Downloaded 66 times
More Related Content
![TYPES-OF-ASSESMENT-TOOLS_-report [Autosaved].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/types-of-assesment-tools-reportautosaved-230522011550-a1c7b332-thumbnail.jpg?width=640&height=640&fit=bounds)
Assessment
- 1. NUR SHAFIQAH BINTIABD RASHID D20121058738 NURUL HIDAYAH BINTI ABDUL HALIM D20101037326
- 2. Assessment isa systematic process of gathering ,interpreting and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know ,understand and can do with their knowledge as the result of their educational experience.
- 3. Instruction Indicates thelearning outcomes to be attained by students Learning task Specifies the particular set of learning task(s) to be assessed Assessment Provide a procedure designed to measure a representative sample of the instructionally relevant learning task
- 4.
- 5. To find out: what student know (knowledge) what the student can do and how well they can do it how students go about the task of doing their work how student feel about their work (motivation,effort)
- 6. To helpus design and modify programs to better promote learning and student success To provide common definations and benchmarks for students abilities that will enable us to act more coherently and effectively to promote student learning. To provide feedback ,guidance and mentoring to student so as to help them better plan and execute their educational program
- 7. Diagnostic :tell us what the student need to learnm Formative : tell us how well the student is doing as work progresses Summative : tell us hw well the student did at the end of a unit/task
- 8. Student learningcharacteristics - Ability differences - Learning style Student motivational characteristics -interest -self-efficiency -goal orientation Learning - Contents knowledge - Ability to apply content knowledge - skills
- 9. It shouldbe reliable and valid It should benefits to all student It should be simple to operate and should not costly It should be seen by student and society in general
- 10. Teacher Student Student’s peer Administor Parents
- 11. use itto improve the focus of our teaching Use It to focus student attention of strenghts and weaknesses Use it to improve progrmm planning (program assesment) use it for reporting to parents
- 12. Classroom Assesment Performance assesment Portfolios Rubric Laboratory Performance
- 13. Informal assesment: Teacher spontaneous , day to day observation of students performances Example: Asking question Listening to student discussion Conducting student conference
- 14. Informal assessment Strength -canbe done during teaching Easy to individualize Weakness -require high level of teaching skill -Is vulnerable to bias, inequilties and mistakes.
- 15. Formal assesment Assesmentthat is planned in advance and used to assess a predetermined content and/or skill domain. Strength : - Allows the teacher to evaluate all students sysmetically on the important skilla and concept - Help teacher determine how well students are progressing over entire year - Provides useful information to parents and administrators
- 16. Assessment thatelicits and evaluates actual student performances Type of performance i) Product : drawing,science experimen,solution to authentic problem,term papers ii) Behavior : time trial for running a mile , reciting a poem, dancing
- 17. Strength: Effective forassessing higher level thinking and authentic learning. Effective for assessing skill and procedural learning Interesting and motivating for students Weakness - Hard to score fairly - Difficult to construct
- 18. A collectionof student samples representing or demonstrating student academic growth. It can include formative and summative assessment, it may contain written work,journals,maps, chart,survey Portfolio are systematicc,purposeful and meaningful collection of students work in one or more subject areas
- 19. For students: Helpstudent make choice Shows growth over time Demonstrates how student think Encourage them to take responsibility for their workl. For teachers: Provides a framework for organizing students work Highlights performance –based activities over year Facilities student information for decision making
- 20. For parents Offerinsight into what their children di in school Gives the parent an opportunity to react to what their child is doing in school and their development Shows parents how to make a portfolio so that they may do at home at the same time
- 21. For administors -provide evidencethat teacher/school goals are being met -shows growth of students and teacher -provide data from various source
- 22. Three basicmodels : Showcase model : consist of work samples chosen by the student Descriptive model: consisting of representive work of the student, with no attempt at evaluation Evaluative model , consisting of representative products that have been evaluate by criteria.
- 23. require moretime for faculty to evaluate than test or simple-sample assesment require students to compile their own work, usually outside of class. Do not easily deminstrate lower-level thinking, such as recakk of knowledge. May threaten student whi limit their learning to cramming for doing it at the last minute
- 24. It isa scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather tahan a single numerical score. it is a working guide for students and teachers, usually handed out before the assignment begins in orer to get students to think about the criteria in which their work will be judged
- 25. Free-response questions Oral or powerpoint presentations reflection./journal Article revies or reactions Essay
- 26. A fairassesment is one in which students are given equitable opporyunities to demonstrate what they know and can do classroom assesment is not only for grading or ranking purpose, its goal is to inform instruction by providing teachers with information to help them make good educational decisions Assesment is integrate with students day-to-day learning experience rather than a series of an end-of-course test.