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Assessing Learners Performance

This document discusses classroom assessment. It defines three types of assessment: assessment for learning (formative), assessment of learning (summative), and assessment as learning. Assessment for learning is ongoing and helps teachers modify their teaching based on student needs. Assessment of learning provides a snapshot of student achievement. Assessment as learning helps students develop metacognitive skills and become lifelong learners through self-assessment. The document also compares formative and summative assessment and lists some assessment strategies and tools.

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Faith Cuenca
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63 views

Assessing Learners Performance

This document discusses classroom assessment. It defines three types of assessment: assessment for learning (formative), assessment of learning (summative), and assessment as learning. Assessment for learning is ongoing and helps teachers modify their teaching based on student needs. Assessment of learning provides a snapshot of student achievement. Assessment as learning helps students develop metacognitive skills and become lifelong learners through self-assessment. The document also compares formative and summative assessment and lists some assessment strategies and tools.

Uploaded by

Faith Cuenca
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Assessing Learners

Performance
Mrs. FAITH B. CUENCA T-III
Mr. VINCENT P. BACAOCO T-I
Making assessment an integral part of daily
instruction is a challenge. It requires planning specific
ways to use assignments and discussions to discover
what students do and do not understand. It also
require teachers to be prepared to deal with student’s
responses.
DepEd Order No. 8 s. 2015 Policy
Guidelines on Classroom Assessment
for the K to 12 Basic Education Program
Theoretical Basis

Zone of Proximal Development (Vygotsky, 1978)

1. Appropriate assessment is committed to


a. ensuring learners’ success to move from
guided to independent display of
knowledge, understanding, and skills
b. enabling learners to transfer knowledge,
understanding and skills successfully in future
situations
2. Assessment facilitates the development of learners’
higher order thinking and 21st-century skills.
Purpose of Classroom Assessment

Assessment is used to:


 inform and guide teaching and learning
 help learners set learning goals
 assign report card grades
 motivate learners
Three Types of Classroom Assessment:

A. Assessment for Learning (Formative Assessment)


B. Assessment of Learning (Summative Assessment)
C. Assessment as Learning
Assessment for Learning (Formative Assessment)

It is a ongoing assessment that allows teachers to monitor students on a day-to-


day basis and modify their teaching based on what the students need to be
successful. This assessment provides student with timely, specific feedback that
they need to make adjustments to their learning
Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students
and their parents know how well each students has completed the learning
tasks and activities. It provides information about students achievement.
Assessment as Learning

Assessment as learning develops and supports students’ metacognitive skills.


This form of assessment is crucial in helping students become lifelong
learners. As students engage in peer and self-assessment, they learn to make
sense of information, relate it to prior knowledge and use it for new learning.
Comparing Assessment for Learning and Assessment of Learning
Assessment for Learning Assessment of Learning
(Formative Assessment) (Summative Assessment)
Checks learning to determine what to do next and then Checks what has been learned to date.
provides suggestions of what to do-teaching an learning are
indistinguishable from assessment.

Is designed to assist educators and learners in improving Is designed for the information of those not directly involved
learning in daily learning an teaching (school administration /heads,
parents, next level teacher).
Is used continually by providing descriptive feedback Is presented in periodic period.

Usually uses detailed, specific and descriptive feedback Usually compiles data into a single number, score or mark as
–in a formal or informal report. part of a formal report.

Is not reported as part of an achievement grade. Is reported as part of an achievement grade.


Usually focuses on improvement, compared with the Usually compares the learner’s learning either with other
student’s “previous best”(self-referenced, making learning learner’s learning (norm-referenced, making learning highly
more personal). competitive) or the standard for a grade level (criterion-
referenced, making learning more collaborative and
individually focused).
Assessment Strategies and Tools

 Anecdotal notes
 Observation checklist
 Conversation
 Portfolios
 Question and answer
 Checklist, rating scales and rubrics.

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