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Cte Seminar Assessment-1

1. The document discusses key concepts in classroom assessment including defining assessment, the purposes of classroom assessment, and principles of high-quality classroom assessment. 2. It explains that assessment involves systematically gathering information about learner performance using various methods and tools to track progress, plan instruction, report to parents, and involve learners in the learning process. 3. The document provides facts and examples regarding formative vs summative assessment, assessment for learning vs assessment of learning, and ensuring the validity, reliability, fairness, and authenticity of assessments.

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Doria Danica
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34 views65 pages

Cte Seminar Assessment-1

1. The document discusses key concepts in classroom assessment including defining assessment, the purposes of classroom assessment, and principles of high-quality classroom assessment. 2. It explains that assessment involves systematically gathering information about learner performance using various methods and tools to track progress, plan instruction, report to parents, and involve learners in the learning process. 3. The document provides facts and examples regarding formative vs summative assessment, assessment for learning vs assessment of learning, and ensuring the validity, reliability, fairness, and authenticity of assessments.

Uploaded by

Doria Danica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ASSESSMENT

PREPARED BY:

MRS. MARIA ANGELICA A. ABUSTAN


OBJECTIVES:

1. DEFINE ASSESSMENT

2. EXPLAIN CLASSROOM

ASSESSMENT AND ITS PURPOSES

3. discuss PRINCIPLES OF HIGH


QUALITY CLASSROOOM ASSESSMENT
According to de Guzman, et

al. (2015), assessment is a

cyclic procedure, meaning

it’s a never-ending activity

that we must consider in

the teaching learning

process.
ASSESSMENT
is a process of collecting

information about a

learner's performance

using variety of methods

and tools.

ASSESSMENT
is a systematically

gathering information as
part of an evaluation.

ASSESSMENT
is used for tracking

progress, planning next

steps, reporting and

involving parents and

children in learning.

FACT
OR
BLUFF
#1
Assessment AND

EVALUATION ARE THE

SAME.
EVALUATION
is the PROCESS OF JUDGING

THE QUALITY OF

PERFORMANCE OR COURSE

OF action.

EVALUATION
refers to all of the

methods used to find out

what happens as a result

of using a specific

intervention or practice.

EVALUATION
is a systematic acquisition

and assessment
of information to provide

useful feedback about

some object/task.

PHILIPPINE

PROFESSIONAL

STANDARDS FOR

TEACHERS(PPST)
#2
Assessment of Learning
IS done at the end of a
unit, task, process or
period.
#3
DIAGNOSTIC AND PLACEMENT
ARE PARTS OF Assessment
FOR Learning.
#4
FORMATIVE ASSESSMENTS
ARE GIVEN BEFORE THE
INSTRUCTIONS/LESSONS.
#5
SCORES IN FORMATIVE
ASSESSMENTS ARE RECORDED
AND GRADED.
#6
ASSESSMENT FOR LEARNING
ALSO INVOLVES SUMMATIVE
ASSESSMENTS.
Assessment as Learning builds

upon the philosophy of

Assessment for Learning, with a

greater emphasis placed on

feedback and metacognition. As

Ruth Dann (2014) explains,


“It considers how pupils self-

regulate their own learning,

and in so doing make complex

decisions about how they use

feedback and engage with the

learning priorities of the

classroom.”
Assessment as Learning

creates reflective

students who have the

agency to decide on their

next learning step.


#7

a test can be VALID EVEN


IF IT'S NOT RELIABLE.
TO BE VALID, assessment

tasks should be designed to

ensure that they assess

the learning outcomes.


it is considered valid if it

measures what it is
supposed to.
THREATS TO VALIDITY
1. Unclear test directions
2. Complicated vocabulary
and sentence structure
3. Ambiguous statements
4. Inadequate time limits
5. Inappropriate level of
difficulty of test items
6. Poorly constructed test
items
7. Inappropriate test
items for outcomes being
measures
8. Short test
9. Improper arrangement
of items
10. Identifiable pattern of
answers
#8

a test can be reliable


without being valid.
IT IS RELIABLE IF IT IS
consistently good in quality
or performance.
reliability provides a strong

foundation for validity,

providing a necessary

condition for most test uses

or interpretations.
-MILLER (2019)
able to be trusted
WHEN IS AN ASSESSMENT

FAIR?
Stobart (2005) maintains

that to achieve fairness,

test-makers should make

sure that there is no bias

against test-takers

regarding their gender,

ethnicity, nationality, and

socioeconomic status.
Kyaruzi et al. (2018),

ASSESSMENTS are fair when

they are tailored to test-

takers’ needs and

characteristics.
HOW TO CHECK

ASSESSMENTS'

AUTHENTICITY?
Assessments are authentic

if they are realistic, require

judgement and innovation

and assess students’ ability

to effectively use their

knowledge or skills to

complete a task.
TEACHERS can create authentic

assessments by identifying

standards for student performance,

selecting authentic tasks and

separating them from traditional

tasks, identifying criteria for the

task and creating a rubric to

measure performance.
OTHER PRINCIPLES
Assessment should be an

integral part of the

curriculum
Assessment should recognize

the diversity of learners,

hence, varied methods

appropriate to the type of

learners are utilized.


The Formative

Assessment should

scaffold the learners in

Summative Assessment.
Criteria for assessment

should be transparent
Assessment should be

inclusive
#9
Assessment involves

both teachers and

learners
#10
D.O. No. 31, s. 2020 IS THE

BASIS FOR K TO 12

GUIDELINES FOR

CLASSROOM ASSESSMENT
-jOHN RUSKIN

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