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Classroom Assessment.

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Presentation on theme: "Classroom Assessment."— Presentation transcript:

1 Classroom Assessment





6 We assess the world around us and make decisions based on that analysis

7 Understanding the Concepts

8 ASSESSMENT Collection of data. Information that enlightens the teacher and the learner, information that drives instruction, information about all the elements involved in the teaching-learning process

9 EVALUATION It is the product of assessment. It is the objective and purposeful analysis of the product of teachers’ efforts and students’ progress

10 It refers to the application of instruments to gather data
TESTING It refers to the application of instruments to gather data

11 Assessment as a Recursive Process

12 Purposes of Classroom Assessment

13 Assessment FOR Learning
It is designed to give teachers information to modify and differentiate teaching and learning activities. It takes into consideration individual learning styles but takes general forms as a starting point. The focus of teacher’s analysis is on HOW learning occurs and how ss apply what they know. This information can be used to provide effective feedback.

14 Assessment AS Learning
The purpose in this process is to develop metacognition in students, who are considered as the critical link between assessment and learning. They have to learn to make sense of information, relate it to prior knowledge and use it for new learning. They are active and engaged and can participate as designers of instruments

15 Assesment OF Learning This is summative in nature and it informs about what students know and can do. It confirms whether they have achieved the curriculum outcomes and helps to make reasonable and defensible decisions about our teaching.

16 What is an example from your teaching practice of
Task 1 Discuss with a partner and then share with the group What is an example from your teaching practice of Assessment for learning? Assessment as learning? Assessment of learning?

17 The Nature of Assessment


19 The Class as an Assessment Environment
The one way to make learning meaningful is by helping ss internalize and use that knowledge. To do so, they need to OWN their learning, they have to be able to assess what they do in class, why they do it. T’s should assess all the elements involved in the teaching-learning process: ss learning and production, material, and teacher’s preparation and performance


21 Basic Elements of Assessment
Validity: it refers to the extent to which assessment measures what it is intended to measure Fairness: it is concerned with giving all ss equal opportunities for success in assessment Reliability: It refers to the extent to which a test produces consistent, reproducible scores

22 Task 2 Think of one of the better teachers that you had as a K-12 student. In retrospect. How would you describe the teacher’s classroom as an assessment context?

23 Types of Testing

24 Traditional Assessment
It consists of typical paper-and-pencil tests in which ss select from choices, calculate numbers, construct short responses, or write essays

25 Alternative Assessment
In this type of assessment, students are given more choices of work. It requires more detailed instructions and a scoring guide for quality control. It includes Performance-based assessment, Authentic Assessment and Portfolio Assessment

26 Authentic Assessment Performance-based Assessment Portfolio Assessment
It consists in evaluating ss’ knowledge or skill in a context that approximates the real world or real life as closely as possible Performance-based Assessment Going from “knowing” to “showing” Doing open-ended activities that have no correct but appropriate, acceptable answers Portfolio Assessment It consists in a systematic and organized collection of Ss work that show their skills and accomplishments along a period of time

27 Critical Elements Visible Criteria Clear, detailed directions
Differentiated Scoring HOW? Using Rubrics

28 A Rubric? But, What is it? "a scoring tool that lists the criteria for a piece of work or 'what counts.' “ (Goodrich, 1999) A good rubric describes levels of quality for each of the criteria being analyzed, usually on a point scale.

29 Why use them? They help students and teachers define "quality."
When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?" questions. Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve. Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework. As one teacher says: "They know exactly what their child needs to do to be successful."

30 Examples ..\english iii\Rubric for Oral Test.doc
..\RUBRICS\4skills test word.doc ..\RUBRICS\portfolio.doc ..\RUBRICS\Professional Development Journal Rubric.doc ../Course%20Design/RUBRICS/Project%20rubric.doc

31 Task 3 Suppose that you were teaching this workshop. How would you go about creating rubrics for assessing the performance of ss?

32 Grading and Reporting

33 The Purposes of Grading
Administrative Informational Motivational Guiding

34 Components Standards of comparison
Comparing performance with a pre-determined standard Weighting different kinds of evidence

35 Task 4 Design a micro-test ( 3 items) for any topic of a class you currently teach. Design the grading instruments

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