assessment-in-learning.pptx for learning

21st
Century Learner
Is about constructing and validating
knowledge.
- A student who has the skills to navigate
the digital world and work
collaboratively to problems

ASSESSMENT IN THE
CONTEXT OF TEACHING

ASSESSMENT IN THE
CONTEXT OF TEACHING
DIAGNOSTIC, FORMATIVE,
SUMMATIVE

AS A STUDENT,YOU HAVE BEEN THROUGH A LOT OF ASSESSMENTS, MOST OF
WHICH IF NOT ALL,YOU DID NOT WELCOME. IF YOU ONLY HAD A CHOICE,YOU
WOULD NOT SUBJECT YOURSELF TO THE ASSESSMENT PROCESS. ONE OF THE
POPULAR BARGAIN THAT STUDENTS ASK OF THEIR TEACHERS IS “ NO MORE
TEST, MA’AM/SIR”

IF IT WAS NOT POSSIBLE,THE REQUEST WOULD GO THIS WAY “
PLEASE GIVE A TEST WHICH WE CAN ANSWER EVEN WITHOUT
STUDYING”.THESE JUST PROVE THAT SEVERAL STUDENTS HAVE A
NEGATIVE ATTITUDE TOWARD ASSESSMENT.

DIAGNOSTIC ASSESSMENT
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT

Diagnostic assessment?
This is a form of pre- assessment that
allows a teacher to determine
individual student’s prior knowledge
including misconceptions before
instructions.

a pre-test or evaluation that helps
teachers identify what students
know and can do

When to use diagnostic
assessment
a. At the beginning of a course
or unit
b. Before one-on-one instruction
c. At the end of a course

How to use diagnostic assessment
1. Compare pre- and post-course assessments
to show
student improvement
2. Group students for remediation or
enrichment
3. Use the results to plan instruction
4. Use the results to make instructional
adjustments

In short, it is primarily diagnose what students
already know and don’t yet know in order to
guide instructions.
The results of diagnostic assessment also
provide a basis for comparison to determine
how much learning has taken place after the
learning activity is completed.

Example:
-Unit pre- tests
- Exit tests
-Surveys
-Checklists

-A diagnostic assessment is a form
of pre-assessment or a pre-test
where teachers can evaluate
students' strengths, weaknesses,
knowledge and skills before their
instruction. These assessments are
typically low-stakes and usually
don't count for grades.

 Formative assessment takes place DURING
instruction (during the formative process) to provide
the teacher with information regarding how well the
learning objectives of a given learning activity are
being met.
 According to Merriam webster dictionary
‘FORMATIVE” means of, relating to, or
characterized by important growth or formation.

 In formative assessment, teachers monitor student learning to
get on going feedback to improve their teaching and for
students to improve their learning.
 In formative assessment, students are helped to identify their
strength and weaknesses and target area that need work.
Likewise, teachers are also helped to recognize where
students, are struggling and so address problems
immediately.
 It is evidenced- based improvement of on – going teaching
learning.

HOW TO USE FORMATIVE ASSESSMENT
•Teachers use a variety of questioning
strategies to identify areas of difficulty
•Teachers provide detailed feedback on
student work
•Teachers observe and survey students to
determine if activities should be modified
•Teachers use frequent assessments to identify
patterns of achievement
NOTE: Frequent assessment is a teaching strategy that involves evaluating
student learning on a regular basis. It can help students learn more and
teachers improve their teaching.

Formative assessment is refereed to as
“ASSESSMENT FOR LEARNING” because it is
meant to ensure that learning takes place. In
the process of instruction, the teacher checks
on student’s learning. If he/she discovers that
concepts and skills are not yet mastered, right
there and then, the teacher re-teaches to
ensure learning. Thus, the phrase
“ASSESSMENT FOR LEARNING”

EXAMPLE OF FORMATIVE ASSESSMENT
- SOCRATIIVE or informal questioning
- Quiz
- Assignment
- Discussion board
- Buzz group

This is used to evaluate student learning at
the end of a defined instructional period.
While formative assessment is referred to as
“assessment for learning” Summative
assessment is referred to as “assessment of
learning”.

A summative assessment is a way to
evaluate how well students have
learned the material in a
course. Summative assessments are
typically given at the end of a unit or
course. They help teachers determine
if students have met the learning
objectives and if they are ready to
move on to the next level.

EXAMPLE OF SUMMATIVE
ASSESSMENT
Midterm exam
Periodical test
Final project

It is assessment of learning
typically at the end of a project,
unit, course, semester, programs,
or school year.

