UNKNOWN OWNER CCTO

1. ROLES OF ASSESSMENT IN INSTRUCTIONAL DECISION

2. OBJECTIVES
 Names types of measurement and assessment procedures that are helpful in
instructional decision.
 Identify important purposes of both classroom and large scale assessment.
 Characterize assessment that will influence instructional decision.

3. WAYS HOW ASSESSMENT ENHANCE INSTRUCTION
 Instructional placement decision
 Formative evaluation decision
 Diagnosis decision

4. INSTRUCTIONAL PLACEMENT DECISION
 This refers to what the students knows and where he or she should be in the
instructional sequence ( what to teach next ) .

5. FORMATIVE EVALUATION DECISION
 These are information needed in monitoring a student’s learning while an
instructional program is underway.
 It is how quickly progress is being made , whether the instructional program is
effective , and whether a change in instructional program is needed to
promote the student’s learning.

6. DIAGNOSIS DECISION
 It specifies difficulties which account for student’s inadequate progress so the
teacher can remediate learning progress and design more effective
instructional plans.

7. 7 CRITERIA FOR PERFORMANCE ASSESSMENT
1. Measure important
learning outcomes.
2. Address all three
purposes of
assessment
3. Provide clear
description of students
performance that can
be linked to
instructional actions
4. Be compatible with
a variety of
instructional models.
5. Be easily
administered, scored
and interpreted by
teachers.
6. Communicate the
goals of learning to
teachers and
students.
7. Generate accurate,
meaningful
information that are
reliable and valid.

8. OTHER METHODS OF LINKING ASSESSMENT TO
INSTRUCTION
 Behavioral assessment
 Mastery learning
 Curriculum-based measurement
 Performance assessment

9. BEHAVIORAL ASSESSMENT
 This relies on direct observation and recording pf target behaviors, using
repeated observations in the setting where the behavior occurs.
Environmental factors , like the situation which the behavior occurs. And their
effects on the behaviors are examined. For example. If the teacher wants to
instruct a student in grocery shopping , she would first analyze the tasks
associated with it, put them in order, and design behavioral objectives and
measure each task. The teacher would then collect data on each task to
identify those in which the students needed instruction.

10. MASTERY LEARNING
 In mastery learning, a curriculum is broken down into a set of subskill, which
are ordered in a hierarchy of instructional objectives. For each step in the
instructional hierarchy , a criterion-reference test is design, and a
performance criterion indicating mastery of subskill is specified.
 The teacher starts at the lowest step in the hierarchy ( e.g. pretest ) . Then, he
uses a corrective strategies until mastery is achieved. The teacher then
advances the student to the next, more difficult step in the hierarchy.

11. CURRICULUM-BASED MEASUREMENT
 The focus is long term. The teacher establishes a broad outcome for the
student such as competently performing mathematics at the third grade level
at the end of the academic year. Then , the teacher uses curriculum-based
methods to measure student’s proficiency he or she creates a pool of
equivalent assessment , each of which samples the key problem types from
the third grade curriculum. Each week, the students completes one or two
assessments.

12. CURRICULUM BASED MEASUREMENT SATISFIES THE
FOLLOWING
1. Incorporates standardized measurements techniques , providing reliability
and validity
2. It offers detailed information on a student’s performance on specific skills
3. Its measurement framework is not tied to any particular model of instruction,
so a broad range of instructional options can be used.
4. A teacher can use widely varying methods with the same child to see which
method is beneficial.
5. Students know how they are evaluated and can set personal learning goals.

13. CURRICULUM BASED MEASUREMENT SATISFIES THE
FOLLOWING
6. The assessment demands are manageable in classroom settings, and to
make them even more manageable, computer programs have been developed
to administer assessment and manage data.

14. PERFORMANCE ASSESSMENT
There are three key features of performance assessment :
1. Students construct rather than select responses
2. Assessment formats allow teachers to observe students behavior on tasks
reflecting
Real world requirements
3. Scoring reveals patterns in students learning and thinking.

