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Assesment of Learning

This document discusses assessment and evaluation in education. It defines assessment as a process of making judgments about student learning through systematic collection and review of information. Evaluation is defined as characterizing and appraising educational processes and determining their merit. The purposes of assessment include providing feedback to students, teachers, and parents; ensuring learning standards are met; and guiding improvements to instruction and curriculum. High-quality assessment focuses on improving student learning, is fair for all students, and involves collaboration between educators.

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Janine Peñaloza Francisco
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68 views2 pages

Assesment of Learning

This document discusses assessment and evaluation in education. It defines assessment as a process of making judgments about student learning through systematic collection and review of information. Evaluation is defined as characterizing and appraising educational processes and determining their merit. The purposes of assessment include providing feedback to students, teachers, and parents; ensuring learning standards are met; and guiding improvements to instruction and curriculum. High-quality assessment focuses on improving student learning, is fair for all students, and involves collaboration between educators.

Uploaded by

Janine Peñaloza Francisco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ASSESMENT OF LEARNING EVALUATION

-strategies or designed to confirm what students know, -process of summing up the results of measurement or
determine whether or not they are met curriculum tests
outcomes
-designed to provide evidence of achievement to parents EDUCATIONAL EVALUATION
other, educators, the students themselves and sometimes -process of characterizing and appraising some aspects
to outside groups of an educational process
-systematic determination of merit, worth, and
ASSESSMENT significance
-process of making a judgement or measurement of -assessment of reading, written language, spelling and
worth of an entity mathematics
-improve and develop learning of just to find out how -involves making judgement about the correctness of the
good students are at some kinds of examination strategy
-systematic collection, review and use of information
-formative process that focuses on student learning IMPORTANCE OF ASSESSMENT OF STUDENT
-to understand how educational programs are working LEARNING
1. Feedback –and delivery of activities
EDUCATIONAL ASSESSMENT 2. Control – training policy
-involves gathering and evaluating data evolving from 3. Research – to add knowledge of training principles to
planned learning activities or programs improve techniques
-this form is often referred as EVALUATION 4. Intervention – Process of using evaluation
5. Power – uses evaluation information for a political
LEARNING ASSESSMENT agenda
-represents a particular type of educational assessment
normally conducted by teachers 6 ASSESSMENT AND GRADING PRACTICES
1. Show criteria and models in advance – rubrics and
Purpose: multiple models showing both strong and weak points
1. Motivating and directing learning 2. Assess before teaching – diagnostic test
2. Providing feedback to student on their 3. Offer appropriate choices
performance 4. Provide feedback early and often
3. Providing feedback on instruction and/ or the 5. Encourage self-assessment and goal setting
curriculum 6. Allow new evidence of achievement to replace old
4. Ensuring that standards of progression are met evidence

LEARNER ASSESSMENT FUNCTIONS OF ASSESSMENT


-form of two way communication 1. Formative Assessment – diagnostic feedback to
-involves communication to teachers, students, students and instructors
curriculum designers and administrators 2. Summative Assessment – description of student level
of attainment
MEASUREMENT 3. Evaluation Assessment – provides instructors with
-the process of quantifying observations and description curricular feedback
about a quality of a things or person
-involves using observation, rating scales or any other HIGH QUALITY ASSESSMENT – must rest on
non-test device strong educational foundations
-process of making empirical observations of some
attribute, characteristic or phenomenon

METHODS OF DATA COLLECTION


1. Paper and Pencil – reports, questionnaires, test
2. Systematic observation – looks for specific actions PRINCIPLES AND INDICATORS OF
or activities ASSESSMENT OF STUDENT LEARNING
3. Participant Observation – writes observations at a  Principle 1: The primary purpose of
later time assessment is to improve student learning –
4. Clinical – data are collected by specialists provide useful information about whether
student have reached important learning goals
 Principle 2: Assessment for other purposes
student learning – certify student learning and
USES OF EDUCATIONAL MEASUREMENT provide information for school improvement
1. Direct Instructional Decisions – observing,  Principle 3: Assessment Systems are fair to
measuring and drawing conclusions all students – including instruments, policies,
2. Instructional Management Decisions – counselling practices and uses
and guidance decisions  Principle 4: Professional Collaboration and
3. Entry-Exit Decisions – help educators decide who Development Support Assessment – depend
should enter particular educational institutions on educators who understand the full range of
4. Program, Administrative & Policy Decisions – assessment purposes
decisions that affect educational programs, curricula and  Principle 5: The broad community
systems participates in assessment development –
5. Decisions Associated with Expanding Our draw on the community’s knowledge and ensure
Knowledge Base – testing educational research support by including parents, community
members and students
 Principle 6: Communication about
assessment is regular and clear – educators,
school, districts and states
 Principle 7: Assessment systems are regularly
reviewed and improved – regularly reviewed
and improved to ensure that the systems are
educationally beneficial to all students

GENERAL PURPOSES/SPECIFIC REASON


 Administrative – placement, exemption
certification, promotion
 Instructional – diagnosis, evidence of progress,
feedback to the respondent
 Research – evaluation, experimentation,
knowledge of language learning

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