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.

1. NAME: AROOBA

2.  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

3. Characteristics of Classroom
Assessment
Importance of Assessment
Improve Learning Through Assessment
Classroom Assessment Techniques
How do I use Classroom Assessment
Techniques?
Conclusion
Reference

4.  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.

5.  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.

6.  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!!

7.  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.

8.  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

9. Teach
Assess
Plan
There is a cycle of planning, teaching, and assessing that
insures students are learning.

10.  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.

11. Types
Formal
Assessment
Informal
Assessment
Formative
Assessmen
t
Summative
Assessment
Diagnostic
Assessmen
t
Traditional
Assessmen
t
Authentic
Assessment

12.  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

13.  Are not data driven but rather content and
performance driven.
 For example:
Running
Records
etc.

14.  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

15.  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

16.  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.

17.  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.

18.  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.

19.  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.

20.  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.

21. inform and
guide
teaching and
learning
help students
set learning
goals
assign report
card grades
motivate
students

22. 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.

24. 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.

25.  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)

26. Quizzes
Tests
Writing Assignments
Other assessments that teachers
administer on a regular basis in their
classrooms

27.  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

28.  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.

29.  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.

30.  https://www.slideshare.net/rdhaker2011/assess
mentppt
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-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