15. INSTRUCTIONAL DECISIONS
 Instructional decisions are made to identify students instructional needs. This
is a general education initiative, and focuses on instruction by using data
about students responses to past instruction to guide future educational
decisions. Decisions are proactive approaches of providing early assistance
to students with instructional needs and matching the amount pf resources to
the nature of the students needs.

16. THE FOLLOWING ARE THE BENEFITS OF MAKING
INSTRUCTIONAL DECISIONS
 1 . Screening all students to ensure early identification of students needing
extra assistance
 2 .seamless integration of general and special education services
 3 . A focus on research based practices that match students needs.

17. INSTRUCTIONAL DECISIONS REQUIRING ASSESSMENT DATA
 There are a number of decisions made by teacher that require them to
supplement their informal observations of students with systematic measures
of aptitudes, achievements and personal development. Linn and Gronlund (
2000 ) emphasize the following :

18. INSTRUCTIONAL DECISIONS REQUIRING ASSESSMENT DATA
 1. if the teacher wants to know how realistic his / her teaching plans for a
particular groups of students, he / she has to conduct scholastic aptitude test,
or look into the past record of achievement of the students
 2. Teacher-constructed tests , past record of achievement and observation
can be used to group students for more effective learning.
 3. Pretest of the needed skills, past records of achievement can be used to
determine the extent of the readiness of the students for the next learning.

19. INSTRUCTIONAL DECISIONS REQUIRING ASSESSMENT DATA
 4. Teacher-constructed test , class projects , oral questioning and observation
can be used to determine the extent of students attaining the learning goals
 5. In order to know or determine the extent of students progress beyond the
minimum essentials, the teacher may use teacher-constructed tests, general
achievement tests , class projects , portfolios of students work, or observation.
 6. to know at what point would a review be most beneficial to students, the
teacher may conduct periodic quizzes, oral questioning or observation.

20. INSTRUCTIONAL DECISIONS REQUIRING ASSESSMENT DATA
 7. Diagnosis tests, observation, oral questioning , portfolios of work products,
students conferences can be used by the teacher to determine the learning
difficulties the students are encountering.
 8. In terms of determining who among the students should be referred to
counselling, special classes, or remedial programs, the teachers may conduct
scholastic aptitude tests , achievement tests, diagnosis tests, and
observation.
 9. To help students with poor self-understanding the teacher may administer
self ratings or student conference

21. INSTRUCTIONAL DECISIONS REQUIRING ASSESSMENT DATA
 10. Review pf portfolio of all assessment data can be done by the teacher to
determine which school grade should be assigned to each students. This can
be used also to inform parents about the progress of their children in school.
 11. achievement tests , students ratings , principal ratings can be used to
determine how effective the teachers teaching.

22. ASSESSMENT IN THE INSTRUCTIONAL PROCESS
In preparing instructional program, the main concern of every teacher is how
can he/she most effectively bring about students learning. This is directed to the
methods and materials of instruction and at the same time the role assessment
in the instructional process. When assessment is properly designed and
appropriately used, assessment procedures can contribute to more effective
instruction and greater students learning.

23. PLACEMENT EVALUATION
In this type of evaluation , learners entry behavior or capability is
assessed to find out whether the students possess knowledge , skills and
attitude needed to begin the courses of instruction.
It is used to find out to what extent student has already mastered the
objectives of the planned instruction . E.G entrance exam.

24. DIAGNOSTIC ASSESSMENT
 Diagnostic assessment help to determine why the academic and/or
behavioral needs are occurring and identifies what the students needs to
learn. Diagnostic assessment is administered to students who exceed or fall
below the learning expectations on the screening measures. Results are used
to design instructional plans to meet individual needs. This is also known as
pre-assessment. It provides teachers with information about students prior
knowledge and misconceptions before beginning a learning activity. It also
provides a baseline for understanding how much learning has taken place
after the learning activity is completed. Instructors usually build concepts
sequentially throughout a course.