 Can be done through paper – and- pencil tests and
non – paper-pencil tests.
NOTE: A "non-paper-pencil test" refers to any assessment
method that does not require students to write answers on
paper with a pencil, essentially encompassing a wide range
of alternative assessment formats like oral presentations,
portfolios, projects, computer-based tests, simulations,
performance-based assessments, and practical
demonstrations, where students demonstrate their
knowledge and skills through active engagement rather
than solely written responses.

ASSESSMENT OF LEARNING VS.
ASSESSMENT FOR LEARNING
 Assessments of Learning
Assessments of learning are typically administered at
the end of a unit or grading period and evaluate a
student’s understanding by comparing his or her
achievement against a class-, district-, or
nationwide benchmark or standard
 Assessments for Learning
Assessments for learning – also described
as assessments as learning – assess a student’s
comprehension and understanding of a skill or
lesson during the learning and teaching process.

TRADITIONAL VS.
AUTHENTIC ASSESSMENT

TRADITIONAL ASSESSMENT
An assessment includes the paper-
pencil tests. Paper – and- Pencil tests
either the selected response type or
constructed – response.

SELECTED
RESPONSE
Constructed response
(CR) questions are a type
of assessment question
that ask students to
create their own
answers. They are also
known as open-ended
questions, short answer
questions, or essay
questions.
Example:
- Essay
- Problem Solving
- Short Questions to
answer
CONSTRUCTED
RESPONSE TYPE
Selected response
questions
are questions that
have a single best
answer, and
students choose the
answer from a set of
options
Example:
- Multiple choice
- True or false
- Matching type

SELECTED
RESPONSE
CONSTRUCTED
RESPONSE TYPE
PAPER – AND-
PENCIL- TEST
(TRADITIONAL
ASSESSMENT)

One key feature of traditional assessments is that
they're often summative, meaning they are
assessments that are given at the end of a learning
period—like a chapter, unit, or semester—to sum up
what a student has learned.
The primary purpose of traditional assessment is to evaluate
student learning outcomes.

 Traditional assessments have
SEVERAL DEFINING CHARACTERISTICS:
• Standardized: The same test is given to all students.
• Summative: Aimed at evaluating learning outcomes.
• Objective: Grading is often automated or follows a strict
rubric.
• Time-Bound: Usually conducted within a set timeframe.

 The term authentic assessment was coined by
GRANT WIGGINS (1993) a leading proponent of
reform in testing. Assessment in termed AUTHENTIC
because student’s knowledge and skills are assessed
in a context that approximates the real world or real
life as closely as possible.

 That is why AUNTHENTIC assessment also called as
“PERFORMANCE ASSESSMENT”.
 Authentic Assessment is also called as NON –
TRADITIONAL ASESSEMENT and ALTERNATIVE
ASSESSMENT. It is referred to as ALTERNATIVE
ASSESSMENT it offers students more choices than
just taking a paper- and- pencil test.

- Authentic assessment is a method of
evaluation that asks students to apply their
knowledge and skills in real-world scenarios.

 Can be in the form of student’s performance to display
skills learned, mastery of a process or procedure or in
the form of a product or concrete output.
 Examples:
- Give a class report using power point presentation
- Performance in baking
- Students create research paper
- Portfolio

NORM VS. CRITERION- REFERENCED
ASSESSMENT

ASSESSMENT
- Norm-referenced assessments are designed to compare a
student's performance against a larger group, often at
a national level. These assessments are useful for identifying
where a student stands in relation to their peers, some
examples include standardized tests.
- Norm-referenced assessments are particularly useful for
identifying high and low performers within a larger group. This
is often beneficial for college admissions, scholarship
allocations, and other competitive scenarios where ranking
is essential.
Example : Ranking System

ASSESSMENT
- On the other hand, criterion-referenced assessments focus on
measuring a student's skills or knowledge based on
predefined criteria or learning objectives. These
assessments are often used in classrooms to gauge whether a
student has mastered specific content or skills.
- Example : Category of students between “BASIC” “
PROFICIENT”“ADVANCED”

ASSIGNMENT:
SEARCH ABOUT THE FOLLOWING:
LEARNING OUTCOMES
MEANING AND SOURCES
CHARACTERISTICS OF GOOD LEARNING OUTCOMES

LEARNING OUTCOMES
- The learning outcomes provide an overview of what
students should know, be able to do, or be able to value after
completing a course or program.
- Learning outcomes means how much knowledge or skills a
student should acquire through various assignments, course,
class or programs, by the end of a specific time period. They
are observable and measurable by knowledge, skills, abilities,
values, etc. Learning outcomes describe clearly what it is you
want your students to be able to do by the end of a course.

