Week 7-8.

Classroom Management & Assessment of the Academic Performance

Desired Learning Outcomes:

 Define and describe classroom management.
 Discuss the Role of assessment in Classroom Instruction

Content Focus:
Classroom management is a term used by teachers to describe the process of ensuring
that classroom lessons run smoothly despite disruptive behavior by students. The term
also implies the prevention of disruptive behavior. It is possibly the most difficult aspect
of teaching for many teachers.
Classroom management
 Classroom management is vital for successful teaching.
 A positive classroom management establishes a favourable conditions that
permit effective teaching learning strategies.
 Although the factors that affect a classroom are beyond the teacher’s control, a
good teacher should overcome handicaps by effective planning & judicious
directions thus promote a good atmosphere for learning.
Classroom management refers to:
 Creating a safe and inclusive environment for students learning.
 It facilitates building a strong positive relationship with and among the learners.
 A strong classroom management paves way to understand the unique
adolescent body and mindset.
 A good classroom fosters good understanding of the multicultural and individual
differences within a classroom.
 A well- managed classroom promotes a love for learning and success.
 It presents engaging instructions to the learners.
 A well-managed classroom is consistent and fair for discipline.
 It has well-practiced routines and procedures to promote teaching and learning.
 A good classroom stated simple and clear expectations for rules to be followed.
 It has stages appropriate interventions to be undertaken for the students.
 Classroom management is crucial in classrooms because it supports the proper
execution of curriculum development.
 It helps in developing best teaching practices, and putting them into action.
 It is closely linked to issues of motivation, discipline and respect.
 A large part of traditional classroom management involves behavior modification.
Classroom management approaches/ techniques:
1. Corporal punishment. Until recently, this was widely used as a means of controlling
disruptive behavior but it is now illegal in most schools. It is still advocated in some
contexts by ultra-religious people such as James Dobson.
2. Rote Discipline. It involves assigning a disorderly student sentences or the
classroom rules to write repeatedly. Among the many types, it is very commonly used.
3. Preventive approach. It involves in creating a positive classroom community with
mutual respect between teacher and student. Teachers using this approach offer
warmth, acceptance, and support unconditionally. It also involves the strategic use of
praise and rewards to inform students about their behavior rather than as a means of
controlling student behavior.
4. Good Teacher-Student Relationships. It involves appropriate levels of dominance,
cooperation, and awareness of high-needs students. Assertive teacher behavior also
reassures that thoughts and messages are being passed on to the student in an
effective way. This assertive behavior can be achieved by using erect posture,
appropriate tone of voice depending on the current situation, and taking care not to
ignore inappropriate behavior by taking action.
Systematic Approaches to class management
a. culturally responsive
b. the good behavior game
c. positive classrooms
d. assertive discipline
e. discipline without stress, punishment or rewards
Process Approach to classroom management
The goal is to:
a. develop caring, supportive relationship with and among students.
b. organize and implement instruction in ways that optimize students’ access to learning
c. use group management methods that encourage students’ engagement in academic
tasks.
d. promote the development of students’ social skills and self-regulation.
e. use appropriate interventions to assist students with behavior problems.

Dr. Tracey Garrett also describe classroom management as a process consisting of key
tasks that teachers must attend to in order to develop an environment conducive to
learning. The task of classroom management according to Tracey include:
1. organizing the physical environment
2. establishing rules and routines
3. developing caring relationships
4. implementing engaging instruction
5. preventing and responding to discipline problems

Time Management
Kauchak and Eggen (2008) Kauchad, D., and Eggen, P. (2008), categorize class into
four as follows:
1. Allocated time. It is the total time allocated for teaching, learning and routine
classroom procedures like attendance.
2. Instructional time. It is what remains after routine classroom procedures are
completed.ie., instructional time is the time wherein teaching actually takes place.
3. Engaged time. It is also called time on task. During engaged time, students
participate actively in learning activities- asking and responding to questions,
completing worksheets and exercises, preparing skits, etc.,
4. Academic Learning time. It occurs when students a.) participate actively. b.) are
successful in learning activities. Effective classroom management maximizes academic
learning time.

