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Assessment Purposes, Learning Targets, and Appropriate Methods

The document discusses the purposes of classroom assessment which include assessment of learning to determine what students have learned, assessment for learning to identify student needs and modify instruction, and assessment as learning to help students practice self-regulation. Learning targets are concrete goals written in student-friendly language that describe what students will learn. Appropriate assessment methods like selected-response and constructed-response formats should be matched to specific learning targets.

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Jessiah Jade Leyva
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3K views15 pages

Assessment Purposes, Learning Targets, and Appropriate Methods

The document discusses the purposes of classroom assessment which include assessment of learning to determine what students have learned, assessment for learning to identify student needs and modify instruction, and assessment as learning to help students practice self-regulation. Learning targets are concrete goals written in student-friendly language that describe what students will learn. Appropriate assessment methods like selected-response and constructed-response formats should be matched to specific learning targets.

Uploaded by

Jessiah Jade Leyva
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 PPTX, PDF, TXT or read online on Scribd
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Lesson 2

Assessment Purposes,
Learning Targets, and
Appropriate Methods
What is Assessment Purposes?

The purpose of assessment is to gather relevant


information about student performance or progress,
or to determine student interests to make judgments
about their learning process. After receiving this
information, teachers can reflect on each student’s
level of achievement, as well as on specific
inclinations of the group, to customize their teaching
plans.
What is Learning Targets?

Learning targets are concrete goals written in student-


friendly language that clearly describe what students
will learn and be able to do by the end of a class, unit,
project, or even a course. They begin with an “I can”
statement and are posted in the classroom. The term
target is used intentionally, as it conveys to students
that they are aiming for something specific.
What is Appropriate Methods?

Learning targets are very essential to


assessment. If learning targets are clearly
stated, assessment can be precise and
accurate. Once learning targets are clearly set,
you can easily determine the appropriate
assessment method.
Some examples of
Appropriate Methods are:

1. Selected-Response Format. In this format,


students select from a given set of options to
answer a question or a problem. The
selected-response items are objective and
efficient. It can easily be graded. The teacher
can assess and score a great deal of content
quickly.
2. Constructed-Response Format.
This format is more useful in targeting higher levels of
cognition. It is also subjective because it demands that
students create or produce their own answers in response
to a question, problem, or task. In this type, items may fall
under any of the following categories: brief-constructed
response item; performance task; essay
items/assessment; or oral questioning.
•Brief-constructed response items require only short
responses from students. Examples include sentence
completion where students fill in a blank at the end of a
statement; short answer to open-ended questions; labeling
a diagram; or answering a Math problem by showing their
solutions.
Performance Task Success Indicators

Identify and describe the different Given is the type of assessment, one
purposes of classroom should be able to describe its
assessment. purpose and use.

Formulate learning targets for Using the competencies in the k-


specific reasons. 12curr. One should be able to
formulate learning targets for their
corresponding lessons.

Match appropriate assessment Given the competencies targeted for


method with specific learning targets instruction, one should be able to
match appropriate assessment
method to assess their assessment.
What is the purpose of classroom
Assessment
Assessment works best when its purpose is
clear. Without a clear purpose it is difficult to
design or plan assessment effectively and
efficiently. Generally the purpose of classroom
assessment may be classified in terms of the
following:
1. Assessment of Learning. this refers to the use of assessment to
determine learners acquired knowledge and skills from instruction
and whether they were be able the achieve the curriculum
outcomes. It is generally summative in nature.
2. Assessment for learning. To identify the needs of learners in order
to modify instruction or learning activities in the classroom. It is
formative in nature and it is meant to identify gaps in the learning
experiences of learners so that they can be assisted achieving the
curriculum outcomes.
3. Assessment as learning. Use to help learners become self –
regulated. It is formative nature and meant to use assessment task,
results, and feedback to help leaners practice self – regulation and
make adjustments to achieve the curriculum outcomes.

Typically, teachers use classroom assessment of learning more than


assessment for learning and assessment as learning. Ideally,
however all three purposes of classroom assessment must be used.
While it is difficult to perform an assessment with all three
purposes assessment must be used. Teachers must be able to
understand the three purposes of assessment including knowing
when and how to use them.
The Roles of Classroom Assessment in the
Teaching-learning Process

 The purpose of assessment may be classified as


assessment of learning, assessment for learning,
and assessment as learning, the specific purpose
of an assessment depend on teachers objective in
collecting and evaluating assessment data from
learners. More specific objectives of classroom
assessment in the teaching-learning process:
formative, diagnostic, evaluative, facilitative,
and motivational.
Formative.
 Teacher’s conduct assessment because
they want to acquire information on the
current status and level of learners
knowledge and skills or competencies.

Diagnostic.
 Teacher’s can use assessment to identify
specific learners weaknesses or difficulties
that may affect their achievement of the
intended learning outcomes.
Evaluative.
 Teacher’s conduct assessment to measure
learners performance or achievement for the
purpose of making judgement or grading in
particular. Teachers need information on
whether the learners have met the intended
learning outcomes after the instruction is fully
implemented.
Facilitative.
 Classroom assessment may affect student
learning. On the part of teachers, assessment
for learning provides information on students
learning and achievement that teachers can
use to improve instruction and the learning
allows them to monitor, evaluate and improve
their own learning strategies.
Motivational.
 Classroom assessment can serve as a
mechanism for learners to be motivated and
engaged in learning and achievement in the
classroom. Grades for instance, can
motivate and demotivate learners. Focusing
on progress providing effective feedback,
innovating assessment tasks, and using
scaffolding during assessment activities
provide opportunities for assessment to be
motivating rather than demotivating.
Reporter
Urlyn G. Asuque
BSed fil 3.

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