LEARNING OUTCOMES
- THE TERM “LEARNING OUTCOMES” CAN BE DEFINED AS AN
AMALGAMATION OF A LEARNER’S KNOWLEDGE, SKILL SET, AND
THE ABILITY TO LEVERAGE THEM IN REAL-TIME SITUATIONS.
- THERE ARE SEVERAL TAXONOMIES SUCH AS SOLO
(STRUCTURE OF OBSERVED LEARNING OUTCOMES), BLOOM’S
TAXONOMY, FINK'S TAXONOMY, WIGGINS AND MCTIGHE
TAXONOMY ON EDUCATION.

5 TYPES OF LEARNING OUTCOMES
1. INTELLECTUAL SKILLS THIS TYPE OF LEARNING OUTCOME
ENABLES THE LEARNER TO UNDERSTAND RULES, CONCEPTS,
OR PROCEDURES.
2. COGNITIVE STRATEGY IN THIS TYPE, THE LEARNER USES HIS
OR HER THINKING ABILITIES TO MAKE STRATEGIES AND
ORGANIZE, LEARN, THINK, AND BEHAVE.
3. VERBAL INFORMATION
4. MOTOR SKILLS
5. ATTITUDE
Note: An intellectual is a person who engages in critical thinking, research, and reflection about the nature of
reality, especially the nature of society and proposed solutions for its normative problems.
Verbal information is information that is conveyed through spoken or written words.

5 TYPES OF LEARNING OUTCOMES
1. INTELLECTUAL SKILLS THIS TYPE OF LEARNING OUTCOME
ENABLES THE LEARNER TO UNDERSTAND RULES, CONCEPTS,
OR PROCEDURES.
2. COGNITIVE STRATEGY IN THIS TYPE, THE LEARNER USES HIS
OR HER THINKING ABILITIES TO MAKE STRATEGIES AND
ORGANIZE, LEARN, THINK, AND BEHAVE.
3. VERBAL INFORMATION
4. MOTOR SKILLS
5. ATTITUDE

WHAT IS THE FOCUS OF STUDENT
LEARNING OUTCOME?

THE MAIN FOCUS OF STUDENT
LEARNING OUTCOMES IS TO
MAKE STUDENTS ACADEMICALLY
SOUND, SKILLFUL, AND PREPARE
THEM FOR LIFE-LONG
LEARNING.

WHEN WE SPEAK OF “LEARNING
OUTCOMES” – WE MUST PAY
ATTENTION TO WHETHER THEY ARE–
S-SPECIFIC
M-MEASURABLE
A-ACHIEVABLE
R-REALISTIC
T-TIMELY

https://www.iitms.co.in/blog/learning-
outcomes-types-benefits-examples.html

CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

1. Good Learning Outcomes are Very
Specific and Use Active Language
2. Are Primarily Concerned with the
Student
3. Are Practical, Not Inspirational
4. Focus on the Application and
Integration of Acquired Knowledge
and Skills
5. Indicate Useful Modes of
Assessment

1. Good Learning Outcomes are Very
Specific and Use Active Language
These outcomes are usually very specific
and use verbs in particular, which makes
the expectation clear
It informs students of the standards by
which they will be assessed and ensures
that student and teacher goals in the
course are aligned.
Wherever possible, avoid terms such as
"demonstrate," "understand," or
"discuss" that can be interpreted in
many ways

2. Are Primarily Concerned with the
Student
Rather than explaining what the teacher will do in the
lecture, good learning outcomes describe skills that the
student will employ and help them understand why
those skills are valuable and useful to their
professional, personal, and academic futures.

3. Are Practical, Not Inspirational
All passing students must be able to demonstrate the
knowledge or skill described by the learning outcome
at the conclusion of the course. In this way, ;learning
outcomes establish standards for the course.

4. Focus on the Application and
Integration of Acquired Knowledge
and Skills
Good learning outcomes reflect the ways in which
the described knowledge and skills may be used
by the student now and in the future.

5. Indicate Useful Modes of
Assessment
Specific elements are assessed. Good learning
outcomes prepare students for assessment and
help them feel engaged in and empowered by the
evaluation and assessment process.

PRACTICES TO AVOID WHILE BUILDING LEARNING OUTCOMES
While articulating learning outcomes, the faculty or educators must take
care of the following-
•Do not focus on “teacher-centric” practices -always make the learning
“student-centric”
•Do not confine the learning outcomes to course or program outcomes.
•Do not include projects that are not aligned with the students learning
outcomes
•Do not force students to learn the theoretical concepts for an
academic score, instead encourage them to learn with practical
experiments
•Be specific in terms of what to expect- the learning outcomes must be
measurable

LEVELS OF LEARNING OUTCOMES
- BLOOM’S REVISED TAXONOMY
CREATE LEARNING OBJECTIVES ALIGNING WITH YOUR LEARNING ACTIVITIES

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