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.

1. CLASSROOM
ASSESSMENT
Traditional Methods of Assessment
Alternative Assessment Processes

2. 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

3. 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.

4. 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

5. 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.”

6.  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.

7. 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.

8. 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?

9. 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?

10. 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.

11. 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.

12.  Classroom assessment is an approach
designed to help teachers find out who
among the students are learning and how we
they are learning.

13. 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;

14.  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

15. Characteristics of Classroom Assessment
 Learner-Centered
 Teacher-Directed
 Mutually Beneficial
 Formative
 Context-Specific
 Ongoing
 Rooted in Good Teaching Practice

16. 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.

17. 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.

18. 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.