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M1L3 - Introduction To Classroom Assessment

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132 views

M1L3 - Introduction To Classroom Assessment

Uploaded by

AVEGAIL SALUDO
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 36

INTRODUCTION TO

CLASSROOM ASSESSMENT
Classroom Assessment Resource Book
Copyright © 2018 by the Department of Education
Principles of Effective Assessment

All classroom assessment activities, whether formative


or summative, should comply with the following broad
principles to make them fair and clear for all learners.

1. Assessment must align with the curriculum and


relate directly to the content and performance
standards and competencies.

Assessment should focus on tracking learners’ progress


in relation to the content and performance standards in
the curriculum, along with development of twenty-first-
century skills.
2. Assessment must be valid.

Assessment should assess what the learners actually


learn in the classroom. Validity ensures that the
assessment activities and assessment criteria
accurately measure the extent to which learners develop
the required competencies and meet the standards for
their grade level.
3. Assessment must be reliable and consistent.

Reliable assessment requires that clear and consistent


processes be followed in developing assessment
activities. This is to ensure that if you repeat an
assessment activity with the same learners, or conduct
it at another time, or if another teacher conducts the
same activity with different learners, you should still get
the same result.
4. Assessment must be fair and inclusive.
Assessment activities should consider the learners’
race, gender, learning needs, learning style, language of
learning, abilities/disabilities, cultural background, and
socioeconomic status. They must never exclude, take
advantage of, or disadvantage any individual or group
of learners.

5. Assessment must be manageable for both


learners and teachers
Learners need time to process new knowledge and
practice new skills. This means that assessments
should be developed and implemented at appropriate
times in the learning process. Assessment must be
manageable for teachers, even in large classes, so that
evidence of new learning is gathered over time and in
diverse ways.
6. Assessment must give learners a range of ways
to
demonstrate their achievements.
Teachers must use a range of assessment methods and
activities to give learners many opportunities to
demonstrate their learning on the knowledge,
understanding, skills, and values defined in the
curriculum.

7. Assessment must be part of a transparent


ongoing process where learners’ progress is
monitored over time.

Teachers use assessment criteria that are based on the


curriculum standards and competencies to gather
evidence of learners’ achievements over time. These
criteria should be clear to the learners as they learn and
before they carryout the assessment activities
8. Teachers and learners must use feedback
effectively to improve learning and reflect on the
teaching and learning process.

Teachers give ongoing and explicit feedback to learners


throughout the learning and assessment process, telling
them what they have done well, where they need to
improve, and how to improve. Teachers also use
assessment data to reflect on, modify, and improve their
teaching practice.
INCLUSIVE ASSESSMENT
Inclusive Assessment

The principles of effective assessment


stress that assessment should be
inclusive and fair for all learners in a
class. For education to be inclusive,
every learner must be in school or have
access to education through an
alternative delivery mode.

Schools, learning environments, classrooms, programs, and activities


should be developed and designed so that all learners can attend school,
learn with others, and participate in school activities. Learners (including
Muslim learners in the Madrasah Education system), must feel that they
can participate fully in and contribute to allaspects of school life.
The following DepEd orders support the concept of inclusive education.

• DepEd Order No. 62, s. 2011 (Adopting the National Indigenous Peoples Education
Policy Framework)
• DepEd Order No. 51, s. 2014 (Guidelines on the Conduct of Activities and Use of
Materials Involving Aspects of Indigenous Peoples Culture)
• DepEd Order No. 32, s. 2015 (Adopting the Indigenous Peoples’ Education Framework)
• DepEd Order No. 72, s. 2009 (Inclusive Education as Strategy for Increasing
Participation Rate of Children)
• DepEd Order No. 32, s. 2013 reiterating DECS Order No. 53, s. 2001 (Strengthening the
Protection
of Religious Rights of Learners)
• DepEd Order No. 51, s. 2004 (Standard Curriculum for Elementary Public School and
Private Madaris)
• DepEd Order No. 77, s. 2011 (Moving the Disability Agenda Forward)
ASSESSMENT
AND
RECORDING
METHODS
Assessment Methods
Assessment methods are the ways you gather evidence of a learner’s
progress over time. The four assessment methods commonly used to find
out what learners know and understand (knowledge) and what they can
do (skills) are:

1. Observation
Teachers make formal and informal observations of the learners’
performance or behaviors based on assessment criteria.
2. Talking to learners
Teachers talk to and question learners to gain insights on their
understanding and progress and to clarify their thinking; often referred
to as conferencing.
3. Analyses of learners’ products
Teachers judge the quality of products created by learners according
to agreed-upon criteria.

4. Tests
Teachers set quizzes to determine learners’ ability to demonstrate
mastery of a skill or knowledge and understanding of content.
Teachers should use a range of assessment methods for learners to
demonstrate their learning. Relying simply on tests is not fair to all
learners as this can unintentionally emphasize simple recall of
information rather than challenge learners to use the cognitive processes
based on the revised Bloom's Taxonomy:
Recording Methods
As you assess you should record evidence of how well each learner has
demonstrated each criterion. You can record evidence of your learners’
achievements in these ways:

1. Class checklists
These outline the assessment activity and
criteria and list all the learners’ names. Use
simple coding systems to record how well
each learner performs on each criterion.
Leave spaces in the checklists for
comments.
2. Class grids

These allow you to record evidence over time. To


make a class grid, simply divide a large sheet of
paper into rectangles to make boxes. Write the
assessment activity and criteria in the top left box.
Allocate one box for each learner. Record your
observation notes about each learner in his/her
box and indicate the date for each note.

