Classroom Assessment

Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References

1. Topic: classroom assessment NAME: AROOBA

2. CONTENT Assessment Classroom Assessment WH Questions Definition of Assessment The role of Assessment How is classroom assessment different? Types of Assessment General Principal of Assessment Effective Assessment Purpose of Classroom Assessment

3. CONTENT Characteristics of Classroom Assessment Importance of Assessment Improve Learning Through Assessment Classroom Assessment Techniques How do I use Classroom Assessment Techniques? Conclusion Reference

4. Assessment The word ‘assess’ comes from the Latin verb ‘ assidere ’ meaning ‘to sit with’. In assessment one is suppose to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999) Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system.

5. Classroom Assessment Is an ongoing process through which teachers and students interact to promote greater learning The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress, and give feedback for improvement.

6. Continue… Involves using multiple methods in order to obtain student information through a variety of assessment strategies. All the processes involves in making decisions about students’ learning progress. It’s more than just grades and tests!!

7. WH Questions Why to Assess Goals are met or not What to Assess Students current abilities in a given skills or task.(knowledge, skills or behavior) Whom to Assess Real learners. How to Assess Through different instruments, formal or informal When to Assess Through out the process of teaching How much to Assess According to individual needs, ability and knowledge.

8. Definition of Assessment Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. The process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses. It is the vital component of the teaching learning process. Gathering of data Analyzing data Interpreting data

9. The role of assessment There is a cycle of planning, teaching, and assessing that insures students are learning.

10. How is classroom assessment different? Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades. The primary goal is to better understand your students' learning and so to improve your teaching.

11. Formal Assessment Have data which support the conclusions made from the test Usually refer to these types of tests as standardized measures These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age

12. Informal Assessment Are not data driven but rather content and performance driven. For example: Running Records etc.

13. Formative Assessment are used to monitor students progress during instruction Purpose – to make judgments about individual student achievement and assign grades Example : quizzes, tests, exams, term papers, lab reports, homework

14. Summative Assessment Comprehensive, typically given at the end of a program and provide for accountability (burns) Purpose – to inform teaching and improve learning used as “feedback devices” Examples – pose questions, listen to students questions and comments , monitor body language and facial expressions , Classroom Assessment Techniques

15. Diagnostic Assessment Used to determine, prior to instruction, a student’s strengths, needs; knowledge and skills. The result permit the instructor to re-mediate student deficits and adjust instruction and curriculum to meet each pupil’s unique needs.

16. Traditional Assessment The student choose the answers from a given list of choices. Students are expected to recognized that in this assessment there is only one correct answer. paper-and Pencil test Development of HOTS (higher order thinking skills) are being limited.

17. Authentic Assessment Asked to perform a task or construct their own response. The forms can be devise by the teacher with the collaboration of the students. Variety of tasks and strategies. Given opportunity to evaluate his or her own work. Development of HOTS is fostered to a great extent.

18. General Principal of Assessment Assessment should be valid. Assessment should be reliable and consistent. Formative assessment and summative assessment should be included in each program. Assessment should be planned.

19. Effective Assessment Assessment should be effective when teacher follow the principals of assessment. Assessment works best when it is ongoing. Assessment effective when it is achieve. Assessment effective when it is transparent. Assessment effective when teacher inform students strong and weak areas.

20. Purpose of Classroom Assessment

21. Characteristics of Classroom Assessment

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24. Importance of Assessment Children who struggle with academics must be identified early and provided interventions ( Torgesen , 2002) Assessments monitor progress by helping determine instruction, identify specific strengths and weaknesses, and evaluate academic abilities ( Deno , Mirkin , & Chiang, 1982; Salvia & Ysseldyke , 2004)

25. Improve Learning Through Assessment

26. Classroom Assessment Techniques Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. The CATS are divided into three broad categories: Techniques for assessing course-related knowledge and skills Techniques for assessing learner attitudes, values and self-awareness Techniques for assessing learner reactions to instruction

27. How do I use Classroom Assessment Techniques? Decide what you want to learn from a classroom assessment. Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class. Explain the purpose of the activity to students, then conduct it. After class, review the results and decide what changes, if any, to make. Let your students know what you learned from the CAT and how you will use this information.

28. CONCLUSION Classroom Assessment Techniques are formative evaluation methods that serve two purposes. They can help you to assess the degree to which your students understand the course content and they can provide you with information about the effectiveness of your teaching methods. Most are designed to be quick and easy to use and each CAT provides different kinds of information.

29. Reference https://www.slideshare.net/rdhaker2011/assessmentppt https://www.slideshare.net/jho_anne/definition-of-assessment https://youtu.be/CbU9xjDXrGg https://www.slideshare.net/rocelaalegado/classroom-assessment-29900285 http://www.learnalberta.ca/content/mewa/html/assessment/purpose.html https://terrymorris.net/cats/char1.htm http://www.hunter.cuny.edu/academicassessment/repository/files/What%20is%20classroom%20assessment-1.pdf