ANDREA NICOLE VEGA MELENDREZ NRC: 5654

1. UNIVERSIDAD DE LAS
FUERZAS ARMADAS ESPE
Name: Andrea Nicole Vega Melendrez
Subject: Cátedra Integradora. Diseño y Gestión de
Ambientes de Aprendizaje
Nrc: 5664

2. EVALUATE STUDENT´S PERFORMANCE
 It is defined as a continuos observation
process that allows teachers to measure goals
or achievements.
 The process of effective decisión making
based on its use for shaping, improving and
supporting present and future learning.
 It involves students´ results, testing, grading,
skills, evidence of knowledge, authentic
evaluation and feedback.
CLASSROOM ASSESSMENT

3.  What are the purposes of assessment?
 Who is the center of assessment?
 What kind of assessment is the more suitable?
 Does it encourage student self-evaluation?
 Does it consider individual needs?
 When will the assessment take part?
 How it will be graded?
 How will the results be used?
THE PERSPECTIVE OF AN EFFECTIVE AND APPROPRIATE
WAY OF ASSESSING
 It means that new and
multiple forms of
assessment are needed to
demonstrate the progress.

4. 1. QUANTITATIVE ASSESSMENT:
Numerical scores that estimate
characteristics or behaviors. In terms of
education, it refers to formal or paper-
based assessment.
CLASSROOM ASSESSMENT CONCEPTS
2. QUALITATIVE ASSESSMENT
Results in verbal descriptions based on
the experience of the assessment team. It
could be an informal assessment that
looks for specific behaviours or skills.

5. CLASSROOM ASSESSMENT CONCEPTS
3. MEASUREMENT:
Is the process of getting a numerical
description of the attributes of
dimensions of individual skills or
knowledge.
4. RELIABILITY:
Refers to the consistency of assessment
results.
5. VALIDITY:
How well does a test measure
and address the entailed
proposed use of the test.

6. PRE ASSESSMENT
WHAT IS?
Based on the regulation stated in RLOEI (Reglamento a la Ley Orgánica de Educación
Intercultural) assessment process has to start with pre-assessment or a diagnostic test.
CHARACTERISTICS:
 This kind of assessment occurs before starting with formal instruction.
 The application of pre-assessment answer to the questions: What can students actually do?
What do students know or don´t know?
 The results of a practical pre-assessment over time offer a better understanding.

7. FORMATIVE ASSESSMENT
DEFINITION
Formative assessments are tools and strategies employed by grade- level. Students have to
demonstrate their knowledge throughout different creative activities that provide a clearer
picture of their skills.

8. FORMATIVE ASSESSMENT
STEPS FOR TAKING ACTION TO MOVE CLOSER TO THE GOAL:
a) Explain and clarify learning
intentions, goals and achievement
criteria.
b) Design taks and activities that elicit
evidence of learning.
c) Provide positive feedback.
d) Encourage students to be resources
for one another
e) Develop students accountability
about their own learning progress.

9. SUMMATIVE ASSESSMENT
DEFINITION
This kind of assessment is the most common one, it´s de one that parents and students
picture when they listen to the Word assessment.
IMPORTANCE
It´s mandatory to understand that not only paper- based test is summative assessment. There
are some different ways for evaluating the achievement level like portfolios, projects and
journals.

10. NORM- REFERENCED EVALUATION
DEFINITION
This kind of assessment is a standardized test that compares the individual student´s
performance with a sample population.
CRITERION- REFERENCED EVALUATION
DEFINITION
This kind of test is based on the number of correct answers provided by students.

11. BIBLIOGRAPHY:
Universidad de las Fuerzas Armadas ESPE.(2022). Evaluate student´s performance. Obtained from
https://evirtual.espe.edu.ec/programas_scorm.cgi?id_curso=21154&id_unidad=237702&id_pkg=75
532&wAccion=ver_scos
Mendiola, M. (2020). EVALUACION del y para EL APRENDIZAJE: instrumentos y estrategias.
Obtained from
https://books.google.com.ec/books?id=SYXZDwAAQBAJ&dq=tipos+de+evaluaci%C3%B3n+educ
ativa&hl=es&source=gbs_navlinks_s