The document discusses various aspects of classroom assessment including definitions, features, types, integration, and development. It defines assessment as collecting information to help teachers make decisions and should be aligned with learning objectives. Formative assessment occurs during instruction to monitor progress, while summative assessment occurs after instruction to measure mastery. Other key points include the use of standards-based assessments, balancing traditional and alternative assessments, and using assessment to improve the learning process.
The document discusses various aspects of classroom assessment including definitions, features, types, integration, and development. It defines assessment as collecting information to help teachers make decisions and should be aligned with learning objectives. Formative assessment occurs during instruction to monitor progress, while summative assessment occurs after instruction to measure mastery. Other key points include the use of standards-based assessments, balancing traditional and alternative assessments, and using assessment to improve the learning process.
The document discusses various aspects of classroom assessment including definitions, features, types, integration, and development. It defines assessment as collecting information to help teachers make decisions and should be aligned with learning objectives. Formative assessment occurs during instruction to monitor progress, while summative assessment occurs after instruction to measure mastery. Other key points include the use of standards-based assessments, balancing traditional and alternative assessments, and using assessment to improve the learning process.
The document discusses various aspects of classroom assessment including definitions, features, types, integration, and development. It defines assessment as collecting information to help teachers make decisions and should be aligned with learning objectives. Formative assessment occurs during instruction to monitor progress, while summative assessment occurs after instruction to measure mastery. Other key points include the use of standards-based assessments, balancing traditional and alternative assessments, and using assessment to improve the learning process.
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What is assessment?
Classroom assessment can be defined as the collection, interpretation, and use of information to help teachers make better decisions. Assessment should be aligned with the learning targets/competencies/objectives. Assessment should be both formative and summative. It is more than testing or measurement. It is NOT a matter of life and death; pass or fail. It looks into any change or any improvement in the learning of the pupils. New trends in classroom assessment do NOT over emphasize scoring and grading, but assessment is understood as ASSIST- MENT. Assessment is NO longer separate from instruction.
What are the features of classroom assessment?
It is holistic. Formative Diagnostic Summative
Standards-Based Content-standards indicate what the pupils are expected to KNOW (acquisition of knowledge), UNDERSTAND (meaning making), and DO (doing, demonstrating, performing, or producing). This is the WHAT? Performance-standards indicate the degree to which the content standards have been achieved. This is the HOW the pupils will use the WHAT? Performance-standards describe the abilities and skills that the pupils are expected to demonstrate in relation to content standards and integration of the 21 st century skills.
What is assessment in the 21st century?
It supports a balance of assessments, including high-quality standardized testing along with effective formative and summative classroom assessments. It emphasizes useful feedback on student performance that is embedded into everyday learning. It requires balance of technology-enhance formative and summative assessments that measure student mastery of 21st century skills. It enables development of portfolios of student works that demonstrate mastery of 21 st century skills to teachers and prospective employers.
What are the modes of classroom assessment?
Traditional Assessment – pen-and-paper/written
Alternative Assessment – performance-based (less authentic/authentic)
What are the commonly used assessments in the classroom?
Formative assessment – is done during or at the middle of instruction to continuously monitor the students’ level of attainment of the learning objectives. The results of this assessment are communicated clearly and promptly to the students for them to know their strengths and weaknesses and the progress of their learning.
The Integration of Assessment
Before Instruction During Instruction After Instruction
• Does the learner know • Are the learners • How many learners still need the topic? progressing? help? • Can the learner perform • Who else is having • Are the learners ready for the the task? difficulty? summative assessment? • Are there • What areas still needs to • What resources and further misconceptions? be improved? instructions an be provided • Are there confusions? • What support can be to those who still need help? • What instruction will be provided to the learner? relevant for the learner? What is formative assessment?
What is NOT Formative Assessment? What is Formative Assessment?
It is NOT an instrument or event. It is a collection of practices that all leads to It is NOT used for grading. student learning improvement. It is NOT used as a punishment for students if It is a tool for the teachers to determine what they misbehave. they need to do to move the learner forward. It is a technique to help the students optimize learning.
Formative assessment is a continuous and several assessments done during the instructional process for the purpose of improving teaching and learning. What makes formative assessment formative is that it is immediately used to make adjustments to help students learn the lessons better.
What is summative assessment?
This is given only after a series of formative assessments. This is done after instruction to determine the mastery of the end of the course.
What are the characteristics of formative and summative assessments?
