This document discusses different methods for assessing student learning. It begins by explaining that regular assessment allows teachers to measure how much students are learning. Several classroom assessment techniques are then described, including background knowledge probes, one-minute papers, one-sentence summaries, and identifying principles. Rubrics are also explained as a scoring guide that defines evaluation criteria. The document provides examples and procedures for implementing these various assessment strategies in the classroom.

1. ASSESSMENT
of
LEARNING
As reported by Marvin B. Gonzaga
BSED-Bio. Sci.

2. How is learning assessed?
A learning conscious
teacher conducts
regular assessment to
measure the extent
of the students’
learning.
One of the main reasons
for giving assessment is to
find out if the students
have accomplished the
criteria of an assigned task
Learning has nothing to do
with what the teacher
covers
At the start, the teacher has to make it categorical what the
learning criteria are of a specific lesson. If the student
masters a criterion, give the student enrichment works.
Otherwise, give the student remediation and corrective help.

3. Classroom Assessment
Techniques
1. Background Knowledge Probe
Description
 These are short, simple questionnaires prepared by
teachers for use at the beginning of the school year,
at the start of the new unit or lesson, or prior to
introducing an important new topic.
 May require students to write short answers, to circle
correct response to multiple-choice questions, or
both.

4. Procedures
1. Consider what the students may already know about
an important new concept. Try to find at least one
point that students are most likely to know, and use that
to lead to other, less familiar points.
2. Prepare a few questions that will probe the students’
existing knowledge of the concept, topic or subject.
3. Write your questions on the board or hand out short
questionnaires. Make a point of announcing that these
are not graded tests or quizzes.
4. At the next meeting, tell the students of the results and
let them know how that information will affect you as a
teacher and how it will affect them as learners.

5. 2. One-Minute Paper
Description
 Also known as the Half-Sheet Response and Minute
Paper.
 A teacher asks students to respond briefly to some
variation on the following questions:
“What
was the most important thing you learned
during this class?”
“What
unanswered?”
and
important
question
remains

6. Procedures
1. Decide what you want to focus on and when to
administer this method.
2. Write Minute Paper prompts that fit your course
and students.
3. Set aside 5 – 10 minutes to use the technique, as
well as time later to discuss the results.
4. Write the questions beforehand on the board.
5. At a convenient time, hand out pieces of paper to
be used in writing students’ answers.
6. Unless there is a good reason to do so, direct
students to leave their names off their papers.
7. Let students know how much time they will have,
what kinds of answers you want, and when they
can expect feedback.

7. 3. One-Sentence Summary
Description
Challenges students to answer the questions
“ Who does what to whom, when, where,
how, and why? ” (WDWWWWHW)
about a given topic, and then to synthesize those
answers into a simple, informative, grammatical,
and long summary sentence.

8. Procedures
1. Select a topic or work that your students have
recently studied.
2. Answer the questions “Who Did/Does What to
Whom, When, Where, How and Why?” in relation to
that topic.
3. Turn your answers into grammatical sentence that
follows the WDWWWWHW pattern.
4. Allow your students twice as much time as it took
to carry out the task and give them clear directions
on the One-Sentence Summary technique.

9. 4. What’s The Principle?
Description
 After students figure out what type of problem
they are dealing with, they often must decide
what principle/s to apply in order to solve the
problem.
 Very helpful for Physical Science in high school
and even in intermediate elementary.

10. Procedures
1. Identify the basic principles that you expect
students to learn in your course.
2. Find or create sample problems or examples that
illustrate each of these principles.
3. Create a form that includes the listing of the
relevant principles and matching examples.
4. Try out your assessment to make sure it is not too
difficult.
5. After applying the necessary revisions, apply the
assessment.

11. 4. Rubrics
Description
 A rubric is a scoring guide used in subjective
assessments.
 Implies that a rule defining the criteria of an
assessment system is followed by evaluation.
 It can be an explicit description of a
performance characteristics corresponding to a
point on a rating scale or the definition of a single
scoring point on a scale.
 Can be used to classify any product or
behavior, such as essays, research reports,
portfolios, artworks, recitals, performances, etc.

12. Example

13. Advantages
• Complex products or behaviors can be examined
efficiently.
• Developing a rubric helps to precisely define faculty
expectations.
• They are useful for assessments involving multiple
reviewers.
• Summaries of results can reveal patterns of student
strengths and areas of concern.
• Rubrics are criterion-referenced, rather than normreferenced. This is more compatible with cooperative
and
collaborative
learning
environments
than
competitive grading schemes.
•Ratings can be done by students to assess their own
work, or can be done by others, such as peers, fieldwork
supervisors, or faculty.

14. Steps in Making Rubrics
 Identify what you are assessing (eg. Critical thinking)
 Identify the characteristics of what you are assessing
(eg. Appropriate use of evidence, recognition of logical
fallacies).
 Describe the best work you could expect using these
characteristics. (The Top Category)
 Describe the worst acceptable product using these
characteristics. (The Lowest Acceptable Category)
 An unacceptable product describes The Lowest
Category.
 Develop descriptions of intermediate-level products
and assign them to intermediate categories.
 Revise as needed to eliminate ambiguities.

15. T
H
E
E
N
D
Thanks!