Scribd Logo
Upload

Welcome to Scribd!

  • 9 views

    Assessment Strategies

    Uploaded by

    DAHLIA BACHO
    The document discusses principles and types of classroom assessment including formative and summative assessment. It provides details on designing effective assessment tasks and how assessment can be used to improve student learning when aligned with learning objectives and involving teachers and students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Assessment Strategies

    Uploaded by

    DAHLIA BACHO
    9 views13 pages
    The document discusses principles and types of classroom assessment including formative and summative assessment. It provides details on designing effective assessment tasks and how assessment can be used to improve student learning when aligned with learning objectives and involving teachers and students.

    Original Title

    ASSESSMENT STRATEGIES

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses principles and types of classroom assessment including formative and summative assessment. It provides details on designing effective assessment tasks and how assessment can be used to improve student learning when aligned with learning objectives and involving teachers and students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    9 views13 pages

    Assessment Strategies

    Uploaded by

    DAHLIA BACHO
    The document discusses principles and types of classroom assessment including formative and summative assessment. It provides details on designing effective assessment tasks and how assessment can be used to improve student learning when aligned with learning objectives and involving teachers and students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 13

    e n t s t r a t e g i e s

    Assessm
    In the classroo
    m
    RAISING THE BAR FOR
    LEARNING
    What are your thoughts
    about the picture?
    T H I N K !
    Let ’ S
    1.What task is being given for them to do?
    2.Which animal will require less preparation for the task? Which
    animal will require more preparation for the task? Why?
    3.Is the assessment method chosen by the assessor appropriate in
    this case? Who else can help determine what assessment
    method or strategy can be used?
    S S M E N T
    O M A S SE
    CL A S S RO
    - is a process in which teachers and students gather
    evidence of student performance to make decisions about
    further instruction and grading. The purpose of classroom
    assessment is both formative during instruction, to
    improve student learning, and summative, documenting
    student proficiency at the end of an instructional unit
    F A S S E S S M E N T
    PRINC I P L E S O
    ❑Assessment should be aligned with objectives, learning
    standards, and competencies.

    ❑Assessment should be more like instruction.

    ❑Assessment should recognize the diversity of learners,


    hence, varied methods and appropriate to the type of
    learners are utilized.

    ❑The formative assessment should scaffold the learners in


    summative assessment.
    F A S S E S S M E N T
    PRINC I P L E S O

    ❑Assessment results should be used by teachers to help


    students learn better.

    ❑Assessment involve both teachers and students.

    ❑The formative assessment should scaffold the learners in


    summative assessment.
    Ef fe ct iv e as se ss m en t

     directly relate to the learning intentions or particular learning


    outcome.
     are explicit about what learners are required to do.
     are time efficient and manageable
     include clear and explicit assessment criteria
     provide challenge for the full range of learners being assessed
     are fair to all students including those with additional needs
    M AT I V E
    F O R
    ASSESSM ENT
    Formative Assessment is a process that involves
    teachers using evidence about what learners know
    and can do to inform and improve their teaching.
    This process, through the teacher’s immediate
    feedback, enables students to take responsibility
    for their own learning and identify areas where
    they do well and where they need help.
    SUMMA
    TIVE
    ASSESSMENT
    Summative Assessment is an assessment that is
    usually administered toward the end of a learning
    period to measure the extent to which the learners
    have mastered the essential learning competencies,
    the results of which are recorded and are used to
    report the learner’s achievements.
    Assessment for occurs when teachers use inferences about Formative
    Learning student progress to inform their teaching Assessment

    Assessment as occurs when students reflect on and Diagnostic


    Learning monitor their progress to inform their Assessment
    future learning goals
    Assessment of occurs when teachers use evidence of Summative
    Learning student learning to make judgments on Assessment
    student achievement against goals and
    standards.
    Des ign ing effe ctiv e asse ssm ent
    task s

    Effective teachers design assessment tasks


    that require students to demonstrate
    knowledge and skills at man levels. Tasks
    will include lower order processes like
    comprehension, and higher order processes
    like synthesis and evaluation.
    Des ign ing effe ctiv e asse ssm ent
    task s
     When teachers explain the connections between learning
    goals, learning activities and assessment tasks, then the
    students can use learning goals to monitor and progress
    their learning.
    Assessments should be:
    a. Authentic, fit for purpose and reflect the
    learning program and objectives.
    b. Aligned to curriculum achievement standards.
    c. Integrated into a learning sequence.
    thank
    Yo u !

    You might also like