The document discusses various methods of student assessment in secondary education. It describes three main types of assessment: diagnostic to identify student knowledge and skills, formative to provide feedback during learning, and summative to evaluate learning after instruction. Several assessment methods are outlined for each type, including tests, exams, observations, homework, projects and portfolios. The document also covers preparing assessment materials, analyzing student results, and scheduling assessments.

1. Chapter Five
ASSESSMENT METHODS IN SECONDARY
AND PREPARATORY SCHOOL ICT
TEACHING-LEARNING PROCESS

2. Introduction
• Assessment methods are the strategies, techniques,
tools and instruments for collecting information to
determine the extent to which students demonstrate
desired learning outcomes.
• A test or examination (informally, exam or evaluation) is
an assessment intended to measure a test
taker's knowledge, skill, aptitude, physical fitness, or
classification in many other topics.
• A test may be administered verbally, on paper, on
a computer, or in a predetermined area that requires a
test taker to demonstrate or perform a set of skills.

3. Introduction
• A test score may be interpreted with regards
to a norm or criterion, or occasionally both.
• A standardized test is any test that is
administered and scored in a consistent
manner
• A non-standardized test is usually flexible in
scope and format, variable in difficulty and
significance.

4. Aim of Student Assessment
• gives essential information about what our
students are learning and about the extent to
which we are meeting our teaching goals.
• enables students to identify their own
strengths and weaknesses and to determine
the kinds of information they need to correct
their learning deficiencies and misconceptions.
• Encourages and rewards effective teaching
practices

5. Aim of Student Assessment(cont’d)
• for improving their teaching methods and for
guiding and motivating students to be actively
involved in their own learning.
• assessment provides important feedback to
both instructors and students.
• It can also be used for improving instruction,
course content, and curricular structure.

6. Major types of assessment
• Several methods should be used to assess
student learning outcomes.
• There are three types of assessment:
diagnostic, formative, and summative.
• Diagnostic assessment can help you to
identify your students’ current knowledge of
a subject, their skill sets and capabilities.

7. Major types of assessment(cont’d)
• Types of Diagnostic Assessments
– Pre-tests (on content and abilities)
– Self-assessments (identifying skills and competencies)
– Discussion board responses (on content-specific prompts)
– Interviews (brief, private, 10-minute interview of each
student)
• Formative assessment provides feedback and
information during the instructional process, while
learning is taking place, and while learning is occurring.
• A primary focus of formative assessment is to identify
areas that may need improvement.

8. Major types of assessment(cont’d)
• typically are not graded and act as a gauge to students’
learning progress and to determine teaching
effectiveness (implementing appropriate methods and
activities).
• formative assessment is not well understood by
teachers and is weak in practice.
• Types of Formative Assessment
– Observations during in-class activities
– Homework exercises as review
– Reflections journals that are reviewed
– Question and answer sessions
– Conferences between the instructor and student
– self-evaluation of performance and progress

9. Major types of assessment(cont’d)
• Summative assessment takes place after the
learning has been completed.
• a set of standards or expectations, can be used
for summative assessment.
• Grades are usually an outcome of summative
assessment.
• Summative assessment is more product-oriented
and assesses the final product, whereas
formative assessment focuses on the process
toward completing the product.

10. Major types of assessment(cont’d)
• Types of Summative Assessment:
– Examinations(major, high-stakes exams)
– Term papers
– Projects
– Portfolios (could also be assessed during it’s
development as a formative assessment)
– Performances
– Instructor self-evaluation

11. Methods of assessment material
preparation
• You want to develop a test that assesses the…
– major concepts and practices of the unit
– content presented and emphasized in class and materials
– student recognition and recall, logic and reasoning, skills
and applications, productivity
– creativity and outlooks and dispositions
• … in ways that are…
– visibly fair (whether the item is scored using an objective
outcome or a subjective range)
– clearly stated (regarding instructions, content, and context)
– realistically achievable (by at least 85% of the class)

12. Methods of assessment material
preparation(cont’d)
• The overarching aims are to develop performance-based
summative assessments that earn scores of A:
– Applicable to the academic standards and expectations
– Authentic to the curricular content and context
– Appropriate to the students’ learning styles, needs, and
interests
– Attractive to your students as a group and as individuals
– Active involvement in the planning, preparation, and
performance
– Achievable by your students as in-class activities and out-of-
class assignments (alert to family and caregiver assistance)
– Accompanied with appropriate time and task management.

13. Analysis of student assessment and
taking appropriate actions
• an assessment’s effectiveness in improving learning
depends on its relationships to curriculum and
instruction.
• students need feedback to monitor their own success
in learning and to know how to improve.
• Teachers make observations of student understanding
and performance in a variety of ways: from classroom
dialogue, questioning, seatwork and homework
assignments, formal tests, less formal quizzes, projects,
portfolios, and so on. In such a case take immediate
remedial action.

14. Analysis of student assessment and
taking appropriate actions(cont’d)
• For all summative assessments (i.e., papers, projects, portfolios,
presentations, and/or tests) your final tasks are to (a) analyze the
items and (b) modify your practices.
• Conduct an item analysis on the tests. That means, identify the
items that most students answered or responded to incorrectly.
• For any item that students do not answer or respond to correctly,
you need to reflect on five parts of you the teaching, learning, and
schooling:
– your curricular content: what you teach and expect students to learn
– your instructional strategies: how you teach and expect student to
engage
– your assessment techniques and tools: how you monitor and
measure student progress
– your in-class activities: what you expect your students to produce in
class
– your out-of-class assignments: what you expect your students to
connect and/or achieve out-of-class.

15. Assessment scheduling
• It is very important that you pay close attention
when scheduling an appointment as to which
campus you made your appointment at.
• Students are encouraged to agree with the
schedule their assessments conducted
• Take in to consideration, If you require extra time
or other accommodations for a disabilities.
• Give sufficient time when you prepare exam
based on the weight and its type.