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Overview On Assessment

Assessment is a systematic process used to evaluate student learning and inform instruction. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Effective assessment uses multiple methods and sources of information to develop a deep understanding of what students know and can do as a result of their educational experiences.

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42 views

Overview On Assessment

Assessment is a systematic process used to evaluate student learning and inform instruction. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Effective assessment uses multiple methods and sources of information to develop a deep understanding of what students know and can do as a result of their educational experiences.

Uploaded by

Torreja Jonji
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 PPTX, PDF, TXT or read online on Scribd
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OVERVIEW ON

ASSESSMENT
Here starts the
lesson!
Assessment is a systematic process of gathering
and information from multiple and diverse
sources. In order to develop a deep
understanding, and can do with that knowledge
as a result of their educational experiences.
PURPOSE OF  Evaluates whether or not
ASSESSMENT: students are learning to read,
write, and do math.
 Improving student learning
is the primary goal of  Assessment can identify deficit
in both classrooms and schools.
assessment
 Learn from our mistakes.
 “Through assessment.
Teachers can decide to re-  Assessment provide interesting
teach move on or change motivation and payoff for
teaching strategies.” studying very hard.
THREE MAIN PURPOSES OF ASSESSMENT

1. ASSESSMENT FOR LEARNING


Occurs when teachers used inferences about
student progress to inform their teaching
(FORMATIVE).
THREE MAIN PURPOSES OF ASSESSMENT

2. ASSESSMENT AS LEARNING
Occurs when teachers reflect on and monitor
their progress to inform their future teaching goals
(SELF-ASSESSMENT).
THREE MAIN PURPOSES OF ASSESSMENT

3. ASSESSMENT OF LEARNING
When teachers used evidence of student
learning to make judgement on students
achievement against goals and standard
(SUMMATIVE).
FOR AS

OF
01
TYPES OF
ASSESSMENT
FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT

Occur during the Conducted at the end of


learning process to a learning period to
provide ongoing evaluate overall learning
feedbacks to both outcomes.
teachers and students
DIAGNOSTIC PERFORMANCE
ASSESSMENT BASED ASSESSMENT

Used to identify Require students to


students’ strengths and perform specific tasks
weaknesses at the or demonstrate skills.
beginning of a course or
unit.
PORTFOLIO SELF
ASSESSMENT ASSESSMENT

Collection of their work Students reflect on their


over time, showcasing own learning and
their progress, skills, performance.
and accomplishments.
PEER STANDARDIZED
ASSESSMENT TESTING

Method of evaluating They are often used for


and providing feedback accountability and
on the performance or benchmarking purposes.
work of one's peers.
AUTHENTIC QUIZZES AND
ASSESSMENT EXAMS

Require students to Traditional tests that


apply their knowledge assess a students
and skills. understanding of
specific content.
PROJECT BASED OBSERVATIONAL
ASSESSMENT ASSESSMENT

Require a combination Method of evaluating a


of skills and culminate students knowledge,
in a final project. skills, behaviors, or
performance by
directly observing
them in action.
02
OUTCOME
BASED
ASSESSMENT
Outcome-based assessment (OBE) is education
in which an emphasis is placed on a clearly
articulated idea of what students are expected to
know and be able to do.
03
21ST CENTURY
ASSESSMENT
Assessment is defined as a process of obtaining
importation that is used to make educational
decision about students, to give feedbacks to the
student about his/her programs, strength and
weaknesses to judge instructional effectiveness
and curricular adequacy and to inform policy.
21st CENTURY
SKILLS
● Creative and
LEARNING innovation
AND ● Critical thinking
INNOVATIONA and problem
L SKILLS: solving
● Communication
and collaboration
● Flexibility and
adaptability
● Initiative and self-
direction
LIFE AND ● Social and cross
CAREER cultural skills
SKILLS: ● Productivity and
accountability
● Leadership and
responsibility
● Creative and
LEARNING innovation
AND ● Critical thinking
INNOVATIONA and problem
L SKILLS: solving
● Communication
and collaboration
ASSESSMENT COMPETENCIES
FOR TEACHERS

Teachers should be skilled in:


• Choosing assessment methods
• Administering, scoring, and interpreting the
results of both externally produced and
teacher produced assessment methods.
ASSESSMENT COMPETENCIES
FOR TEACHERS
Teachers should be skilled in:
• Using assessment results when making
decisions about individual students, planning
teaching, and developing curriculum and
school improvement.
• Developing valid pupil grading procedures
that use pupil assessment.
ASSESSMENT COMPETENCIES
FOR TEACHERS
Teachers should be skilled in:
• Communicating assessment results to
students, parents, other lay audiences, and
other educators.
• Recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses
of assessment information.
CHARACTERISTIC
OF THE 21st
CENTURY
ASSESSMENT
CHARACTERISTIC OF THE 21st
CENTURY ASSESSMENT
The following characteristic of the 21st century
assessment, are essential guide for preparation
for assessment activities by educators it is
necessary to refer to these characteristics to
ensure that the learners are being assessed
towards the skills and demand of the 21st
century.
CHARACTERISTIC OF THE 21st
CENTURY ASSESSMENT