Common Mistakes:
 Two students with similar looking misbehavior may require entirely different
intervention strategies.
 Not every approach works for every child.
 Teachers need to learn to be flexible.
 Another common mistake is for the teacher to become increasingly frustrated
and negative when an approach is not working.
 The teacher may raise his or her voice or increase adverse consequence in an
effort to make the approach work.
 This may impair the teacher-student relationship.
 Inconsistency in expectations and consequences is an additional mistake that
can lead to dysfunction in the classroom.
 To avoid this, teachers should communicate expectations to students’ clearly and
be sufficiently.
 “ignoring and approving” is an effective classroom management strategy. This
involves when they behave undesirably and approving their behavior when it is
desirable.
 When students are praised for their good behavior but ignored for their bad
behavior, this may increase the frequency of good behavior and decrease bad
behavior.
 Student behavior may be maintained by attention. If students have history of
 getting attention after misbehavior, they may continue this behavior, they may
continue this behavior as long as it continues to get attention.
 If student misbehavior is ignored, but good behavior results in attention, students
may instead behave appropriately to acquire attention.
 Therefore, principles and concepts like behavior management, behavior
engineering, child development and child psychology are to be optimally used for
effectively managing the classroom.

Assessment of the Academic Performance

Role of Assessment in Classroom Instruction

“Teaching and Learning are reciprocal processes that depend on and effect one another
(Swearingen 2002 & Kellough, 1999).” The assessment component of the instructional
processes deals with the learning progress of the students and the teacher’s
effectiveness in imparting knowledge to the students.
Assessment enhances learning in the instructional processes if the result provides
feedbacks to both students and teachers. The information obtained from the
assessment is used to evaluate the teaching methodologies and strategies of the
teacher. It is also used to make teaching decisions. The result of assessment is used to
diagnose the learning problems of the students.
When planning assessment, it should start when the teacher plans his instruction. That
is, when writing learning outcomes up to the time when the teacher assesses the extent
of achieving the learning outcomes. Teachers made decisions from the beginning of
instruction up to an end of instruction. There are four roles of assessment used in
instructional process. The first is placement assessment, a type of assessment given
beginning of instruction. The second and third type of assessment are formative and
diagnostic assessment given during instruction and the last is the summative
assessment given at the end of instruction.
1. Beginning of the Instruction

Placement Assessment according to Gronlund, Linn and Miller (2009) is concerned with
the entry performance and typically focuses on the questions: Does the learner possess
the knowledge and skills needed to begin the planned instruction? To what extent has
the learner already developed the understanding and skills that are the goals of planned
objectives? To what extent do the student’s interest, work habits and personality
indicate that one mode of instruction might be better than another? The purpose of
placement assessment is to determine the prerequisite skills, degree mastery of the
course objectives and the best mode of learning.
 2. During Instruction

During the instructional process the main concern of a classroom teacher is to monitor
the learning progress of the students. Teacher should assess whether students
achieved the intended learning outcomes set for a particular lesson. If the students
achieve the planned learning outcomes, the teacher should provide a feedback to
reinforce learning. Based on recent researches, it shows that provided feedback to
students is the most significant strategy to move students forward in learning. Garnison
and Ehringhaus (2007), stressed in their paper “Formative and Summative Assessment
in the Classroom,” that feedback provides students with an understanding of what they
are doing well, links to classroom learning and gives specific input on how to reach the
next step in learning progression. If it is not achieved, the teacher will give a group or
individual remediation. During this process we shall consider formative assessment and
diagnostic assessment.

Formative Assessment is a type of assessment used to monitor the learning progress

of the students during instruction. The purposes of formative assessment are the
following: to provide immediate feedback to both student and teacher regarding the
success and failures of learning; to identify the learning errors that are in need of
correction; to provide teachers with information on how to modify instruction; and also to
improve learning and instruction.

