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Classroom Assessment: Definition: The Measurement

Classroom assessment is used to measure student learning and teacher effectiveness. It helps identify student strengths and weaknesses, and informs teaching plans. Good assessment requires knowledge of procedures, time, planning validity, and result analysis. Assessment methods include observation, tests, and instruments aligned to learning outcomes. Traditional assessments include objective and essay tests, as well as matching, true/false, and multiple choice questions. Alternative assessments evaluate complex learning through authentic tasks like portfolios and exhibitions.

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73 views21 pages

Classroom Assessment: Definition: The Measurement

Classroom assessment is used to measure student learning and teacher effectiveness. It helps identify student strengths and weaknesses, and informs teaching plans. Good assessment requires knowledge of procedures, time, planning validity, and result analysis. Assessment methods include observation, tests, and instruments aligned to learning outcomes. Traditional assessments include objective and essay tests, as well as matching, true/false, and multiple choice questions. Alternative assessments evaluate complex learning through authentic tasks like portfolios and exhibitions.

Uploaded by

ainee ahmad
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Classroom Assessment

Definition : The measurement applied to the learning of information and performance skills on the part of students and teachers.

Purpose

Detect pupils overall development. Identify the strengths and weaknesses

of pupils earlier and also from time to time. Know their teaching effectiveness. Plan and modify their teaching. Carry out appropriate follow up action immediately.

Requirements for good assessment procedures.

A knowledge of the correct

procedures. Time commitment teacher - students Planning- content validity Result analysis meaningful

Method

A. Planning
teachers need to ensure the learning outcomes, evaluation methods as well as the instrument that are going to be used.

Determining the learning outcomes

depend on: - the subject that is going to be taught. - topics that are to be evaluated. - level of pupils ability. - weightage of the difficulty level.

b. Carry out observation

Observation method can be used to:


detect mastery of learning outcomes immediately. - detect strengths and weaknesses of pupils from a few learning sessions. * Individual/group observation by using appropriate instrument , checklists/ anecdote records.

C. Carry out assessment via test


oral/written D. Building instruments refer to a test blueprint before setting questions. set questions based on different cognitive levels (Bloom/Solo Taxonomy)

E. Implementing assessment
teachers need to conduct observations or oral evaluation or writing test or any other method. F. Recording by using statement/grade/ marks/ symbols. G. Reporting presenting pupils achievement to relevant parties.

Traditional Assessment
Two type: Objective testing Essay testing Objective testing: not open to many interpretations Types: Multiple choice test, matching, truefalse, short answer

Writing multiple choice test items

1. The stem should be clear and simple


present only a single problem. 2. The problem in the stem should be in positive terms. Negative language is confusing. 3. Do not expect students to make extremely fine discrimination among answer choices. 4. Avoid using exact wording found in the text book.

and

5. Avoid obvious patterns on test. : The

position of correct answer and length of the answer. 6. Avoid overuse of all above / none of the above 7. Use good distractor.

Essay testing

Some students prefer essay tests because

they can write down something, even if it doesnt answer the question. Constructing essay test: a. Question should give students clear and precise task and should indicate the elements to be covered in the answer. b. Students should be given ample time to answer

Advantages and disadvantages of different kinds of test items.


Type : Short answer Adv: Can test many facts in short time. Easy to score. Excellent format for math. Test recall. Dis : Difficult to measure complex learning. Essay Adv: test complex learning Dis: Difficult to score objectively. Uses a great deal of testing time. Subjective.

True/False:
Adv: Test the most facts in shortest time. Easy to score. Dis: Difficult to measure complex learning. Difficult to write reliable items. Subject to guessing.

Matching:
Adv: Excellent for testing associations and recognition of facts. Can test complex learning. Dis : Difficult to write effective items.

Multiple choice: Adv: Can assess learning at all levels of complexity. Can be highly reliable, objective. Test large knowledge base in short time. Easy to score. Dis: Difficult to write. Subject to guessing.

Alternative Assessment
Authentic Assessment: Requires students to perform tasks and solve problems that are similar to real life performances that will be expected of them outside of school. i. Portfolios: A systematic collection of work, including work in progress, revisions, student selfanalyses, and reflections on what the student has learned (Popham, 2005).

- Written work or artistic pieces are common contents of portfolios, but students also include graphs, diagrams, snapshots of displays, peer comments, audio or video tapes, laboratory report, and computer programs- anything that demonstrates learning in the area being taught and assessed (Belanoff & Dickson,1991; Camp,1990; Wolf, Bixby,Glenn& Gardner,1991

Guidelines : Creating portfolios


a. Should include information that shows student
b. c.
self-reflection and self criticism. Student should be involved in selecting the pieces that will make up the portfolio. The portfolio should reflect the students activities in the learning. The portfolio can serve different functions at different times of the year.

d.

e. Portfolio should show growth. f. Teach students how to create and use portfolios.

Evaluating portfolios

a. Checklists, rating scales and scoring


rubrics.
- students products and performances are compared to established public standards ( they are not rank to other students work

Exhibition
a. It is public assessment : students need
to prepare a lot. - it requires many hours of preparation. (Thomas Guskey & Jane Bailey,2001) suggest that exhibition help students understand the qualities in their own production and performance.

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