1. Assessment of Learning 1

2. Reasons for Assessment
Student selection and certification
Instructional Monitoring
For:
Public accountability and program evaluation
Making decisions about different aspects of the educational process
Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid information about educational LEARNING GOALS

3. To summarize; Educational Assessment, Measurement and Evaluation serve the following purposes :
Improvement of Student Learning
Identification of Students’ Strengths and Weaknesses
Assessment of the Effectiveness of a Particular Teaching Strategy
Appraisal of the Effectiveness of the Curriculum
Assessment and Improvement of Teaching Effectiveness
Communication with and Involvement of Parents in their children’s learning

4. Principles of Educational Assessment
The principles can be summarized into:
Educational assessment should be based on goals, objectives or standards which are clearly stated.
It has to relate to student’s learning with these standards.
It has to be continuous and on-going.
It should provide feedback about students’ performance.

5. ASSESSMENT CYCLE Design Strategies Use the Results to Improve
Articulate Learning Goals
Design Strategies
Determine student activities
Select assessment Methods
Gather Assessment data, Summarize, Interpret
Use the Results to Improve

6. Used to make teaching decisions
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
Enhances learning in the instructional process if the results provide feedback to both teachers and students
Used to evaluate the teaching methodologies and strategies of the teacher
Used to make teaching decisions
Results are used to diagnose the learning problems of the students

7. 1. Beginning of Instruction
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
Teachers make decisions from the beginning up to the end of instruction.
1. Beginning of Instruction
Placement Assessment- determine the pre-requisite skills, degree of mastery of the course objectives and the best mode of learning

8. a. Formative Assessment-
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
During Instruction
a. Formative Assessment-
used to monitor the learning progress during instruction,
provide immediate feedback, re: success and failures of learning,
Identify learning errors,
How to modify instruction
Improve learning and instruction

9. b. Diagnostic Assessment- given at the beginning or during instruction
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
b. Diagnostic Assessment- given at the beginning or during instruction
identify the strengths and weaknesses of the students,
determine the level of competence of the students,
identify students with prior knowledge,
determine the causes of learning problems not revealed by formative assessment,
formulate a plan for remedial action

10. Summative Assessment- given at the end of the course or unit
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
End of Instruction
Summative Assessment- given at the end of the course or unit
Determine the extent of achieving the objectives set
Certify student mastery and assigning grades
Provide information for judging appropriateness of instructional objectives
Determine the effectiveness of instruction

11. TYPES OF ASSESSMENT PROCEDURES
Nature of Assessment
1. Maximum Performance- determine what individuals can do when performing at their best
e.g. Aptitude and achievement tests
2. Typical Performance- determine what individuals will do under natural conditions
e.g. Attitude, interests, personality inventories, observational techniques and peer appraisal

12. e.g. Standard multiple-choice test
TYPES OF ASSESSMENT PROCEDURES
B. Format of Assessment
1. Fixed-choice Test- measure knowledge and skills effectively and efficiently
e.g. Standard multiple-choice test
2. Complex-performance Assessment- measure the performance of learners in context and on problems valued in their own rights
e.g. Hands-on laboratory experiments, projects, essays, oral presentation

13. SOURCES OF EVALUATIVE INFORMATION
To make correct judgment, teachers need to gather accurate information.
Cumulative Record- permanent records
Personal Contact- observational information like:
- Can the student read well or not?
- Does the student understand concepts?
- Does the student follow specified instructions?
- Does the student stay on task?
- Does the student participate actively in learning activities?
- Does the student use the material correctly?

14. SOURCES OF EVALUATIVE INFORMATION
Analysis- teachers need to file samples of students’ work for discussion during P-T conference
Open-ended Themes and Diaries- questions like the following can be asked:
- What things do you like and dislike about school?
- What subjects do you find interesting? Uninteresting?
- How do you feel about your classmates
- What personal accomplishments are you so proud of?

15. SOURCES OF EVALUATIVE INFORMATION
Conferences with parents and previous teachers
Testing

16. Norm-referenced Interpretation
METHODS OF INTERPRETING THE RESULTS
Norm-referenced Interpretation
Describes student’s performance or progress in relation to others of the same peer group, age or ability
May involve ranking or scaling a pupil to help with streaming classes
May look at cross-school achievements to compare achievement in particular groups, subjects and years wit local and national levels of attainment

17. Norm-referenced Interpretation
e.g.
Franco’s score in the periodical exams is below the mean
Sam ranked 5th in the unit test in Physics
Scion’s percentile rank in the Math achievement test is 88.

18. METHODS OF INTERPRETING THE RESULTS
Criterion-referenced Interpretation-describes student performance according to a specified domain or clearly defined learning tasks e.g. divide three-digit whole numbers correctly and accurately, multiply binomial terms correctly
Concerned with national examination and other assessment bodies
Used in the assessment of vocational and academic qualifications
Results are given on a pass/fail, competent/not competent basis
Results are conclusive and usually open to review

19. Criterion-referenced Interpretation
e.g.
Hannah can construct a pie graph with 75% accuracy
Hyacinth scored 7 out of 10 in the spelling test
Ophie can encode an article with no more than 5 errors in spelling