Diagnostic Assessment is a type of assessment given at the beginning of instruction

or during instruction. It aims to identify the strengths and weaknesses of the students
regarding the topics to be discussed. The purposes of diagnostic assessment are to
determine the level of competence of the students; to identify the students who already
have knowledge about the lesson; to determine the causes of learning problems that
cannot be revealed by formative assessment; and to formulate a plan for remedial
action.
3. End of Instruction

Summative Assessment is type of assessment usually given at the end of a course or

unit. The purposes of summative assessment are to determine the extent to which the
instructional objectives have been met; to certify student mastery of the intended
learning outcomes as well as use it for assigning grades; to provide information for
judging appropriateness of the instructional objectives; and to determine the
effectiveness of instruction.
Methods of Interpreting the Results
1. Norm-referenced Interpretation

It is used to describe student performance according to relative position in some known

group. In this method of interpretation is assumed that the level of performance of
students will not vary much from one class to another class. Example: ranks 5 th in a
classroom group of 40

2. Criterion-referenced Interpretation

It is used to describe student performance according to a specified domain of clearly

defined learning tasks. This method of interpretation is used when the teacher wants to
determine how well the students have learned specific knowledge or skills in a certain
course or subject matter. Example: divide three-digit whole numbers correctly and
accurately; multiply binomial terms correctly.
There are ways of describing classroom tests and other assessment procedures. This
table is a summary of the different types of assessment procedures that was adapted
and modified from Gronlund, Linn and Miller(2009).
Classification Type of Assessment Function of Examples of
Assessment Instruments
Maximum Performance It is used to determine Aptitude
what individuals can do tests,
when performing at achievement
Nature of assessment their best. tests
Typical Performance It is used to determine Attitude,
what individuals will do interest and
under natural personality
conditions. inventories;
observational
techniques;
peer
appraisal

Form of Assessment Fixed-choice test An assessment used Standard

to measure knowledge multiple
and skills effectively choice test.
and efficiently.
Complex-performance An assessment Hands-on
assessment procedure used to laboratory
measure the experiment,
performance of the projects,
 learner in contexts and essays, oral
on problems valued in presentation
their own right.
Placement An assessment Readiness
procedure used to tests, aptitude
determine the learner’s tests, pretests
prerequisite skills, on course
degree of mastery of objectives,
the course goals and self-report
or best modes of inventories
learning. observational
techniques
Use in the classroom
Formative An assessment Teacher-
instruction
procedure used to made tests,
determine the learner’s custom-made
learning progress, tests from
provides feedback to textbook
reinforce learning, and publishers,
correct errors. observational
techniques
Diagnostic An assessment Published
procedure used to diagnostic
determine the causes tests,
of learner’s persistent teacher-made
learning difficulties diagnostic
such as intellectual, tests,
physical, emotional observational
and environmental techniques
difficulties.
Summative An assessment Teacher-
procedure used to made survey
determine the end-of- test,
end course performance
achievement for rating scales
assigning grades or product
certifying mastery of scales
objectives.
Criterion-referenced It is used to describe Teacher-
student performance made tests,
 according to a custom made
specified domain of tests from
clearly defined learning textbook
Methods of Interpreting tasks. Example. publishers,
results Multiplies three-digit to observational
whole numbers techniques
correctly and
accurately.
Norm-referenced It is used to describe Standardized
student’s performance aptitude and
according to relative achievement
position in some tests,
known group. teacher-made
Example: ranks 5th in a survey tests,
classroom group of 40. interest
inventories,
adjustment
inventories

OTHER TYPES OF TEST

Other types of descriptive terms used to describe tests in contrasting types such as the
non-standardized versus standardized tests; objective versus subjective tests; supply
versus fixed-response tests; individual versus group tests; mastery versus survey tests;
speed versus power tests.
Non-standardized Test versus Standardized test
1. Non-standardized test in a type of test developed by the classroom teachers.
2. Standardized test is a type of test developed by test specialists. It is
administered, scored and interpreted using a certain standard condition.

