This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.

1. ASSESSMENT
Ms.Priti Rai & Dr. Sheela Chacko

2. Critical Components of
Achievement
assessment
achievement
strategies
management

3. What is Assessment?
• It is the range of procedures to evaluate a
students learning (observation, rating of
performance or project and paper-pencil test).

4. What is Evaluation?
• Evaluation is the process of interpreting the
evidence and making judgment and decision
on the evidence. If the assessment is not
sound the evaluation will not be sound.

5. Balanced Assessment
Traditional
Portfolio
Performance
Knowledge
Curriculum
skills
Process
Product
growth
Process
Product
growth
•Tests
•Quiz
•Assignment
•Standardized tests
• Growth&
• Development
• Reflection
• Goal setting
• Self- evaluation
•Collaboration
•Tasks
•Criteria
•Rubrics
•Examination of student work

7. Four Dimensions of Assessment
Assessment “for”
Learning
(Assessment)
Performance
Assessment
Assessment “of”
Learning
(Evaluation)
Student Portfolio

8. Assessment for Learning(Assessment)
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Formative assessment
Ongoing feedback in ‘real time’
“Do over” to allow improvements
Helps teacher improve their teaching
Helps students improve their learning

9. Assessment of Learning (Evaluation)
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Summative
Final judgment based on evidence
Analysis and evaluation of data
“Last attempt” to meet standards
Used to evaluate teachers’ effectiveness

10. Performance Assessment
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Meaningful and authentic task
Interactive teaching strategies
Collaborative and cooperative learning
Student motivation and engagement
Metacognition and self assessment

11. Portfolio
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Collection of evidence
Development and growth
Progress over time
Final product or performance
Reflections on all work
Self assessments using rubric
Framework for learning
Examination of student work

12. Formative Assessment
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It is classroom assessment,
teacher provide specific feedback
It can begin as a background probe
After a short learning episode it can be given
Entire instruction is sprinkled with Formative
assessment

13. Eg.1-Background knowledge probe
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Purpose : to determine the best starting point.
Eg. Probes for the unit: LIGHT
What is light?
What are the sources of light?
How shadows are formed?

14. Eg.2-Memory Matrix
• Purpose: A two dimensional diagram to assess
student’s recall of important course content
and their skill at quickly organizing that
information into categories provided by the
instructor.
STRUCTURE
mitochondria
centriole
chloroplast
DIAGRAM
FUNCTION
LOCATION
(PLANT
/ANIMAL)

15. Eg.3-Concept map

17. How formative assessment helps?
• Student:
– Helps to identify the gaps in learning
– Teacher can motivate the students
• Teacher:
– Allows to modify teaching according to the
learning gaps
– Allows to use different strategy if the gap is not
bridged with one strategy.

18. Performance assessment web
Emphasis on
meta
cognition
Based
Learning that
transfers
Clear
standards&
criteria
Performance
assessment
Positive
interaction
between
teacher &
student
Based
Meaningful
tasks
Based quality
products &
performance

19. Characteristics of Performance
Assessment
• Problem scenarios - realistic
• Assessing higher order thinking skills

20. PORTFOLIOS
• A collection of student work that
showcases what students know as well as
what students think and feel.
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Creative cover
Letter to the reader
Table of content
Reflections to reveal student’s insight
Self evaluation to analyze strengths and weakness
Goal setting – short and long term
Reflection or comments from peers
Comments from teachers
Descriptions of major concepts learned
Reference list

21. Types of portfolio
• Writing- dated writing samples to show
process and products
• Process folios- first and second draft of
assignments along with the final product to
show growth
• Unit- one unit of study (e.g. Egypt, angles,
frog, elections)
• Best work- students and teachers selections of
the students best work.
• Standards- evidence to document meeting
standards.

22. Steps in portfolio
collect
select
reflect

23. Collect
Collect artifacts like cassette tape,
pictures, compact disks, projects,
journals, logs, artwork, musical
work and assignments that
feature work from all multiple
intelligence related to the topic of
the theme.

24. SELECT
Both students and teachers can
select the items to be included in the
final portfolio, peers and parents
sometimes selects the items and
write a comment or reflection about
the pieces – when there is a
exhibition.

25. REFLECT
It is the heart and soul of portfolio, the act of
reflection is what makes a portfolio different
from course notebook. Martin-Kneip (2000)
says that reflection could be a letter to the
reader, an introduction to the work. A
portfolio without the reflection is not really a
portfolio but rather a collection of work that is
hard to decipher without commentary from its
author.

26. Process in Reflection
Labeling- first step is to label each artifacts in the
portfolio
• Showcases my interests
• Best work
• Most challenging
• Most creative
• A nightmare
• First draft
• Targets the objectives

27. Stem Questions- many students do not have any idea what to
write, teachers can help them by assigning stem questions
like:
• This piece shows that I have met standards because
______________
• This piece shows that I really understand the content
because____
• People who knew me last year would never believe this piece
because________.
• This piece was my greatest challenge because
____________________
• My parents, teachers and friends like this piece because
________
• I understand the big idea of this unit because
__________________

28. • Goal Setting- Students need to set
goals within a pre determined period
of time.
• Mirror Page- Another method to help
students gain insight on their work is
to ask them to organize their portfolio
so that they place the item or piece of
evidence on one page and write a
description of the piece followed by a
reflection or reaction to it.

29. REFLECTION LOG
Name: Priti Rai
17/02/2012
Topic: Assessment
Date:
Key facts from this presentation:
__________________________
__________________________
Big idea from this presentation:
__________________________
__________________________
Connections I can make with others ideas, different content
areas, current events or personal life experiences:
__________________________
__________________________

30. Essential question I still have (doubt) about this
topic:
__________________________
__________________________
Follow up research I could do to answer these
question:
__________________________
_________________
Summary Statement:
__________________________
__________________________

31. Conclusion
If teachers focus on balancing their
assessments, they can meet the needs of
all their students, As Burke (2006) states
“Assessment like diets and budgets, needs
to be balanced. The balanced assessment
model that integrates traditional teaching
and testing, portfolio or work samples,
and performance tasks and projects
meets the needs of. . .. the students”.

32. No one assessment tool by itself is capable
of producing the quality information
needed to make an accurate judgment of
a student’s knowledge, skills,
understanding or curriculum, motivation,
social skills, processing skills and lifelonglearning skills. Hence teachers need to
combine various methods of assessment
so that the strength of one offset the
limitation of the other.