ECE 603

Principles & Methods of ASSESMENT OF LEARNING

Teaching Pre- School
Procedure

OBJECTIVES AtAssessment
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(Boud & Falchikov,
assessment 2007, p. 3)
is effective?
INCIPLE 1 Assessment of learning is an integral part
of the teaching- learning process.

1. What do we do after we
teach the children?

2. Why do we assess them?

3. What’s the use of the result of

the assessment?
PRINCIPLE 2 Assessment tool should match
performance objective.

What assessment do
we give to the children
after we teach them?
PRINCIPLE 3 The results of assessment must be
fed back to the learners.

What is the use of the

result of the
assessment?

What will we do to
them?
 In assessing learning, teachers must
consider learners’ learning styles and multiple
PRINCIPLE 4 Intelligences and so must come up with a variety of ways of
assessing learning.

Considering multiple of
intelligences and varied
learning styles, assessment
of learning must be done in
a variety of ways.

Figure on 49 M I
Assessment Contexts of
Thomas Armstrong (1994)
may give us creative ideas
in our attempt to come up
with a variety of assessment
or evaluation techniques.
 To contribute to the building of the culture of success
PRINCIPLE 5 In the school, it is pedagogically sound that in our
assessment techniques we give some positive feedback along
with not-so-good ones.

Comments like “ nicely put”, “well

done”, “fine idea”, “good point” on
students’ paper boost their ego and add
to their level of confidence.
On the contrary, when we directly give
critical evaluation on a students’
performance or project and
accentuating positive points will
cushion the impact of critical evaluation
PRINCIPLE 6
Emphasize on self- assessment
If learning is a personal
process, then the pupil or
student is in the best position to
measure his/her own progress
against the benchmark.

Our students’ self- assessment

coupled with our objective
assessment may give more
complete and adequate picture
of how far or close they are to
the established criterion of
success.
.
Priciple 7 If we believe that our task as teachers is to teach all
Pupils, and that it is possible that all students, even
those from limited backgrounds, will have access
To opportunities and therefore can achieve, then
the bell curve mentality must be abandoned.

(Danielson, 2002). If we insist on the

bell curve mentality we will be made
to think that it is normal and is
expected if some fail.

Remember, we wish to build the

culture of success in the classroom
because success breeds success.
Concentrate on the thought that all
can learn.
.
 Assessment of learning should never be
PRINCIPLE 8
used as punishment or as a disciplinary
measure.
We hear of teachers who give an
unschedule quiz because the class is
noisy or teachers who give a very
difficult test in order to punish
students who do not study. When we
resort to this sort of practice, we veer
away from the true purpose of
assessment.
We also contribute in a sense to the
development of students who frown
on any form of learning assessment
for this gets identified with
punishment.
PRINCIPLE 9 Results of learning assessment must be
Communicated regularly and clearly to parents.

Parents are keenly interested

in the progress of their
children in school. They like
to know how their children
are doing in school and how
they can help their children
learn. Besides, parents are
also our customers qand
more that that, our parents in
the education of the young.
 Emphasize on real world application that favors
PRINCIPLE 10 Realistic performances over out-of-contact drill
Items.

Such assessments require

students to generate rather
than choose a response, and
to actively accomplish
complex tasks while bringing
to bear prior knowledge new
learning and relevant skills.
PRINCIPLE 11 To ensure learning, do formative assessment

Do not wait until the end of

the chapter or unit to check if
your students understood
the4 lesson. While you are in
the process of teaching, check
for understanding. If you do
discover that your students
failed to understand the
lesson, then by all means
come up with an intervention
or remedial measure. This
will endure learning.
PRINCIPLE 12 To ensure realibility of assessment results, make
Use of multiple sources.

Don’t rely on just one source

of assessment data. Make use
of multiple sources- written
tests, performance tests,
portfolios, and observations.
ASSESSMENT OF ASSESSMENT IN THE DIFFERENT PHASES OF
LEARNING INSTRUCTION

PRIOR TO INSTRUCTION

You may give pre- teaching

assessment to determine
where your students are in
relation to your lesson. You
can make us of written pre-
test, the KWL technique, or by
simply asking them some
questions to diagnose your
students’ entry knowledge
and skills.
ASSESSMENT OF
LEARNING Assessment in the Different Phases of Instruction

DURING INSTRUCTION

There are many ways by which

by which learning can be
assessed in the process of
teaching. We can immediately
find out if our pupils can follow
the lesson by posing oral
questions or by observing them
as they perform classroom
activites or exercises.
ASSESSMENT OF
LEARNING Assessment in the Different Phases of Instruction

AFTER INSTRUCTION

After you spent an hour of less teaching,

you would like to find out proof of
learning. You will do formative
evaluation. This is also referred to as
assessment of learning. If you gave a pre-
test prior to instruction, then you give a
post- test after instruction. If you
discover that your lesson objectives were
not achieved, employ remedial measures
like re- teaching, peer tutoring and et.