Objective versus Subjective Test

1. Objective test is a type of test in which two or more evaluators give an examinee
the same score.
2. Subjective test is a type of test in which the scores are influenced by the
judgment of the evaluators, meaning there is no one correct answer.

Supply versus fixed-response tests

1. Supply test is a type of test that requires the examinees to supply an answer,
such as an essay test item or completion or short answer test item.
 2. Fixed-response test is a type of test that requires the examinees to select an
answer from a given option such as multiple-choice test, matching type of test or
true or false test.

Individual versus group tests

1. Individual test is a type pf test administered to student on a one-on-one basis
using oral questioning.
2. Group test is a type of test administered to a group of individual or group of
students.

Mastery Test versus Supply Test

1. Mastery test is a type of achievement test that measures the degree of mastery
of a limited set of learning outcomes using criterion-reference to interpret the
result.
2. Survey test is a type of test that measures student’s general achievement over a
broad range of learning outcomes using norm-reference to interpret the result.

Speed Test versus Power test

1. Speed test is designed to measure number of items an individual can complete
over a certain period of time.
2. Power test is designed to measure the level of performance rather than speed of
response. It contains test items that are arranged according to increasing degree
of difficulty.

MODES OF ASSESSMENT
There are different types or modes of assessment used by a classroom teacher to
assess the learning progress of the students. These are traditional assessment,
alternative assessment, performance based assessment and portfolio-based
assessment.
Traditional Assessment
It is a type of assessment in which the students choose their answer from a given list of
choices. Examples of this type of assessment are multiple-choice test, standard
true/false test, matching type test, and fill-in-the-blank test. In traditional assessment,
students are expected to recognize that there is only one correct or best answer from
the question asked.
Alternative Assessment
An assessment in which students create an original response to answer a certain
question. Students respond to a question using their own ideas, in their own words.
Examples of alternative assessment are short answer questions, essays, oral
presentations, exhibitions, demonstrations, performance assessment and portfolios.
Other activities included in this type are teacher observation and student self-
assessment.
Complements of Alternative Assessment
a. Assessment is based on authentic tasks that demonstrate student’s ability to
accomplish communication goals.
b. The teacher and students focus on communication, not on right and wrong
answers.
c. Students help the teacher to set the criteria for successful completion of
communication tasks.
d. Students have opportunities to assess themselves and their peers.

Performance-based Assessment
Performance assessment (Mueller, 2010) is an assessment in which students are asked
to perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills.
It is a direct measure of student performance because the tasks are designed to
incorporate context, problems and solution strategies that students would use in real
life. It focuses on processes and rationales. There is no single correct answer; instead
students are led to craft polished, thorough and justifiable responses, performances and
products. It also involved long-range projects, exhibits and performances that are linked
to the curriculum. In this kind of assessment, the teacher is an important collaborator in
creating tasks, as well as in developing guidelines for scoring and interpretation.
Portfolio Assessment
Portfolio assessment is the systematic, longitudinal collection of student work created in
response to specific, known instructional objectives and evaluated in relation to the
same criteria.
Portfolio is a purposeful collection of student work that exhibits the student’s efforts,
progress and achievements in one or more areas over a period of time. It measures the
growth and development of students.

GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

Improvement of student learning is the main purpose of classroom assessment. This
can be done if assessment is integrated with good instruction and is guided by certain
principles. Gronlund (1998) provided the general guidelines for using student
assessment effectively.
1. Effective assessment requires a clear concept of all intended learning outcomes.
2. Effective assessment requires that a variety of assessment procedures should be
used.
3. Effective assessment requires that the instructional relevance of the procedure
should be considered.
 4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria for judging successful
performance.
7. Effective performance requires feedback to students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and
reporting system.

Self- Reflect:
1. Give your personal reflection about classroom management.
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2. What are the different roles of assessment in the instructional decisions?

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