Professional Documents
Culture Documents
Assessmentoflearning1 130705054340 Phpapp02 PDF
Assessmentoflearning1 130705054340 Phpapp02 PDF
2. Instructional Monitoring
3. For:
Articulate
Learning Goals
Determine student
Gather Assessment
activities
data, Summarize,
Interpret Select assessment
Methods
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
2. 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
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION
3. 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
TYPES OF ASSESSMENT PROCEDURES
A. 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
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
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?
SOURCES OF EVALUATIVE INFORMATION
Testing
METHODS OF INTERPRETING THE RESULTS
1. 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
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.
METHODS OF INTERPRETING THE RESULTS
2. 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
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