Classroom Assessment: A Preview

1. Classroom Assessment:A Preview

2. ASSERTIONS • As formators, teachers are invited daily to make sound decisions in order to bring out the best in students.

3. ASSERTIONS • Transformed learners are skilled in knowing, doing, being, and living together. • The transformative process could be initiated and enhanced through assessment.

4. Objectives of Presentation • Explain the role of measurement and evaluation in the teaching-learning process. • Differentiate measurement, evaluation, and types of assessment. • Discuss the different principles of high quality assessment . • Share experiences and reflect on one’s practices in making tests.

5. Model of the Teaching-Learning Process Phase of Instruction

6. Model of the Teaching-Learning Process Choose and carry out methods of teaching Evaluate Instruction Think about and use what you know about the learning process Choose the objectives of instruction Start of an Instructional Sequence End of an Instructional Sequence Determine the characteristics of the students you will teach

7. Model of the Teaching-Learning Process What is measured? (Achieved Outcome) What is taught? (Lesson) What is intended? (Objective)

8. Classroom Assessment • It is the process of collection, interpretation and use of information to help teachers make better decisions.

9. Components of Classroom Assessment Purpose Measurement Evaluation Use 1. Purpose - Why am I doing this assessment? 2. Measurement -What techniques should I use to gather information? 3. Evaluation – How will I interpret the results? 4. Use - How will I use the results?

10. PURPOSE • Will your assessment deliberately improve student performance or simply to audit them? • Has the assessment motivated students to learn? • Do the assessment provide a realistic estimation of what the students are able to do ?

11. MEASUREMENT • It is a device or instrument that is used to measure students’ achievement, skills, attitude, intelligence, personality or anything that can be expressed quantitatively.

12. EVALUATION • It is the process of summing up the results of measurements or tests, giving them some meaning based on value judgment. • It is a systematic process of determining the extent to which instructional objectives are achieved by the students. (Grondlund, 1981).

14. Use of Assessment Data Grading Diagnosis Instruction

15. Recent Trends in Classroom Assessment

16. Principles of High Quality Assessment

17. 1. Clear & Appropriate Learning Targets • A sound assessment begins with clear and appropriate targets. • Targets should reflect what the students should know and be able to do.

18. Cognitive Complexity of thought from recall of information to the use of it in new forms and decisions Affective Dispositions, values, & other emotional behaviors Psychomotor Overt behaviors demonstrated in relative contexts 1. Clear & Appropriate Learning TargetsLEARNING DOMAINS

19. observing comparing/ classifying communicating asking questions Basic Process skills making models measuring & recording data inferring 1. Clear & Appropriate Learning Targets

20. Applying findings to new situations Finding patterns Formulating hypothesis Integrated Thinking Skills Drawing conclusion Stating a problem Communicating results Designing a Procedure to test hypothesis Collecting data 1. Clear & Appropriate Learning Targets