1. Assessment of learning is an integral part of the teaching and learning process. It is used to determine if learning objectives have been achieved and guide future instruction. 2. The results of assessments should be provided to learners in a timely manner so they understand their progress towards goals. Formative assessments especially should be frequent to identify learning needs early. 3. When assessing learning, teachers should account for different learning styles and intelligences by using a variety of assessment methods beyond just written tests. This ensures assessments are fair for all students.

1. Assessment of
Learning

2. « If the proof of the pudding is in eating then the
proof of learning is results obtained from assessing. »

3. 1.Assessment of learning is an
integral part of
teaching-learning process.
* We teach with a certain objective to
attain.
* Assessment is a sine qua non of
teaching.
Guiding Principles in the
Assessment of Learning

4. • What we do after we have taught is determine
by the assessment results that we get after
teaching.
Corrective
Measures Next
Competency?

5. • The formative evaluation must be done
frequently to determine learning that
early.
• Students are made to understand that
the purpose of assessment is to check
on learning.

6. 2. Assessment tool should match
with performance objective.
• Which assessment tool to use?
• Which test to formulate must
be based on our performance
objective?

7. • Assessment should be aligned with
performance objective, so that assessment tool
can be valid.
• Example: To dance cha-cha

8. Product Assessment
• Written products- term papers, short play,
laboratory report, newspaper articles, and
letters to public officials.

9. • Physical products- dioramas, sculptures,
photographs.

10. 3.The result of assessment must be
fed back to the learners.
• Assessment process serves its purpose
only when we return corrected quizzes,
tests, seat works, assignments and
evaluated projects at the soonest time
possible.

11. • Students need to know if they are
progressing the benchmark set at the
beginning set at the beginning of the
class.

12. 4. In assessing learning, teachers
must consider learners’ learning
styles and multiple intelligences
and so much come up with a
variety of ways of assessing
learning.

13. • With written test, “language smart” students
are always at an advantage.
• However, it would be a disadvantage for the
kinesthetically, musical and spatially intelligent
students.

14. • Learning styles and multiple intelligences
are considered in our assessment activities
if they are integrated in our assessment
activities themselves.
• The traditional assessment practice of giving
written test is quite inadequate. We need to
introduce other techniques like portfolio
assessment and other authentic tools.

16. 5. To contribute to the building of the
culture of success in the school, it is
pedagogically sound that in our
assessment techniques we give some
positive feedback along with not so
good.

17. • Comments like nicely put, well done, fine idea,
good point on students will boost their ego
and add to their level of confidence.
• Starting our critical evaluation of a
performance by accentuating on positive
points and use suggestions in not so good
points

18. 6. Emphasize on self assessment
• If students make learning objectives their own,
it is proper that in the assessment stage they
do their self assessment.
• Learning is a personal process.

19. “Assessment should not force to compete against one another; any
competition should be between students and their own prior
performance”