The document discusses assessment and evaluation in social science classrooms. It describes classroom assessment as an ongoing process where teachers and students interact to promote learning through collecting student performance data. Effective assessment is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, and ongoing. Quality assessment requires clear targets and standards. The document outlines different types of achievement targets and assessment options that teachers can use, including selected response assessments, essays, performances, and personal communication. It emphasizes matching assessment methods to desired targets.

1. ASSESSMENT
AND
EVALUATION
IN SOCIAL
SCIENCE

2. RECENT TRENDS
IN CLASSROOM
ASSESSMENT IN
SOCIAL SCIENCE

3. Classroom
Assessment
•Is an ongoing process
through which teachers and
students interact to promote
greater learning.

4. •The assessment process
emphasizes data collection of
student performance to
diagnose learning problems,
monitor progress, and give
feedback for improvement.

5. •Involves using multiple
methods in order to obtain
student information through a
variety of assessment
strategies.

6. Characteristics of
Classroom Assessment
•Learner-Centered – it’s focus
is on observing and improving
learning, rather than on
observing and improving
teaching.

7. •Teacher-Directed – the
individual teacher decides
what to assess, how to
assess, and how to respond
to the information gained
through the assessment.
•Mutually Beneficial – students
reinforce course content and
strengthen their self-
assessment skills.

8. •Formative – its purpose is to
improve the quality of student
learning, not to provide
evidence for evaluating or
grading students; it provides
information on what, how
much, and how well students
are learning.

9. •Context-Specific – the
assessment techniques is
chosen to fit the subject
matter and the needs of the
particular class.
•Ongoing – the creation and
maintenance of a classroom
“feedback loop”.
•Summative -

10. A Set of Guiding
Principles
•Assessment require clear
thinking and effective
communication – those who
develop and use high quality
assessments must share a
highly refined focus.

11. •Classroom assessment is the
key – teachers direct the
assessments that determine
what students learn and how
those students feel about the
learning.
•Students are assessment
users – students are the most
important users of
assessment results.

12. •Clear and appropriate targets
are essential – the quality of
any assessment depends first
and foremost on the clarity
and appropriateness of our
definition of the achievement
targets to be assessed.

13. •High quality assessment is a
must – high quality
assessment is essential in all
assessment contacts.

14. Five Specific Quality
Standards
•Clear targets
•Focused purpose
•Proper method
•Sound sampling
•Accurate assessment free of
bias and distortion

15. •Understand the personal
implications – assessment is
an intrapersonal activity.
•Assessment as teaching and
learning.

16. Types of Achievement
Targets
•Knowledge Targets
•Reasoning Targets
•Skill Targets
•Product Targets
•Dispositional Targets

17. •Knowledge targets – teachers
expect students to master
some content.
•Reasoning targets – its
virtually always the case we
want students to be able to
use the information to reason
and solve certain kinds of
problems.

18. •Skill Targets – in most
classrooms there are things
teachers want their students
to be able to do.
•Product targets – another way
for students to succeed
academically is through
creating quality products.

19. •Dispositional targets – this
final category of valued
targets is quite broad and
complex and includes those
characteristics that go
beyond the academic into the
realms of the effective and
personal feelings states,

20. such as attitudes toward
something that motivationally
predisposes a person to do or
not to do something.

21. Assessment Options
•Selected Response
Assessment
•Essay Assessment
•Performance Assessment
•Personal Communication
Assessment

22. •Selected Response
Assessment – this category
includes all of the objectively
scored paper and pencil tests
formats.

23. •Essay assessment – in this
case, the respondents is
provided with an exercise
that calls for the preparation
of an extended written
answer.

24. •Performance Assessment – in
this case, the respondent
actually carries out a
specified activity under the
watchful eye of the evaluator
who observes performance
and makes judgment as to the
quality of achievement
demonstrated.

25. •Personal communication
assessment – one of the most
common ways teachers
gather information about day
to day student achievement in
the classroom is to talk to
them.

26. Matching Methods
with Targets
•The challenge for the
professional is the address all
seven guiding principles of
quality classroom; by
developing a quality
Assessment Plan which

27. matches the appropriate
assessment method with the
desired achievement targets.

28. Test
•Is a deliberately attempt to
acquire information about
themselves or others.
•Usually used to describe a
systematic procedure for
obtaining a sample of student
behavior.

29. Three Functions of
a Test
•They provide information that
are useful for improvement of
instruction.
•In making administrative
decisions.
•For guidance purposes.

30. Two Main Types of
Items
•Selection Types – require the
students to select the correct
or the best answer from the
given options.
•Supply types – are fill-in-the-
blanks, or essay types.

31. Non-Tests
•Oral and written reports –
students research a topic and
then present either orally or
in written form.

32. •Teacher observation – the
teacher observes students
while they work to make
certain the students
understand the assignment
and are on task.
•Journal – students write daily
on assigned or personal
topics.

33. •Portfolio of student’s work –
teacher collects samples of
student’s work and saves for
determined amount of time.

34. •Slates or hand signals –
students use slates or hand
signals as a means of
signaling answers to the
teacher.
•Games – teachers utilize fun
activities to have students
practice and review
concepts.

35. •Projects – the students
research a topic and present
it in a creative way.
•Debates – the students take
opposing positions on a topic
and defend their position.

36. •Checklist – the teacher will
make a list of objectives that
students need to master and
then check off the skill as the
student masters it.

37. •Cartooning – students will use
drawings to depict situation
and ideas.
•Models – the students
produce a miniature replica
of a given topic.
•Notes – students write a
summary of a lesson.

38. •Daily assignments – the
student completes a work
assigned on a daily basis to
be completed at school or
home.
•Panel – a group of students
verbally present information.

39. •Learning centers – students
use teacher provided
activities for hands-on
learning.
•Demonstration – students
present a visual enactment of
a particular skill or activity.

40. •Problem solving – student
follow a step by step solution
of a problem.
•Discussions – students in a
group verbally interact on a
given topic.

41. •Organized note sheets and
study guides – students
collect information to help
pass a test.