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Types of Classroom Assessment

The document discusses the different types of classroom assessments: placement, diagnostic, summative, formative, performance-based, and portfolio assessments. Placement assessments are given before instruction to determine appropriate course level. Diagnostic assessments measure students' knowledge and skills before instruction to inform teaching. Summative assessments measure learning at the end of instruction. Formative assessments are given during instruction to provide feedback and guide teaching. Performance-based assessments evaluate applying skills and knowledge. Portfolio assessments involve compiling work over time to evaluate learning standards achievement.

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324 views4 pages

Types of Classroom Assessment

The document discusses the different types of classroom assessments: placement, diagnostic, summative, formative, performance-based, and portfolio assessments. Placement assessments are given before instruction to determine appropriate course level. Diagnostic assessments measure students' knowledge and skills before instruction to inform teaching. Summative assessments measure learning at the end of instruction. Formative assessments are given during instruction to provide feedback and guide teaching. Performance-based assessments evaluate applying skills and knowledge. Portfolio assessments involve compiling work over time to evaluate learning standards achievement.

Uploaded by

Ruby Corazon Ediza
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 PDF, TXT or read online on Scribd
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1

TYPES OF CLASSROOM ASSESSMENT

The student is required to conduct a research activity to establish the definition


of the types of the different types of assessments applied by the teacher to
measure their learning progress in the delivery of the lesson.

Types of
Classroom What I know . . .
Assessment
1. Placement - This type of assessment is basically administered
Assessment before a course or program begins since it means to
“place” students into a course level or academic
program. For example, to determine if the students
are ready for higher level of Algebra course, an
assessment will be given. This assessment is primarily
done to ensure that the students match with the
appropriate learning experiences that will definitely
address their distinct learning needs.
2. Diagnostic - This type of assessment is administered at the
Assessment beginning–of the school year, beginning of a unit,
beginning of a lesson. It basically measures a
student’s strengths, weaknesses, knowledge, and
skills prior to instruction which provides a baseline
data for the teachers to work from. Since this can also
help benchmark student progress, the teacher may
consider giving the same assessment at the end of the
unit so students can see how far they’ve come.
3. Summative - This type of assessment basically measures a
Assessment student’s achievement at the end of instruction, in
which the primary goal is to assess the extent to which
the most important outcomes at the end of the
instruction have been reached. It also measures the
effectiveness of learning, reactions on the instruction
and the benefits on a long-term base. The teacher will
be able to see whether and how they use the learned
knowledge, skills and attitudes. Depending on the
time frame, this process can also be called
confirmatory evaluation. Furthermore, this
assessment is typically scored and graded tests,
assignments, or projects that are used to determine
whether students have learned what they were
expected to learn during the defined instructional
period.
4. Formative - This type of assessment basically measures a
Assessment student’s performance during instruction, and
2

usually occurs regularly throughout the instruction


process. It is in-process evaluations of student
learning that are typically administered multiple
times during a unit, course, or academic
program. The general purpose of which is to give
educators in-process feedback about what students
are learning or not learning so that instructional
approaches, teaching materials, and academic
support can be modified accordingly. Formative
assessments are usually not scored or graded, and
they may take a variety of forms, from more formal
quizzes and assignments to informal questioning
techniques and in-class discussions with students.
5. Performance- - This type of assessment generally, measures
Based students' ability to apply the skills and
Assessment knowledge learned from a unit or units of study.
It typically challenges the students in using their
higher order thinking skills inorder to create a
product or complete a process. Examples of of
completing a complex task, can be done through
writing assignment, science experiment, speech,
presentation, performance, or long-term
project. Teachers will often use collaboratively
developed common assessments, scoring guides,
rubrics, and other methods to evaluate whether the
work produced by students shows that they have
learned what they were expected to learn. This
assessment may also be called “authentic
assessment,” since it considered by some teachers to
be more accurate and meaningful evaluations of
learning achievement than traditional tests.
6. Portfolio - This type of assessment is the collections of academic
Assessment work such as assignments, lab results, writing
samples, speeches, student-created films, or art
projects—which are compiled by students and
assessed by teachers in consistent ways. This
assessment is primarily used to evaluate a “body of
knowledge”—i.e., the acquisition of diverse knowledge
and skills over a period of time. Portfolio materials can
be collected in physical or digital formats, and they
are often evaluated to determine whether students
have met required learning standards.
3

Reflection/s
1. As a future teacher, how important is the conduct of classroom
assessment to students learning?
Educating students will never be complete if the teacher is more on teaching
the lessons and not evaluating if the students learn. In the same way, student’s
learning will never be whole if the teacher is simply teaching without classroom
assessments. Remember that attaining student’s learning is to integrate
teaching and assessment to make it as a whole. The primary goal of assessment
is to improve student learning and provide students, parents, and teachers with
reliable information regarding student progress and extent of attainment of the
expected learning outcomes. Hence, it is integral to the teaching-learning process
since it facilitates student learning and improving instruction.
Specifically, conducting assessment is important because of the following 3
main purposes, namely:
1)Assessment for Learning-through this assessment, it will measure students’
improvement; it will help students know on what to do to improve or it helps
improve students’ work. This purpose will help teachers recognize on how much
learning is taking place and how much insight into student learning, this means
that it will allow teachers to do day-to-day monitoring of the students’ learning
and they can improve or enhance their teaching that would address students’
needs on becoming successful. Therefore, the assessment provides students with
timely, specific feedback that they need to make adjustments to their learning.
2)Assessment of Learning-through this assessment, it will provide information to
the teacher, students, and parents on how well each student completes the
learning tasks and activities. It provides a clear picture of student’s progress.
Hence, this creates accountability through making sure that the students are
meeting their grade-level standards.
3)Assessment as Learning-though this assessment, it will help determine if the
students are able to apply what they have learned and able to perform
independently. This assessment is actually crucial in helping students become
lifelong learners. This will provide information if the students learn to make
sense of information, relate it to prior knowledge and use it to new learning, this
means that the teacher is successful if the students make adjustment,
improvements and changes to what they learned from the teacher, peer and self-
assessment. Hence, it develops their sense of ownership and efficacy.
4

References:

Teach Thought (n.d.). The Types Of Assessment Of Learning; retrieved Sept. 5,2022,
from https://www.teachthought.com/pedagogy/6-types-assessment-learning/
Maria Kampen (2021). 6 Types of Assessment (and How to Use Them). Prodigy retrieved
sept. 5,
2022, from https://www.prodigygame.com/main-en/blog/ types-of-
assessment/
Education Reform (2015). Assessment. Retrieved Sept. 5, 2022, from
https://www.edglossary.org/assessment
Hillard P. (2015). Performance-Based Assessment: Reviewing the Basics. Retrieve
Sept. 5, 2022, from https://www.edutopia.org/blog/performance-based-
assessment-reviewing-basics-patricia-
hilliard#:~:text=In%20general%2C%20a%20performance
%2Dbased,process%20(Chun%2C%202010).

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