1. Prepared by: Toni Joy Thurs Atayoc, RMT
ASSESSMENT
Prepared by: Toni Joy Thurs Atayoc, RMT

2. OBJECTIVES
Through the interactive class discussion, the students are able to:
• define assessment system and other related terminologies based
on how they understood the lesson;
• state and comprehend the characteristics of effective assessment;
and
• differentiate the types of assessment as to their purposes.

3. BINGO
DIRECTIONS: Each pair of students gets a large card with squares containing words. Everybody gets the same words, but in a different order. Each time the teacher flashes pictures, the student searches for the right square on his card, and marks it. The students who have five squares marked in a vertical, horizontal or diagonal line yell ‘Bingo’ while raising their cards.

4. 1.

5. 2.

6. 3.

7. 4.

8. 5.

9. ANSWERS:

12. ASSESSING

13. Domain 5. Planning, Assessing & Reporting
Strand of Desired teaching Performance
Performance Indicators
The Teacher……
The teacher develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
- prepares formative and summative
tests;
- employs non-traditional assessment
techniques;
- interprets and uses assessment results to improve teaching and learning; and
- identifies teaching-learning difficulties and their possible causes to address gaps.

14. Topic Content: Definition and other related terminologies
Characteristics of Effective Assessment
Types of Assessment (descriptions/purposes + examples)
A. Norm-Referenced
B. Criterion-Referenced
C. Diagnostic
D. Formative
E. Summative
F. Authentic

15. Classroom Assessment: Some Basic Definitions
• Assessment system: All systematic methods and procedures used to obtain
information about behaviors and upon which educational decisions
are based.
• Evaluation: The use of assessment information to make judgments about students,
teachers, and educational programs.
• Measurement: Process involving a structured situation that includes samples of
particular characteristics or behaviors that results in a numerical or
narrative score.
• Test: Formal set of questions or tasks, often administered to a group of students,
that address particular cognitive capabilities learned in a specific course or
subject area.

16. • Non-test: Devices that do not force students to give their responses
• Non-test: Devices that do not force students to give their responses. These are usually based on teacher’s direct observations as students perform the assigned tasks.

17. CHARACTERISTICS OF EFFECTIVE ASSESSMENT
Effective assessment is:
• congruent with instruction, and integral to it
• based on authentic tasks and meaningful learning processes
and contexts
• multi-dimensional, and uses a wide range of tools and methods
• based on criteria that students know and understand, appealing to
their strengths
• a collaborative process involving students
• focused on what students have learned and can do
• ongoing and continuous

18. TYPES OF ASSESSMENT Norm-Referenced Criterion-Referenced Diagnostic
Formative
Summative
Authentic

19. NORM-REFERENCED ASSESSMENT
• Shows where an individual student’s performance lies in relation to
other students
• Helps the teacher to put a student in a ranked order of achievement
• Reported usually as percentile ranks

21. Example: The table below shows the summary of the scores of 40 students in a 45 item multiple choice of a pretest.

22. Example: Solving the Percentile Rank

23. CRITERION-REFERENCED ASSESSMENT
• Uses pre-established criteria or objectives, from which a student’s
performance is compared
• Students are given a task, and their response-performance, behavior,
or a final product is assessed for the degree to which it meets criteria
levels of quality

26. DIAGNOSTIC ASSESSMENT
• Identifies weaknesses, strengths, and problems of students’ learning.
• Can be the basis for interventions to address the learning difficulties
identified.

32. FORMATIVE ASSESSMENT
• Monitor student learning to provide ongoing feedback that can be
used by teachers to improve their teaching (assessment for learning)
and by students to improve their learning (assessment as learning)
• Characteristically informal
• May be given at any time during the teaching and learning process
• Not included in the computation of summative assessment

35. SUMMATIVE ASSESSMENT
• Seen as assessment of learning, which occurs at the end of a particular
unit, program, term, or school year
• Measures whether learners have met the content and performance
standards/ mastered the lesson
• Main purpose is to give rating or grade to students based on their
performance or achievement
• Results are recorded and used to report on the learner’s achievement

36. • Tests (quarterly, each term, at the end of the school year/semester,
• Chapter/Unit quizzes
• Tests (quarterly, each term, at the end of the school year/semester,
program or course)

37. AUTHENTIC ASSESSMENT
• Students are asked to perform real-life tasks that demonstrate
meaningful application of essential knowledge and skills
• Tasks are either replicas of or analogous to the kinds of problems
faced by adult citizens or professionals in the field

38. Case study: A Curious Mission: An Analysis of Martian Molecules

39. Exhibit

40. Quiz: Match column A with column B: Use CAPITAL letters only
A. Types of Assessment
B. Purposes/Examples
1. Formative
A. Test for the whole chapter of
“The Layers of the Earth”
2. Summative
B. “Assessment for Learning”
3. Diagnostic
C. Machine invention
4. Authentic
D. Uses pre-established criteria, from which a student’s performance is compared.
5. Norm-referenced
E. put a student in a ranked order
F. Main purpose is to identify student’s strengths and weaknesses
6. What is assessment? State three characteristics of effective assessment
(5 pts.)