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Lecture 1 - Basic Concepts in Classroom Assessment

Classroom assessment involves collecting, interpreting, and using student information to help teachers make better decisions. There are four key components: purpose, measurement, evaluation, and use. Measurement assigns quantitative descriptions of student performance, such as scores on quizzes. Evaluation judges student performance quality and determines appropriate actions. Assessment and evaluation should be continuous to allow teachers to adjust instruction based on formative feedback.

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52 views3 pages

Lecture 1 - Basic Concepts in Classroom Assessment

Classroom assessment involves collecting, interpreting, and using student information to help teachers make better decisions. There are four key components: purpose, measurement, evaluation, and use. Measurement assigns quantitative descriptions of student performance, such as scores on quizzes. Evaluation judges student performance quality and determines appropriate actions. Assessment and evaluation should be continuous to allow teachers to adjust instruction based on formative feedback.

Uploaded by

Anne Bautista
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Basic Concepts in Classroom

Assessment
(Educ 205 – Assessment of Student
Learning 01)

According to Mcmillan (2007), when we


speak of gathering, interpretation, and use of
information to aid the teacher in making better
decisions, it is assessment in the classroom
context. And for him, it is more appropriate to
designate the term as classroom assessment. What
then, is classroom assessment?

Classroom assessment is defined as the b. AUTHENTIC method


collection, interpretation, and use of information
to help teachers make better decisions. Involves the demonstration of your actual
performance of what you have learned from the
Furthermore, according to Mcmillan, there class. It is mostly preferred by many in evaluating
are four essential components to implementing the students’ achievement.
classroom assessment: purpose, measurement,
evaluation, and use. The following figure shows
the sequence of the components.

Classification of Assessment Methods

Testing
A. Traditional method Is is an organized methods of obtaining
Generally, it refers to the written test or the information from your progress in terms of
paper-and-pencil test. This type of test usually knowledge, skills, behaviour, and aptitude by
relies on rote memorization of facts. exposing you to a particular set of questions to
obtain a score. It is used to interpret whether you

have or have not achieved the learning targets and


competencies set by your teacher.
Test may be categorized into: different subjects so as to assign you to fitting
courses or classes.

Standardized testing
Proficiency test – It is designed to gauge your
The same test is uniformly administered to insight and capacity in a language.
all students which means the questions, the
allotted time, and the mode of scoring are all the
same. Achievement test – it is a test given at the end
of a course to assess if you are able to achieve the
course objectives.
What are the examples of Standardized Test
a. College Admission Test
b. Aptitude Test Aptitude test – It is intended to evaluate your
c. International Comparison Test capacity, of what you can do, and what you can
d. Psychological Test achieve in your learning to determine how well
you perform in the future.

High stakes testing


A man-made test which utilized the test
results for important judgment or decision What about Measurement?
concerning the following matters:
a. Students getting promoted to the next
grade level. Measurement – is the assignment of a
b. Students receiving a high school diploma. quantitative description of the pupils/learners’
c. Accreditation of schools. performance. The most common example in
d. Financial incentives for schools based on classroom is when your teacher administers a quiz
students’ test performance on high-stakes test or term examinations and gives a score. On
test. the other hand, when we measure objects, we use
e. Principal and teachers being reassigned to some standard instrument to find out the length,
other school as promotion. mass, temperature, degree, behaviour and other
f. Hiring employees/teachers in an things that we would like to find out. Such
organization. instruments may be a ruler, scale, thermometer,
pressure gauge, etc.

Common Types of Tests

Diagnostic Tests – It is used to determine your


individual difficulties by knowing your strengths
Types of Measurement
and weaknesses prior to instruction so proper
intervention can be done by your teacher.
Objective (as in testing)
Objective measurements are those that
Placement test – It is a test intended to assess reveal nearly the same results even if it is done
your particular knowledge or capability in repeatedly. It involves impartial measurement and
to determine the objectivity of a measure, one
needs to assess its reliability.

Subjective (as in perceptions)


Subjective measurements indicated
measures concerning the actual experience of an
individual, his feelings or emotions, and opinions
that are commonly subject to disagreement.

What is Evaluation?

Evaluation
Involves judging or deciding about the
quality of your school performance for your
teacher to implement a possible course of action.
When your assessment information if collected,
synthesized, and thought about, your teacher is in
a position to judge the quality of your
performance and what classroom course of action
should be done or what action is most appropriate.
Further, Patton (1987) defined evaluation
as a process which fathering of information and
use the results to analyze and judge the value and
worthiness of something. It critically examines a
program and make judgment to improve its
effectiveness for use in planning and
programming decisions.
Evaluation includes both qualitative and
quantitative description of your class performance
plus value judgment concerning the desirability of
the performance. Evaluation may result to
acceptance, dismissal, or amendment of what has
been evaluated.
Evaluation = Quantitative description of
pupils (Measurement) + Value judgments.
You should take note that assessment and
evaluation must be continuous and frequent.
Teachers must always be prepared to reassess
students, and using the measurement of periodic
formative assessment, they can adjust and
improve their instruction to meet your learning
needs on a daily and weekly basis.

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