60. Formative
Assessment

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8. It enhances the overall
quality of assessment,
particularly the effect of the
assessment on the student
motivation and study
habits.

62. Positive
Consequences

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9. It must be appraised
to determine if
teachers are not
loaded or unloaded.

64. Assessment of
School
Programs

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10. They must be
assesses if they are
democratic leaders to
their subordinates
and approachable.

66. Assessment of
School
Mangers

67. THANK YOU!