25. DIAGNOSTIC ASSESSMENT
 Used to detect students learning difficulties which are not revealed by
formative tests or checked by remedial instruction and other instructional
adjustments. It also discloses the underlying causes of learning difficulties.
Diagnostic tests are therefore more comprehensive and detailed (Popham,
2000 )

26. NATURE OF DIAGNOSTIC ASSESSMENT
 1. It must be linked to pre-determined learning objectives.
 2. It should be systematically built in to the curriculum
 3. It should identify next steps for the pupil
 4. Pupils should be involved in the identification of learning needs in this
process
 5. The teacher should modify the course and/or teaching approaches in light
of the assessment information.

27. NATURE OF DIAGNOSTIC ASSESSMENT
 6. Care should be taken to ensure that is adequate in scope, valid, reliable,
practical and acceptable to those involved.
 7. Testing should be fair, taking into account of equal opportunity issues.
 8. A tests instructions and administration must be clear and distort results.
 9. Pupils should understand why and how they are to be tested.

28. FORMATIVE ASSESSMENT ( DURING INSTRUCTION )
 It is evaluation used to monitor students learning progress during instruction
with the purpose of providing on going feedback to students and teachers
regarding success and failure of teaching/ learning process.

29. FORMATIVE ASSESSMENT ( DURING INSTRUCTION )
 -Part of instruction designed to provide crucial feedback for teacher and
students. Assessment results inform the teacher of what has been taught well
and not so well. They inform students of what they have learned well and not
learned so well. Formative assessment are intimately connected to instruction
( johnson 2002 )

30. BENEFITS OF FORMATIVE ASSESSMENT FOR STUDENTS
 1. Students are more motivated to learn
 2. Students take responsibility for their own learning
 3. Students become users of assessment
 4. Students learn valuable lifelong skills such as self-evaluation, self-
assessment and goal setting
 5. Students achievement can improve from 21-41percentile points.

31. CHARACTERISTICS OF EFFECTIVE FORMATIVE ASSESSMENT
OF 21ST CENTURY
 The goal of formative 21st century formative tests is to make students and
understanding readily apparent , so that a teacher can adapt teaching
strategies to better meet students needs . Thus successful formative
assessment help educators determined their students current knowledge,
understanding, misconceptions, and thinking process. ( Scriven, 1991 ).

32. CHARACTERISTICS OF EFFECTIVE FORMATIVE ASSESSMENT
OF 21ST CENTURY
 1. Effective formative assessment of 21st century skills should focus on 21st
century skills.
 2. Make thinking viable by revealing the kinds of conceptual strategies a
students uses to solve a problem.
 3. Be structed so that educators can identify the background knowledge a
students used to solve each problem in real time.

33.  4. Be largely performance-based and authentic, calling to use 21st century
skills.
 5. Generate data that can be used to directly inform instructional practices.
 6.Aim to build capacity for teachers and students.
 7. Be apart of the comprehensive assessment continuum.
 8. Reflect an understanding of learning as multidimensional, integrated, and
revealed in performance over time.

34. SUMMATIVE ASSESSMENT
 Summative assessment refers to the assessment of the learning and
summarizes the development of learners at a particular time. After a period of
work. E.G. a unit for two weeks , the learners sits for a test and then the
teacher marks the test and assign a score. The test aims to summarize
learning up to that point (Gordon and ross-Gordon, 2009 )

35. GUIDELINES FOR EFFECTIVE STUDENTS ASSESSMENT
 1. Effective assessment requires a clear concept of all intended learning
outcomes
 2 Effective assessment requires that a variety of assessment procedures be
used
 3. Effective assessment requires that the instructional relevance of
procedures be considered.
 4. Effective assessment requires an adequate sample of students
performance.
 5. effective assessment requires that the procedures be fair to everyone.

36. GUIDELINES FOR EFFECTIVE STUDENTS ASSESSMENT
 6. Effective assessment requires the specifications of criteria for judging
successful performance.
 7. Effective assessment requires feedback to students that emphasizes
strengths of performance and weakness to be corrected.
 8. effective assessment must be supported by a comprehensive grading and
reporting system.