ASSESSING AND ADDRESSING

CHILDREN'S NEEDS IN SCIENCE

 WHY DO WE NEED TO ASSESSED STUDENTS?

WHY DO WE NEED TO ADDRESSED THE

NEED’S OF THE STUDENTS?
 PURPOSE OF ASSESSMENT

To support learning
To identify special needs
To monitor trends and inform program
evaluation
 PRINCIPLES OF ASSESSMENT
Assessment should bring about benefits for children.
Assessment should be tailored to a specific purpose and it should
be reliable, valid, and fair for that purpose.
Assessment should be age-appropriate in both content and method
of data collection.
Assessment should be linguistically appropriate, recognizing that to
some extent all assessments are measures of language.
Parents should be a valued source of assessment information, aside
from being an audience for assessment results
 WRONG PRACTICES IN CHILD
ASSESSMENT
Assessing what students do not know and comparing this with what other students can
do
Counting correct answers in written tests just to assign grades
Focusing only on specific skills when assessing students' knowledge
Giving instructional tasks that focus on one or two skills only
Disallowing devices like calculators, computers, or manipulatives
Evaluating the success of the teacher based on the students' test scores
WHEN TO DO ASSESSMENT? IT SHOULD BE HOLISTIC
(WHOLE BODY AND MIND) AND SYSTEMATIC (ORGANIZED
OR ARRANGE)
KEY STAGES IN LEARNING PROCESS
PRE-ASSESSMENT-gives you an idea about whether and to what extent your students are
ready for a particular set of Math concepts and skills
FORMATIVE ASSESSMENT-helps you to find out whether your students understand what you
are discussing in the course of the lesson itself.
SUMMATIVE ASSESSMENT-tells you whether and to what extent you achieved your
objectives in teaching your students a particular concept or skill. This type of assessment aims
to determine the students' level of understanding after instruction.
 ASSESSMENT METHOD
Open-ended questions
Constructed response tasks
Selected response items
Performance tasks
Observations
Conversations
Journals
Portfolios
Games or activities
 TYPES OF ASSESSMENT
Observational assessment- can be used to understand how a student answers a
problem. Each student has his or her own way of answering problems, and by
observing this the teacher can adjust instruction as needed.
Assessment through informal conversations- Teachers can assess children by asking
questions about how they performed a particular task.
Interview assessment-the teacher does an individual interview to find out specific
information directly. Or the teacher gives a task or a problem to the child and asks
the child how he or she will do the task or solve the problem.
Record-keeping and reporting (PORPOLIO, CLASS RECORDS)-Teachers can review
the child's portfolio to evaluate the child's development. The child could also benefit
from it as he or she can see and reflect on his or her development and even
difficulties.
 ADDRESSING LEARNERS' NEEDS THROUGH
DIFFERENTIATED INSTRUCTION
Differentiated instruction is a method of teaching that is designed to cater to
individual learning needs. It entails observing, assessing, and understanding each
student's attitudes, abilities, interests, strengths, and weaknesses, and adjusting your
teaching strategies for different students.
DIFFERENTIATED INSTRUCTION IS ALSO KNOWN AS INDIVIDUALIZED INSTRUCTION.
3 STEPS IN DIFFERENTIATED INSTRUCTIONS
Step 1: Planning
Ask yourself: "What do I want my students to know, understand, and be able to do?“
Step 2: Pre-assessing
Group your students: "Who already knows, understands, and/or can use the content
or demonstrate the skills? Who needs additional support in order to know,
understand, and/or demonstrate the skills?“
Step 3: Differentiating the learning experience
Plan how to teach each group: "What can I do for him/her/them so they can make
continuous progress and extend their learning?"
 GROUPING STUDENTS IN DIFFERENTIATED
INSTRUCTION, GROUPING IS NOT DONE
RANDOMLY BUT RATHER ACCORDING TO THE
STUDENTS' INTERESTS AND ABILITIES.

GROUPING FOR ABILITY LEVELS

GROUPING FOR LEARNING STYLES
GROUPING FOR STUDENT INTERESTS
THE END. THANK YOU FOR LISTENING.
GOD BLESS US ALL.