PRESENTATION ON CLASSROOM ASSESSMENT.pptx
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Classroom assessment is an integral part of curriculum implementation that allows teachers to track student progress, adjust instruction, and inform students and parents of performance. It is an ongoing process that identifies and interprets what students know and can do, and measures achievement of competencies. There are two types of classroom assessment: formative assessment which is for learning and as learning, and summative assessment which is of learning and results are used to report student achievement and compute grades.
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This document discusses diagnostic, formative, and summative assessments used to monitor student progress and achievement. It identifies two types of classroom assessment: formative and summative. Formative assessment is used for learning, during learning, and after learning to provide feedback and guide future planning, while summative assessment measures applied knowledge and skills after a unit or quarter to determine competency. The results of formative assessment should be tracked but not used for grading, whereas summative assessment results are used for grading. Teachers must involve parents by reporting grades on report cards to show student progress.
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Assessment
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
Assessment and Evaluation
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
Evaluation
This document discusses evaluation strategies for curriculum changes and outlines the roles of various stakeholders. It defines evaluation as determining the extent to which educational objectives are achieved by students. Formative evaluation helps improve instruction and is ongoing, while summative evaluation appraises overall effectiveness and is done after a program is complete to determine if objectives were met. Both levels of evaluation provide valuable feedback but have different purposes. The roles of teachers, educational organizations, parents, students, and other groups in the evaluation process are also described.
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Classroom Assessmentwer335353453s123.pptx
This document discusses diagnostic, formative, and summative assessments used to monitor student progress and achievement. It identifies two types of classroom assessment: formative and summative. Formative assessment is used for learning, during learning, and after learning to provide feedback and guide future planning, while summative assessment measures applied knowledge and skills after a unit or quarter to determine competency. The results of formative assessment should be tracked but not used for grading, whereas summative assessment results are used for grading. Teachers must involve parents by reporting grades on report cards to show student progress.
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2. It informs and guides teaching and learning by indicating to teachers what students know and still need to learn to plan effective instruction.
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This document discusses three purposes of classroom assessment: assessment for learning, assessment of learning, and assessment as learning. Assessment for learning is formative and helps teachers understand student progress to adjust teaching. Assessment of learning is summative and measures student achievement against standards. Assessment as learning involves students assessing their own learning to improve. The key is using each assessment purpose appropriately and balancing them to best support student learning.
Assessment
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
Assessment and Evaluation
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Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
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,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
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EVALUATION AND ASSESSMENT IN NURSING.pptx
Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
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Assessing, evaluating and reporting student progress nov 2110
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The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
Assessing, evaluating and reporting student progress nov 2110
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering daily information about student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The main purposes are to guide instruction and improve student learning. Effective assessment and evaluation are linked to curriculum outcomes and instructional practices.
Basic Concepts, Purposes and Types of Assessment.pdf
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Assessment
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Principles of assessment
Purposes of assessment
Functions of assessment
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This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
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The document discusses the purposes of classroom assessment according to Dr. Shazia Zamir. It outlines that assessment is meant to modify future instruction based on current student abilities and knowledge. It then discusses the key questions of why, what, how, when, who, and how much to assess. Specifically, it notes assessment is used to ensure learning goals and objectives are being met, to evaluate current student skills and knowledge, to account for individual differences, and to provide feedback throughout the learning process. Overall, the document conveys that assessment should be an integral part of the teaching and learning cycle aimed at improving instruction.
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2. There are two main types of evaluation - formative evaluation which occurs during instruction to improve the learning process, and summative evaluation which examines outcomes after instruction is completed.
3. The evaluation process involves identifying the purpose, timeframe, data collection methods, data analysis and interpretation, and using findings to improve instruction and student learning. Validity, reliability and using multiple methods are important principles of effective evaluation.
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Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
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Basic Concepts, Purposes and Types of Assessment.pdf
The document discusses key aspects of outcome-based education and assessment of student learning. It outlines 21st century learning goals that focus on content, thinking skills, ICT literacy, life skills and assessment. It also describes characteristics of outcome-based education including being student-centered and faculty-driven. The document then explains the process of outcome-based education including identifying objectives and listing learning outcomes. It also discusses immediate and deferred outcomes as well as levels of outcomes. Finally, it covers purposes and types of classroom assessment including formative, summative and diagnostic assessment as well as Bloom's taxonomy of cognitive learning domains.
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What is an assessment test
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence of student learning to make informed judgements about how to improve instruction. There are three main types of assessment: formative assessment which is part of daily teaching to modify activities, summative assessment which evaluates student achievement at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. Assessment tests measure student knowledge, skills, and aptitude to check progress and help determine career options.
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MEASUREMENT AND EVALUATION.pptx
1. Evaluation is the process of determining the extent to which educational objectives are being achieved and involves collecting information, analyzing and interpreting data to judge student achievement.
2. There are two main types of evaluation - formative evaluation which occurs during instruction to improve the learning process, and summative evaluation which examines outcomes after instruction is completed.
3. The evaluation process involves identifying the purpose, timeframe, data collection methods, data analysis and interpretation, and using findings to improve instruction and student learning. Validity, reliability and using multiple methods are important principles of effective evaluation.
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PRESENTATION ON CLASSROOM ASSESSMENT.pptx
- 2. CLASSROOM ASSESSMENT Is an integral part of curriculum implementation. It allows the teachers to track and measure learners’ progress and to adjust instruction accordingly. Classroom assessment informs the learners as well as their parents and guardians of their progress. 2
- 3. 3 CLASSROOM ASSESSMENT Is an on going process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. It also measures the achievement of competencies by the learners.
- 4. 2 TYPES OF CLASSROOM ASSESSMENT • FORMATIVE ASSESSMENT • SUMMATIVE ASSESSMENT
- 5. FORMATIVE ASSESSMENT • Assessment for learning • Assessment as learning 5
- 6. SUMMATIVE ASSESSMENT • Assessment of learning The result of summative assessments are recorded and used to report on the learners achievement. It is used as bases for computing grades. 6
- 7. HOW IS LEARNER’S PROGRESS RECORDED AND COMPUTED? 11