Keep the record over a series of lessons. You may


fold the sheet in half and paste it into an exercise
book. To keep the recording manageable, focus on
a few learners each day. This will enable you to
give attention to all learners in your class.
3. Anecdotal Records

These are objective narrative records of


learners’ performance, strengths, needs,
progress, and behavior. In a notebook
or journal, assign a page for each
learner in your class. Write the
narratives about a learner on his/her
page. Leave the notebook or journal and
the class grids on your desk so you can
write in it your observations on
learners' significant learning or
behavior.
4. Portfolios

These are collections of learners’ works that


show their efforts, achievements, and
progress. Learners can use large scrapbooks
as portfolios in which to paste their work.
They may also use plastic clear books in which
to insert their work. Using clear books allows
learners to change their collection as their
work improves or as they expand the scope of
their work. Make sure, though, to keep older
samples to show improvements in the
learners’ work.
5. Visual and Audio Records

Audiorecordings, photographs, and video footages record details that


can be seen and heard and provide a reliable and lasting record of
achievements. Photographs can be included in portfolios or stored
electronically. If used for purposes other than individual assessment,
get permission from learners and parents to do this to ensure privacy
and child protection.
6. Class Records
These are collections of marks or percentages recorded for each learner to
indicate the extent of the learners' performance in a class. These records
tend to be used more for summative assessment.
Assessment Methods and Activities with Corresponding
Recording Methods
OBSERVATION METHODS
SAMPLE ASSESSMENT RECORDING METHODS
ACTIVITIES

Investigative activities Anecdotal records


Role-plays
Oral presentations Class checklists
Dances
Musical performances Class grids
Skills demonstrations
Group activities Audiorecordings,
(e.g., choral reading) photographs, video
Debates footages
Motor and psychomotor
games
Simulation activities
Science experiments
Assessment Methods and Activities with Corresponding
Recording Methods
ANALYSIS OF LEARNERS’ PRODUCTS
SAMPLE ASSESSMENT RECORDING METHODS
ACTIVITIES

Worksheets for all Class checklists


learning areas
Essays Portfolios
Concept maps/graphic organizers
Projects Class records
Models
Artworks Teacher comments on learners’
Multimedia presentations works
Products made in technicalvocational learning
areas Photographs and
teacher comments
Assessment Methods and Activities with Corresponding
Recording Methods
TALKING TO LEARNERS OR CONFERENCING
SAMPLE ASSESSMENT RECORDING METHODS
ACTIVITIES

Hands-on math activities Class checklists


Written work and essays
Picture analyses Class grids
Discussions using comic strips
Story trails Anecdotal records
Panel discussions
Interviews
Think-pair-share activities
Reading
Assessment Methods and Activities with Corresponding
Recording Methods
TESTS
SAMPLE ASSESSMENT RECORDING METHODS
ACTIVITIES

Skills performance tests Class checklists


Practicum Portfolios
Pen-and-paper tests Class records
Pre- and posttests
Diagnostic tests
Oral tests
FEEDBACK
• Research shows that one of the most influential factors in improving
learning is for learners to receive clear and specific feedback while
they are learning.

• Imagine yourself learning a new skill such as playing the guitar. You
expect your teacher to guide you at every step and to clearly explain
what you should do, encourage you when you do well, point out your
mistakes, then show you how to correct them. If your teacher does
not do these, then you may get discouraged from playing the guitar
or end up playing it the wrong way.

• The same applies with learning that occurs in schools. Teachers use
the assessment criteria and evidence from completed record sheets
to give learners immediate and explicit feedback. They can give
feedback either verbally or in written form. Your feedback will make
an enormous difference towards improving your learners’
performance in class.
• Feedback can also come from the other learners, who can give
explicit feedback using assessment criteria for their peer-assessment
activities. For learners in indigenous communities, elders can give
feedback to learners as the latter learn traditional skills and
knowledge.
Following are some guidelines on
giving effective feedback:
• Give feedback as soon as possible after
an assessment activity.
• Provide specific oral or written
constructive feedback directly related to
a learner’s performance.
• Provide feedback that identifies a
learner’s strengths
• Highlight areas for improvement.
• Give hints on how to improve.
• Help learners give feedback to their peers using assessment criteria and
rubrics during peer-assessment activities.
• Provide learners with opportunities for self-reflection in self-assessment
activities.
• Use words that communicate respect to the learners and their works.
FEEDBACK
TECHNIQUES

1. ORAL FEEDBACK
• Give interactive feedback by talking with
the individual learner about his/her
performance.
• Give class feedback by giving details of
common strengths or areas for
improvement.
• If the issue is “how to perform” a certain
skill, explain or model it again and give
examples.
• Provide informal coaching as you walk
around and observe learners at work.
FEEDBACK
TECHNIQUES

2. WRITTEN FEEDBACK
• Give descriptive feedback related to the
assessment criteria.
• Use words that describe what is done well
in the work.
• Use words to suggest improvement and
say how to improve
FEEDBACK
TECHNIQUES

3. PEER-ASSESSMENT FEEDBACK
Ask:
• Does the work or performance meet the
criteria?
• What was done well?
• What can be done to improve the work or
performance?
Use rubrics to help learners decide the
quality of the work or performance.
FEEDBACK
TECHNIQUES

4. SELF-ASSESSMENT FEEDBACK
• Explain the assessment criteria so learners
clearly understand the skills or knowledge
that they are going to demonstrate.
• Help learners compare their work with the
assessment criteria.
• Help learners to use checklists or sentence
beginnings to judge their own work.
• Teach learners how to be explicit in their
self-assessment comments

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