Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Uploaded byAroobaCh2
PPTX, PDF11,148 views

Classroom Assessment

The document discusses various aspects of classroom assessment, emphasizing its role as an ongoing process aimed at enhancing student learning and teaching effectiveness. It distinguishes classroom assessment from traditional testing, highlighting its focus on qualitative and quantitative data collection to gauge student understanding, strengths, and areas for improvement. Furthermore, it outlines different types of assessments, the principles of effective assessment, and techniques for implementing classroom assessments to foster a supportive learning environment.

Education◦
Downloaded 88 times
NAME: AROOBA
 Assessment  Classroom Assessment  WH Questions  Definition of Assessment  The role of Assessment  How is classroom assessment different?  Types of Assessment  General Principal of Assessment  Effective Assessment  Purpose of Classroom Assessment
Characteristics of Classroom Assessment Importance of Assessment Improve Learning Through Assessment Classroom Assessment Techniques How do I use Classroom Assessment Techniques? Conclusion Reference
 The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’.  In assessment one is suppose to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999)  Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system.
 Is an ongoing process through which teachers and students interact to promote greater learning  The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress, and give feedback for improvement.
 Involves using multiple methods in order to obtain student information through a variety of assessment strategies.  All the processes involves in making decisions about students’ learning progress.  It’s more than just grades and tests!!
 Why to Assess  Goals are met or not  What to Assess  Students current abilities in a given skills or task.(knowledge, skills or behavior)  Whom to Assess  Real learners.  How to Assess  Through different instruments, formal or informal  When to Assess  Through out the process of teaching  How much to Assess  According to individual needs, ability and knowledge.
 Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs.  The process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses.  It is the vital component of the teaching learning process. o Gathering of data o Analyzing data o Interpreting data
Teach Assess Plan There is a cycle of planning, teaching, and assessing that insures students are learning.
 Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades.  The primary goal is to better understand your students' learning and so to improve your teaching.
Types Formal Assessment Informal Assessment Formative Assessmen t Summative Assessment Diagnostic Assessmen t Traditional Assessmen t Authentic Assessment
 Have data which support the conclusions made from the test  Usually refer to these types of tests as standardized measures  These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age
 Are not data driven but rather content and performance driven.  For example: Running Records etc.
 are used to monitor students progress during instruction  Purpose – to make judgments about individual student achievement and assign grades  Example : quizzes, tests, exams, term papers, lab reports, homework
 Comprehensive, typically given at the end of a program and provide for accountability (burns)  Purpose – to inform teaching and improve learning used as “feedback devices”  Examples – pose questions, listen to students questions and comments, monitor body language and facial expressions, Classroom Assessment Techniques
 Used to determine, prior to instruction, a student’s strengths, needs; knowledge and skills.  The result permit the instructor to re- mediate student deficits and adjust instruction and curriculum to meet each pupil’s unique needs.
 The student choose the answers from a given list of choices.  Students are expected to recognized that in this assessment there is only one correct answer.  paper-and Pencil test  Development of HOTS (higher order thinking skills) are being limited.
 Asked to perform a task or construct their own response.  The forms can be devise by the teacher with the collaboration of the students.  Variety of tasks and strategies.  Given opportunity to evaluate his or her own work.  Development of HOTS is fostered to a great extent.
 Assessment should be valid.  Assessment should be reliable and consistent.  Formative assessment and summative assessment should be included in each program.  Assessment should be planned.
 Assessment should be effective when teacher follow the principals of assessment.  Assessment works best when it is ongoing.  Assessment effective when it is achieve.  Assessment effective when it is transparent.  Assessment effective when teacher inform students strong and weak areas.
inform and guide teaching and learning help students set learning goals assign report card grades motivate students
Learner- Centered • Teachers' primary focus is on observation and improving education. Teacher- Directed • Individual teachers decide how to evaluate, and respond to information obtained through this assessment. • Teachers do not have to share the results with anyone outside the classroom.
Context-Specific • Assessments respond to the specific needs and characteristics of teachers, students, and the subjects to which they apply. • Customize to meet the needs of your students and the course. Ongoing • Classroom assessment is an ongoing process. • Part of this process is creating and maintaining a classroom "feedback loop" • Each classroom evaluation function is short-lived. Rooted in Good Teaching Practice • Classroom assessment builds on best practices by providing feedback on making students' learning more organized, more flexible, and more efficient.
 Children who struggle with academics must be identified early and provided interventions (Torgesen, 2002)  Assessments monitor progress by helping determine instruction, identify specific strengths and weaknesses, and evaluate academic abilities (Deno, Mirkin, & Chiang, 1982; Salvia & Ysseldyke, 2004)
Quizzes Tests Writing Assignments Other assessments that teachers administer on a regular basis in their classrooms
 Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in- class activities designed to give you and your students useful feedback on the teaching- learning process as it is happening.  The CATS are divided into three broad categories:  Techniques for assessing course-related knowledge and skills  Techniques for assessing learner attitudes, values and self-awareness  Techniques for assessing learner reactions to instruction
 Decide what you want to learn from a classroom assessment.  Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.  Explain the purpose of the activity to students, then conduct it.  After class, review the results and decide what changes, if any, to make.  Let your students know what you learned from the CAT and how you will use this information.
 Classroom Assessment Techniques are formative evaluation methods that serve two purposes. They can help you to assess the degree to which your students understand the course content and they can provide you with information about the effectiveness of your teaching methods. Most are designed to be quick and easy to use and each CAT provides different kinds of information.
 https://www.slideshare.net/rdhaker2011/assess mentppt  https://www.slideshare.net/jho_anne/definition -of-assessment  https://youtu.be/CbU9xjDXrGg  https://www.slideshare.net/rocelaalegado/class room-assessment-29900285  http://www.learnalberta.ca/content/mewa/htm l/assessment/purpose.html  https://terrymorris.net/cats/char1.htm  http://www.hunter.cuny.edu/academicassessme nt/repository/files/What%20is%20classroom%20a ssessment-1.pdf
Classroom Assessment