Roles of Assessment in Making Classroom Instructional Decision

Roles of Assessment in Making Classroom Instructional Decision

• 1.
  Roles of Assessmentin making Classroom Instructional Decision
• 2.
  Title • Assessment enhanceslearning in the instructional processes if the result provides feedbacks to both students and teachers. • The information obtained from the assessment is used to evaluate the teaching methodologies and strategies of the teacher.
• 3.
  Title • It isalso used to make teaching decisions. • The result of assessment is used to diagnose the learning problems of the students.
• 4.
  The Four Rolesof Assessment used in Instructional Process
• 5.
  • Placement Assessment –The purpose of placement assessment is to determine the prerequisite skills, degree of mastery of the course the best mode of learning.
• 6.
  FORMATIVE ASSESSMENT It isa type of assessment used to monitor the learning progress of the students during instruction. The purpose of formative assessment are the following: continuous feedback Indentify learning errors Modifying instruction Improve both learning and instruction
• 7.
  • This isused to diagnose the students’ learning difficulties during instruction. DIAGNOSTIC ASSESSMENT
• 8.
  • Summative Assessment Atype of assessment usually given at the end of a course unit. The purposes of summative assessment are to determine the following: Instructional objectives achieved Certify the students mastery Provide information for judging Effectiveness of instruction
• 9.
  COMPARISON OF FORMATIVEAND SUMMATIVE ASSESSMENT FORMATIVE • Students are given the opportunity to improve their performance on the same task. • Students expect feedback on their performance, enabling them to improve their performance on the same task. • Although diagnostic in nature, the students’ knowledge of their strengths and weaknesses is categorized as formative. SUMMATIVE • The outcome of the task can neither be repeated nor improve. • The final grade is released on the assessment task. • Assessment is done at the end of systematic and incremental learning activities that have formative assessment task.
• 10.
  Classification Type of Assessment Function of Assessment Examplesof Instruments Use in classroom instruction Placement An assessment procedure used to determine the learner’s prerequisite skills, degree of mastery of the course goals, and/ or best modes of learning. Readiness tests, aptitude tests, pretests on course objectives, self- report inventories, observational techniques Formative An assessment procedure used to determine the learner’s learning progress, provides feedback to reinforce learning, and corrects learning errors Teacher-made tests, custom-made tests from textbooks publishers, observational techniques
• 11.
  Classification Type of Assessment Function of Assessment Examplesof Instruments Use in classroom instruction Diagnostic An assessment procedure used to determine the causes of learner’s persistent learning difficulties such as intellectual, physical, emotional, and environmental difficulties. Published diagnostic tests, teacher-made diagnostic tests, observational techniques Summative An assessment procedure used to determine the end- of-course achievement for assigning grades or certifying mastery of objectives Teacher-made survey test, performance rating scales, product scales
• 12.
  Norm- and Criterion- ReferencedInterpretation 1. Norm-referenced Interpretation It is used to describe students performance according to relative position in some known group. In this method of interpretation it is assumed that the level of performance of will not vary much from one class to another class.
• 13.
  Norm-referenced evaluation isused in the following cases: 1.For subject matter that is not cumulative and students do not need to reach some specified level of competency. 2. For selection purpose if the instruction is constrained of enrollment. 3. For predicting degrees of success.
• 14.
  2. Criterion-reference Interpretation Itis used to describe student performance according to specified domain of clearly defined learning task. This method of interpretation is used when the teacher wants to determine how well the students have learned specific knowledge or skills in a certain course or subject matter.
• 15.
  Classification Type of Assessment Function of Assessment Examplesof Instruments Methods of interpreting results Criterion- referenced It is used to describe student performance according to a specified domain of clearly defined learning tasks. Example: multiples Readiness tests, aptitude tests, pretests on course objectives, self- report inventories, observational techniques Norm- referenced It is used to describe student’s performance according to relative position in some known group. Example: ranks 5th in a classroom group of 40 Standardized aptitude and achievement test, teacher- made survey tests, interest inventories, adjustment inventories
• 16.
  Norm-Referenced Assessment Criterion-ReferenceAssessment • Covers a large domain of learning tasks • Emphasizes discrimination among individuals in terms of relative levels of learning • Favors items of average difficulty and usually omits easy items • Used primarily, but not exclusively, for survey testing • Interpretation requires a clearly defined group • Focuses on a delimited domain of learning tasks with a relatively large number of items measuring each task • Emphasizes description of what learning tasks individuals can and cannot perform • Matches item difficulty to learning tasks without altering item difficulty or omitting easy items • Used primarily, but not exclusively, for mastery testing • Interpretation requires a clearly defined and delimited achievement domain
• 17.
  MEASUREMENT • The mostcommon-though not the most refined-classification of scores are nominal, ordinal, interval, and ratio.