• Responsive • Communicated
• Flexible • Technically sound
• Integrated • Systemic
• Informative • Direction
• Multiple methods
04
NATURE OF
PERFORMANCE
BASED ASSESSMENT
PERFORMANCE BASED ASSESSMENT

• A type of evaluation method that measures


how well an individual can perform specific
tasks.
• It prompt students to use higher0order
thinking skills.
EXAMPLES OF PERFORMANCE BASED
ASSESSMENT:

 Practical exams
 Simulations Exercises
 Authentic Assessments
STRENGTHS: WEAKNESSES:
● Provides additional
way for students to ● Difficult to plan for
show what they know amount of time
and can do. needed.
● Emphasis on ● Limited ability to
reasoning skills generalize to a larger
● More engaging; domain of
active involvement of knowledge.
students.
05
DESIGNNING
MEANINGFUL
PERFORMANCE
BASED
DESIGNNING PERFORMANCE
BASED – ASSESSMENT

Define the purpose of assessment. Defining


the purpose and the target of assessment
provides information on what students needs
to be performed in a task given.
5 TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT:

 UNDERSTANDING
Involving the students meaningfully in
hands-on so that their understanding is rich and
more extensive than what can be attained in the
tradition paper-and pencil assessment.
4 TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT:

 REASONING
Reasoning is essential with performance
assessment as the students demonstrate skills
and contract product.
4 TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT:

 SKILLS
Students are required to demonstrate,
communication, presentation and psychomotor
skills.
 PSYCHOMOTOR SKILL
is a development of organized patterns
of muscular activities and guided by signals
from the environment.
4 TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT:

 PRODUCTS
completed works in which students use
their knowledge and skills.
06
AFFECTIVE
LEARNING
COMPETENCIES
Affective learning competencies, often referred
to as socio-emotional or affective skills, are a set
of abilities and attributes that pertain to an
individual's emotional intelligence, self-
awareness, self-regulation, interpersonal skills,
and overall emotional well-being. These
competencies play a crucial role in personal
development, social interactions, and academic
or professional success.
07
DEVELOPMENT OF
AFFECTIVE
ASSESSMENT TOOLS
THERE ARE 1. Emotions and
THREE feelings change
CONSIDERATIONS quickly most
IN ASSESSING especially fir young
AFFECT. THESE children and during
ARE:
early adolescence.
THERE ARE 2. Used varied
THREE approaches in
CONSIDERATIONS
IN ASSESSING measuring the same
AFFECT. THESE affective traits as
ARE: possible.
THERE ARE 3. Decide what type
THREE of data or results are
CONSIDERATIONS
IN ASSESSING needed, is it
AFFECT. THESE individual or group
ARE: data.
08
DESIGNNING &
EVALUATING
PORTFOLIO
ASSESSMENT
PORTFOLLOS

A collection of artifacts Purposeful systematic


accompanied by a reflective process if collecting and
narrative that not only help the evaluating students
learners to understand and products toward the
extend learning but invites the attainment of learning
readers of the portfolio to gain targets or snow evidence
insights about learning the that a learning target has
learner, (porter & cleland, been achieve.
1995)
1. Determine the
purpose.
DESIGNING AND 2. Identify physical
EVALUATING structure.
PORTFOLIO
ASSESSMENT 3. Determine source of
content.
4. Reflective Guidelines
and scoring.
5. Review with
students
DESIGNING AND 6. Student self
EVALUATING
assessment
PORTFOLIO
ASSESSMENT 7. Peer assessment
8. Teacher assessment
DESIGNING AND EVALUATING
PORTFOLIO ASSESSMENT
1. Determine the purpose.
2. Identify physical structure.
3. Determine source of content.
4. Reflective Guidelines and scoring.
5. Review with students
6. Student self assessment
09
GRADING AND
REPORTING SYSTEM
DEFINITION:

GRADING SYSTEM: REPORTING SYSTEM:


● To prepare of present
In education is the
process of applying ● To return or present(as
standardized a matter self referred to
measurements of varying committee) with
levels of achievement in conclusions and
a course. recommendations.
a. Enhancing student’s
“FUNCTIONS OF learning
GRADING AND
REPORTING b. Reports to
SYSTEM” parents/guardians
c. Administrative and
guidance uses.
 Report students
PURPOSE progress toward
mastery of grade level
OF standards for students
GRADING and parents.
AND  Guide instruction of
REPORTING student learning by the
teacher.
THANK
YOU FOR
LISTENING

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