Classroom assessment
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Classroom assessment involves gathering and interpreting information about students' responses to educational tasks to monitor progress. Assessment is a broad term that includes testing, where tests are a special form of assessment administered under controlled circumstances. While all tests are assessments, not all assessments are tests. Assessment systematically gathers and analyzes information, excluding grades, to inform and improve student learning and programs. The purposes of assessment include decision making, screening, monitoring progress, assigning grades, determining instructional effectiveness, and clarifying teaching intentions. Evaluation, a complex term, provides information to make value judgments about a situation. Assessment is important to find out what students know, can do, and their process and feelings toward work.
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Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
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Describes the essential components of reliability and validity of the assessment methods with special emphasis on medical education.
Concept of Classroom Assessment
Topic: Concept of Classroom Assessment
Student Name: Sara Mirza
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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what is assessment.pptx
The document discusses assessment, evaluation, and different types of assessment. It defines assessment as systematically gathering information to inform and improve student learning, while evaluation makes a judgment about assessment information. Assessment is formative and provides information to teachers and students, while evaluation is summative and provides information to administrators. There are three main types of assessment: assessment for learning is ongoing and diagnostic; assessment as learning actively involves students; and assessment of learning is summative for grading. Authentic assessment aims to evaluate students' abilities through real-world tasks and projects.
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K to 12 assessment
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses the following key points in 3 sentences or less:
Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
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Classroom assessment is an integral part of curriculum implementation that allows teachers to track learner progress, adjust instruction, and inform learners and parents of performance. There are two types of classroom assessment: formative assessment which is used for learning and adjusting instruction, and summative assessment which evaluates learning at the end of a period using tools like tests, projects, and portfolios. Grades are calculated based on weighted scores from written work, performance tasks, and quarterly assessments administered throughout the term. The most important assessments happen during learning so teachers can identify issues and help students before the end of the period.
Rubric
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Types of assessment
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
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This document discusses designing effective assessment for university courses. It begins by outlining the purposes of assessment, including assessing student learning and improving student learning. Several factors that impact assessment choice are then reviewed, including time constraints and technology reliability. The document provides guidance on developing assessments, noting they should be clearly linked to learning outcomes and enable skills practice. A variety of assessment types are examined, and the benefits of diversifying assessments are presented. The document concludes by defining assessment and grade-related criteria, which should link to learning outcomes and provide clear standards for students.
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The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Performance tasks
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This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Non test assessment
Non-test assessment is an ongoing process that provides feedback to help students increase competence through both informal methods like comments on drafts and formal methods like portfolio reviews. It utilizes various techniques including case studies, problem-solving assignments, homework, projects, portfolios, observations, and presentations to evaluate students without fixed judgments or recorded results.
Role of teaching in assessment.
This document discusses assessment in social science education. It defines assessment as tools used to evaluate students' academic skills and progress. Assessment plays a key role in how students learn and teachers teach. There are three types of assessment: assessment for learning provides feedback to guide instruction; assessment as learning involves students reflecting on their own learning; and assessment of learning evaluates achievement at a point in time. When assessing students in social science, teachers should evaluate various skills, interests, participation, and development on a continuous basis using diverse methods like observations, projects, and portfolios. The purpose of assessment is to reflect on learning and progress in order to support students.
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Concept of Classroom Assessment
Topic: Concept of Classroom Assessment
Student Name: Sara Mirza
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
What is assessment
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Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Alternative Assessment
The document discusses alternative assessment and how it differs from traditional assessment. Alternative assessment refers to procedures that can be incorporated into daily classroom activities and measures students' direct application of skills in authentic tasks, rather than just knowledge acquisition. It emphasizes cooperation, process, and real-world applicability over competition, products, and simplistic skills. Research discussed in the document suggests that alternative assessment is better aligned with constructivist learning theories and supports student-centered education by authentically assessing performance in tasks students may encounter in life. However, barriers to its adoption include faculty resistance and lack of research on some alternative assessment methods.
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Testing, assessment, measurement and evaluation definition
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1. Assessment is the systematic process of monitoring learning to determine strengths and weaknesses, involving observing, collecting, and interpreting information about student performance.
2. The purpose of formative assessment is to provide feedback to students to help them improve, while summative assessment has a gatekeeping function to evaluate student learning at the end of a period.
3. When designing assessments, teachers should ensure the tool effectively measures the intended learning objectives and allows students to demonstrate their knowledge in a clear, unambiguous and fair manner.
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Module 6-L A & E, Weekend.pptx
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1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
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2.1. Assessments Types
2.2. Assessment Method
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2.4. Table of specification and construction of item
2.5. Test administration, making and grading
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3.1. Item difficult level
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One of the most basic and difficult task that teacher face in their work is the process of evaluation classroom. Evaluation include all the processes involved in making decision about students learning progress. It includes the observation of students written work. Their answers to questions in class, and performance on teacher made and standard tests.
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This workshop covered assessment and evaluation in teaching. The goals were to raise awareness of their roles, analyze the interdependence of teaching and assessment, and practice different assessment techniques. Assessment involves collecting qualitative and quantitative information to increase quality, while evaluation makes a final judgment on performance or achievement measured by various tools. Formative assessment monitors learning for feedback, while summative assessment evaluates learning against standards and assigns grades. The document discussed differences between tests and assessments, reasons for testing, alternatives to testing like portfolios and self-assessment, grading, and types of feedback.
assessment and evaluation in education
This document discusses assessment and evaluation in education. It begins by defining assessment as the process of gathering information from multiple sources to develop a deep understanding of what students have learned. Evaluation is assessing programs, personnel, or organizations to improve effectiveness. The document outlines key principles of assessment such as improving student performance and understanding how students learn. It also distinguishes between formative and summative assessment. Overall, the document provides an overview of assessment and evaluation in education, their purposes, and differences between the two concepts.
Testmeasurementassessmentevaluation 1709261508071
This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.
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● Types of event processing models in Mule 4
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Classroom assessment
- 3. Assessment Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs
- 4. Classroom Assessment Classroom assessment is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task.
- 5. Classroom Assessment Assessment is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered
- 6. Important Point In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing. So………Assessment is the systematic gathering and analyzing of information (excluding course grades) to inform and improve student learning or programs of student learning in light of goal- oriented expectations
- 7. Purpose • Gathers information to assist in decision making •Screening •Monitoring students' progress. • Assigning grades or ranks •Determining one's own instructional effectiveness. • Clarifying teachers' instructional intentions.
- 8. What is Evaluation • Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation
- 11. Why Do We Assess? To Improve To Inform To Prove
- 12. Why is it important to assess? To find out what the students know (knowledge). To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process). To find out how students feel about their work (motivation, effort).
- 14. What are the functions of assessment? Diagnostic: tells us what the student needs to learn . Formative: tells us how well the student is doing aswork progresses. Summative: tells us how well the student did at theend of a unit/task
- 15. How should we assess? Day-to-day observation Tests and quizzes Rubrics Rating scales Project work Portfolios