2. CLASSROOM ASSESSMENT
Classroom assessment is both a teaching approach and a set of techniques.
Understanding assessment as a continuous observation process that allows teachers to measure goals or
achievements in terms of student’s skills development.
The approach is that the more you know about what
and how students are learning, the better you can plan
learning activities to structure your teaching.
The techniques are mostly simple, non-graded,
anonymous, in-class activities that give both you and your
students useful feedback on the teaching-learning
Process.
3. Classroom assessment
concepts
Quantitative
assessment:
Qualitative
assessment:
Measurement:
Reliability:
Validity:
In terms of education, we refer to formal or paper-based assessment. The data
gathered give teachers a numerical perception
It could be an informal assessment that looks for specific behaviors or skills
development. It goes throughout the learning process.
Is the process of getting numerical description about the attributes of
dimensions of an individual skill or knowledge.
Refers to consistency of assessment results.
Whether or not and assessment measures.
4. Types of students`
performance
Pre-assessment:
Pre-assessments are tests designed to evaluate students’
understanding of material before teaching begins. A pre-
assessment could cover content from prior grades, re-evaluate
grade-level content from earlier in the year, or preview grade-level
material.
• To make instructional decisions about
student strengths and needs
• To determine flexible grouping patterns
• To determine which students are ready for
advance instruction
It should be used regularly in all curricular areas:
5. Formative assessment
refers to tools that identify misconceptions, struggles, and
learning gaps along the way and assess how to close those
gaps.
formative assessment occurs throughout a class or course,
and seeks to improve student achievement of learning
objectives through approaches that can support specific
student needs
Formative Assessment may be integrated in all parts of the lesson:
BEFORE THE LESSON DURING THE LESSON AFTER THE LESSON
Learner: Understands the
lesson’s purpuse and
identifies what they know
about the topic.
Learner: Recognizes whether
they have met the learning
objectives.
Learner: Monitors one’s
progress.
Examples:
In-class discussions
Surveys
Weekly quizzes
6. SumMative
Assessment
Evaluate student learning, knowledge, proficiency,
or success at the conclusion of an instructional
period, like a unit, course, or program.
Summative assessment can be used to great effect in
conjunction and alignment with formative
assessment, and instructors can consider a variety of
ways to combine these approaches.
Examples of summative assessments include:
a midterm exam
a senior recital
a final project
7. Norm-referenced
assessment
Refers to an assessment that ranks students on a “bell
curve” to determine the highest and lowest
performing students.
This method is used to understand how students’
scores compare to a predefined population with
similar experience.
Criterion-referenced
ASSESSMENT
is based on the number of correct answers
provided by students.
They determine if someone has reached the target
skill, competence or knowledge against a
predetermined standard, goal, level or criteria.
Criterion-referenced tests often use “cut
scores” to place students into categories such
as “basic,” “proficient,” and “advanced.”
8. Performance Based
Assessment
These assessments require a student to create a
product or answer a question that will demonstrate the
student’s skills and understanding.
Performance-based assessments meet this criteria:
Product assessment
It requires effective Sometimes the suggested methods or resources
to assess learners may not be very useful and
the final results can be different from the ones
we set at the beginning of the process
•Complex
•Authentic
•Process/product-oriented
•Open-ended
•Time-bound
methods techniques resources
which lead us to make right and appropriate
decisions in the teaching-learning process.
9. Performance
assessment
is considered one of the most suitable tools
for formative assessment because those
activities let students’ storage long term
learning by applying the skills and knowledge
gained
Monitor student learning involves
much more than paper tasks or
traditional ways of assessing
Showing what students can or produce
include teacher’s effort by creating
opportunities for extended language use.
10. Play-based
is often used as a source of
valuable information about children
and young learners.
The benefits of this kind of
assessment are multiple from
social interaction until literacy
activities.
Dramatize events and play act roles
provide the opportunity to watch, listen
to, talk and work with realia.
