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Classroom assessment

The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.

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CLASSROOM ASSESSMENT Traditional Methods of Assessment Alternative Assessment Processes
What are the objectives of this module?  Describe and explain the purposes and characteristics of assessment;  Identify and describe the traditional and alternative methods of assessment; and  Prepare authentic assessments and apply them appropriately in the classroom
What is classroom assessment?  Evaluation is an integral part of the teaching- learning process.  Systematic evaluation consists of a formal or informal assessment of whether the students learned the lessons or developed the competencies.  Through close observation of students in the process of learning, the collection of frequent feedback on students’ learning, the design of classroom tests, teachers can gather information on what, how much, and how well their students are learning.
Measurement  Measurement means directly observing or testing behavior or characteristics of an individual and assigning a numerical score or a rating to represent the degree to which the trait is possesses or demonstrated by an individual.  It also involves using an instrument to assign the score or rating. This is called quantitative assessment.  It has two types; formal measurement and informal measurement
Evaluation  It involves identifying criteria and relating the obtained measurement to the criteria.  It is also defined as “the process of delineating, obtaining and providing useful information for judging decision alternatives.”
 In evaluation, the evaluator identifies the alternatives about which decisions are to be made, specifies the criteria or values by which the alternatives may be judged; and identifies and collects the particular information needed to arrive at the decision.  Evaluation is a continuing process.
Formative Evaluation  Is given after a day’s instruction to measure the extent to which the students have learned a particular objective or skills or to monitor students’ progress.  Is also happening while the teaching-learning process is going on. The student’s responses and reactions serve as cues or indicators of the direction and rate of learning of the students  May not be in the form of tests.
It answers questions like:  Which learning tasks are the students progressing satisfactorily? Which tasks do they need help?  Which students are having severe problems that need remedial work?
Summative Evaluation  Is given at the end of the learning unit or at the end of the rating period to find out to what extent the students have achieved the outcome of their learning.  It answers questions like: - Which students have mastered the learning tasks to a degree that will allow them to proceed to the next course or unit? - What grade should be assigned to each student?
Check Test:  The teacher takes notes of the answers of the students during the practice exercises.  The teacher gives a 10-item test at the end of the lesson.  The school testing team conducts an achievement test at the end of the school year.  The teacher observes the students’ reaction during the lesson.
What is ASSESSMENT?  It is the process of collecting, synthesizing and interpreting information to aid in decision-making.  In the past, assessment was equated more or less with testing and the simple gathering of information.  The modern definition places such tasks as making a test, administering it, and scoring the results in a larger context that includes interpretation and use of the results.
 Classroom assessment is an approach designed to help teachers find out who among the students are learning and how we they are learning.
Purpose of Assessment  To find out if students have mastered a concept or skill;  To motivate students to engage more in learning;  To make students learn by stressing on application and reasoning skills;  To help students develop a positive attitude about a subject;  To let the parents know the academic progress of their children;
 To convey teacher expectations from the students  To let the students know their academic progress;  To let the students know what they need to focus on to improve their academic standing;  To encourage student self-evaluation;  To determine report card grades; and  To evaluate the effectiveness of instructional approaches
Characteristics of Classroom Assessment  Learner-Centered  Teacher-Directed  Mutually Beneficial  Formative  Context-Specific  Ongoing  Rooted in Good Teaching Practice
Preparation of Assessment Tools Guidelines 1. Assessments must be aligned with the curriculum. 2. Assessments must be easy to use Explanation 1. Select or construct assessments that cover the same content, behaviors, and conditions as those taught in class 2. Make sure there are directions and scoring procedures. Make the assessment easy to follow.
3. Assessments must have clearly defined purposes. 4. They should assess relevant types of knowledge. 5. They should collect an adequate sample 3. Know the purpose and limitation of the instrument. 4. Decide if fact & concept evaluation is sufficient. 5. Write adequate items (usually 10) for each attribute of a concept.
6. Assessments should use appropriate scoring rubrics 7. Some assessments should be complex and interactive 6. Use measurement rules that assign points to the smallest relevant unit. 7. Include the most “ authentic” items you can without losing sensitivity to learning or alignment.