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    Classroom Assessment: By: Ivory Valderama

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    Nafiza V. Castro
    Classroom assessment involves gathering evidence of what students know, understand, and are able to do. There are three purposes of classroom assessment: assessment for learning to improve student performance using feedback, assessment of learning to make judgements on student achievement against goals, and assessment as learning where students monitor their own learning. Classroom assessment can be formative, conducted before, during and after lessons to inform instruction, or summative like quarterly assessments to measure learning at the end of a quarter.

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    Classroom Assessment: By: Ivory Valderama

    Uploaded by

    Nafiza V. Castro
    54 views24 pages
    Classroom assessment involves gathering evidence of what students know, understand, and are able to do. There are three purposes of classroom assessment: assessment for learning to improve student performance using feedback, assessment of learning to make judgements on student achievement against goals, and assessment as learning where students monitor their own learning. Classroom assessment can be formative, conducted before, during and after lessons to inform instruction, or summative like quarterly assessments to measure learning at the end of a quarter.

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    Original Title

    Classroom-ASSESSMENT

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    Classroom assessment involves gathering evidence of what students know, understand, and are able to do. There are three purposes of classroom assessment: assessment for learning to improve student performance using feedback, assessment of learning to make judgements on student achievement against goals, and assessment as learning where students monitor their own learning. Classroom assessment can be formative, conducted before, during and after lessons to inform instruction, or summative like quarterly assessments to measure learning at the end of a quarter.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    54 views24 pages

    Classroom Assessment: By: Ivory Valderama

    Uploaded by

    Nafiza V. Castro
    Classroom assessment involves gathering evidence of what students know, understand, and are able to do. There are three purposes of classroom assessment: assessment for learning to improve student performance using feedback, assessment of learning to make judgements on student achievement against goals, and assessment as learning where students monitor their own learning. Classroom assessment can be formative, conducted before, during and after lessons to inform instruction, or summative like quarterly assessments to measure learning at the end of a quarter.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 24

    ASSESSMENT IN LEARNING 1

    LESSON 2

    Classroom
    Assessment
    By: Ivory Valderama
    Objectives
    •  Help teachers and students understand what
    has been learned and what areas will require
    further attention. 
    • Empower both teachers and their students to
    improve the quality of learning in
    the classroom
    Classroom assessment

    • Classroom assessment  is the process of


    gathering evidence of what a learner knows, what
    the learner understands, and what the learner is
    able to do.
    3 purposes of Classroom assessment
    1. Assessment for Learning-  is an approach to
    teaching and learning that creates feedback which
    is then used to improve students’ performance.
    Students become more involved in the learning
    process and from this gain confidence in what
    they are expected to learn and to what standard.
    2. Assessment of Learning- occurs when teachers
    use evidence of student learning to make judgments
    on student achievement against goals and
    standards (summative assessment).
    3. Assessment as Learning occurs when students are
    their own assessors. Students monitor their own
    learning, ask questions and use a range of strategies
    to decide what they know and can do, and how to
    use assessment information for new learning.
    Learning Standards

    A. Content Standards identify and set the


    essential knowledge and understanding that
    should be learned.
    B. Performance Standards describe the
    abilities and skills that learners are
    expected to demonstrate in relation to the
    content standards and integration of 21st-
    century skills.
    C. Learning Competencies refer to the
    knowledge, understanding, skills, and
    attitudes that students need to demonstrate
    in every lesson and/or learning activity.
    How are learners assessed in the classroom?

    • Individual formative assessment enables the


    learner to demonstrate independently what
    has been learned or mastered through a range
    of activities such as check-up quizzes, written
    exercises, performances, models, and even
    electronic presentations.
    • Collaborative formative assessment (peer
    assessment) allows students to support each
    other’s learning. Discussions, role playing,
    games, and other group activities may also be
    used as performance-based formative
    assessment wherein learners support and
    extend each other’s learning.
    Different Parts of Formative Assessment

    • Before the Lesson


    Formative assessment conducted before the lesson informs
    the teacher about the students’ understanding of a
    lesson/topic before direct instruction. It helps teachers
    understand where the students stand in terms of
    conceptual understanding and application. Formative
    assessment provides bases for making instructional
    decisions, such as moving on to a new lesson or clarifying
    prerequisite understanding.
    • During the Lesson Proper
    Formative assessment conducted during the lesson proper
    informs teachers of the progress of the students in relation to
    the development of the learning competencies. It also helps the
    teacher determine whether instructional strategies are
    effective. The results of formative assessment given at this time
    may be compared with the results of formative assessment
    given before the lesson to establish if conceptual understanding
    and application have improved. On this basis, the teacher can
    make decisions on whether to review, re-teach, remediate, or
    enrich lessons and, subsequently, when to move on to the next
    lesson.
    • After the Lesson
    Formative assessment conducted after the lesson
    assesses whether learning objectives were achieved.
    It also allows the teacher to evaluate the effectiveness
    of instruction. Students who require remediation
    and/or enrichment should be helped by the teacher
    using appropriate teaching strategies.
    Components of Summative Assessment

    • Written Work component ensures that students are able to express


    skills and concepts in written form. Written Work, which may
    include long quizzes, and unit or long tests, help strengthen test-
    taking skills among the learners. It is strongly recommended that
    items in long quizzes/tests be distributed across the Cognitive
    Process Dimensions so that all are adequately covered. Through
    these, learners are able to practice and prepare for quarterly
    assessment and other standardized assessments. Other written
    work may include essays, written reports, and other written output.
    • Performance Task component allows learners to show
    what they know and are able to do in diverse ways.
    They may create or innovate products or do
    performance-based tasks. Performance-based tasks
    may include skills demonstration, group presentations,
    oral work, multimedia presentations, and research
    projects. It is important to note that written output may
    also be considered as performance tasks.
    • Quarterly Assessment measures student
    learning at the end of the quarter. These may
    be in the form of objective tests,
    performance-based assessment, or a
    combination thereof.
    References
    • IOWA Department of Education. (2015). Assessment for learning (formative assessment).
    Retrieved from 
    https://www.educateiowa.gov/pk-12/student-assessment/assessment-learning-formative-
    assessment
    • Victoria Department of Education and Training. (2013). Assessment of professional
    learning. Retrieved from  
    http://www.education.vic.gov.au/school/teachers/support/Pages/prep10proflearn.aspx
    • https://www.google.com.ph/url?
    sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAMQjRxqFQoTCO_
    ArdmG78YCFaUbpgodeBEN5Q&url=http%3A%2F%2Fwww.gov.scot%2FPublications
    %2F2005%2F12%2F0792641%2F26498&ei=i7avVa_PI6W3mAX4orSoDg&bvm=bv.9819706
    1,d.dGY&psig=AFQjCNGiTYwRgZNMxrzmMcVY_CIdcG39UQ&ust=1437665291629270
    • https://www.deped.gov.ph/2015/05/26/classroom-assessment-guidelines/
    • https://www.teacherph.com/classroom-assessment/

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