Formative Summative Purpose To monitor and improve instruction and To document student performance student learning. on a learning unit Time of Assessment During instruction After instruction is completed Assessment Techniques Informal observation, listening to student Chapter tests, final exams, reports, questions and responses to teacher term papers, projects questions Use of Information To improve a process while it is still going To judge success of student on learning and instruction, and to identify systematic student errors Structure Flexible, informal Fixed, formal, standardized for al Development and Validation of Assessment Tools
Phase 1 – Planning Stage
1. Specify the objectives/competencies/skills/content areas to be measured.
2. Prepare the Table of Specifications 3. Decide on the item formats.
Phase 2 – Item Writing Stage
1. Writing test items based on the table of specifications
2. Consultation with the experts for validation and editing.
Phase 3 – Test Administration Stage
1. First Trial Run
2. Scoring 3. Item Analysis 4. Revision of test items based on item analysis 5. Writing the final form of the test
Phase 4 – Evaluation Stage
1. Administration of the final form of the test
2. Establishment of validity 3. Establishment of reliability Integrated School
SAMPLE TABLE OF SPECIFICATION
IKA-DALAWANG MARKAHANG PAGSUSULIT SA ARALING PANLIPUNAN
Topics Number of % Number Remember Understand Apply Analyze Evaluate Create
Knows/Remembers Understands Applies Evaluates the Total concepts concepts concepts relevance of concepts Air Pressure 0 4 8 4 16 Air Temperature 4 4 4 4 16 Humidity and Precipitation 2 6 4 12 24 Wind 0 4 4 4 12 Cloud 4 0 12 0 16 Fronts 0 4 8 4 16 Total 10% 22% 40% 28% 100%
The learning outcomes of a course may be broadly defined to include both subject matter content and instructional objectives. The former is concerned with the topics to be learned and the latter with the types of performance the students are expected to demonstrate (e.g. understands, applies, and evaluates concepts).
A table of specification in a very simple form shows how such a table is used in test development. The percentages in a table indicate their relative degree of emphasis that each content area and each instructional objective is to be given in the test.
Thus, if a 75-item classroom test is to measure a representative sample of subject matter content, 16% of the items should be concerned with air pressure, another 16% with air temperature and so forth. Similarly, if the test is to measure representative sample of the instructional objectives (levels of complexity), 10% should measure knowledge of the concepts, 22% should measure understanding of concepts, 40% should measure application of knowledge and 22% should measure evaluation of the relevance of concepts. Ateneo de Naga University College of Education
TABLE OF SPECIFICATIONS FINAL EXAMINATION (The Teaching Profession)
Level of Complexities Topics Low Cognitive Middle High Cognitive Total Level Cognitive Level (46%) Level (22%) (32%) Nature of Teaching Profession (Vocation, Mission 10 10 and Profession) Sources/Branches of Philosophy of Education 7 7 Traditional Philosophies of Education 19 19 Modern Philosophies of Education 20 9 29 Legal Bases of Philippine Education 12 1 15 28 Code of Ethics for Teachers 3 30 4 37 TOTAL 61 41 29 130 TWO-WAY TABLE OF SPECIFICATION
Major Contents Specific Contents Time Potential Functional Items
Spent Items Remember Understand Apply Analyze Evaluate Create Total
Grammar and Subject-Verb 4.5
Sentence Parts Agreement
Gerund Phrase 3.5
Prepositional Phrase 3.20
Participial Phrase 3.15
Infinitive Phrase 4.0
English and British Terms Concepts 4.25
Literature Anglo-Saxon 5.0 Literature
Medieval Literature 5.5
Renaissance Literature 6.5
TOTAL 39.6 (40.00)
To compute for potential item (PI):
time spent/total number of time spent for the quarter x 100 Example: 4.5/40 = 0.1125 x 100 = 11.25
To compute for functional item (FI):
potential item x the number of items allocated to each level of complexities/100 Example: 11.25 x 5 = 56.25/100 = .562 ATENEO TEACHER TRAINING CENTER Sample Table of Specification
Midterm Examination General Science 1
Content Areas Level of Complexities
Knowing Understanding Demonstrate TOTAL (Remembering and (Applying, (Creating) Understanding) Analyzing, and 50% 25% Evaluating) ACQUISITION OF 25% KNOWLEDGE MEANING MAKING DOING Air Pressure Air Temperature Humidity and Precipitation Wind Cloud Fronts Total 18 19 38 75
