Module

5
ASSESSMENT OF
LEARNING
 Members

Myla B. Feliciano Mary Grace Javier

Christiane Ashley Luna

Regine Gillaco

Neshema Faith Eusebio

 Contents

01 02 03
Definition
and Assessment tools
Purpose of Types of
and techniques in
Assessmen Assessment
science
t
 Learning Outcomes

On completion of this lesson, one should be able to:

1 2 3
Classify and explain Identify suggested
Define the meaning
the different types assessment tools
and discuss the
of formative and and techniques
purposes of
summative utilized in
assessment.
assessment in science.
science .
01
WHAT IS
ASSESSMEN
T?

Start!
 Assessment is the systematic
collection, review and use of
information about educational
programs to improve student learning.
Assessment focuses on what students
know, what they
are able to do, and what values they
have when they graduate. Assessment
is concerned with
the collective impact of a program on
student learning.
PURPOSE OF
ASSESSMENT

Start!
 1. Assessment drives
instruction
A pre-test or needs assessment informs
instructors what students know and do not
know at the outset, setting the direction of a
course. If done well, the information
garnered
will highlight the gap between existing
knowledge and a desired outcome.
Accomplished
instructors find out what students already
know, and use the prior knowledge as a
stepping off
place to develop new understanding.
The same is true for data obtained through
assessment done during instruction. By
checking in with students throughout
instruction, outstanding Instructors
constantly revise and refine their teaching to
meet the diverse needs of students.
 2. Assessment drives
learning.

What and how students learn depends to a major

extent on how they think they will be assessed.
Assessment practices must send the right signals to
students about what to study, how to study, and the
relative time to spend on concepts and skills in a
course.
Accomplished faculty communicate
clearly what students need to know and
be able to do, both through a clearly
articulated syllabus, and by choosing
assessments carefully in order to direct
student energies. High expectations for
learning result in students who rise to
the occasion.
 3. Assessment informs
students of their progress

Effective assessment provides students with a sense

of what they know and don’t know about a subject. If
done well, the feedback provided to students will
indicate to them how to improve their performance.
Assessments must clearly match the
content, the nature of thinking, and the
skills taught in a class. Through feedback
from instructors, students become aware
olf their strengths and challenges with
respect to course learning outcomes.
Assessment done well should not be a
surprise to students.
 4. Assessment informs
teaching practice

Reflection on student accomplishments offers

instructors insights on the effectiveness of their
teaching strategies. By systematically gathering,
analyzing, and interpreting evidence we can determine
how well student learning matches our outcomes /
expectations for a lesson, unit or course.
The knowledge from feedback indicates
to the instructor how to improve
instruction, where to strengthen
teaching, and what areas are well
understood and therefore may be cut
back in future courses.
 5. Role of grading in
assessment

Grades should be a reflection of what a

student has learned as defined in the
student
learning outcomes. They should be based
on direct evidence of student learning as
measured
on tests, papers, projects, and
presentations, etc. Grades often fail to
tell us clearly about
“large learning” such as critical thinking
skills, problem solving abilities,
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.
Moreover, Madeline Hunter, an influential American educator
and author of numerous works on curriculum and
instruction, said “To say that you have taught when
students haven't learned is to say you have sold when no
one has bought. But how can you know that students have
learned without spending hours correcting tests and
papers? . . . check students understanding while you are
teaching (not at 10 o'clock at night when you're correcting
papers) so you don't move on with unlearned material that
can accumulate like a snowball and eventually engulf the
student in confusion and despair.” Hunter was speaking of
the need for formative assessment – feedback from
learning activities that is used by the instructor to adapt
teaching to meet the immediate needs of learners.
 The following are techniques
for formative assessment.

- Audience response systems - Audience response systems

(personal response systems) can be used to collect and
analyze student responses to multiple choice and true/false
questions. Such devices provide immediate feedback to
specific prompts, but do not allow full text entry as
is needed for free response questions. (figure 25.4).

- Electronic groups – If your have classroom access to the

Internet, use an electronic chat or newsgroup to elicit
student response to your questions.

- Think/Pair/Share – Provide students with time to write

a response to a thought provoking question, then
additional time to discuss it with their neighbor before
sharing their conclusion with the class.
• Interview - Interview students about their thinking as they
solve problems. This metacognitive strategy works
well during guided practice or in the laboratory when
using rotating labs (section 22.5).

• Whiteboards – Prepare student whiteboards by

cutting white shower board into small rectangles.
Many home improvement stores will cut it for you.
Provide students with dry erase markers and ask them to write,
draw, or diagram answers to questions you pose.

• . When asked, all students should hold up their boards

simultaneously, providing the teacher with a quick
assessment of what students understand.
 The following are techniques
for formative assessment.

• Voting – Provide several possible answers to a

question, then ask students to vote for by raising
their hands.

• Quick-writes – Throughout your lesson, ask students

to demonstrate their understanding by answering
prompts in their science notebooks . Teachers can
scan student responses as they move through the class.
If few are writing, then it is likely that few
understand.
Examples of Summative Assessments

Summative assessments are formal evaluations of what a student

has learned in a unit or course. They “sum up” what the class
can now do or now knows as a result of the teacher’s
instruction. Here are some examples of summative assessments
in the classroom.

• Graded tests
• Research reports
• Structured essays
• Portfolio projects
• Book reports
• Final exams
• Recitals or concerts
• Standardized tests
• Science projects
Unlike formative assessments, the main purpose of
a summative assessment is for teachers to measure
skill acquisition. Summative assessments typically
do not inform a teacher’s instruction going forward,
as the summative assessment occurs at the end of a
unit or class. However, a teacher may modify their
teaching methods in future lessons based on
assessment
results.
 SUMMATIVE ASSESSMENT

Summative assessments are provided at end of a unit to determine how

much students have learned. Summative assessments provide
information for determining grades and giving students feedback on
their performance. Summative assessments may come in the form of
papers, homework problems, lab reports (3.4.1), projects (22.3, 23.1-4),
quizzes, and tests, and can include objective or subjective tasks.
Objective tasks have clear right and wrong answers, examples of which
include mathematical solutions, multiple choice, true/false, and fill in
the blank questions.
 SUMMATIVE ASSESSMENT

Subjective tasks are more open-ended, do not have obvious right

and wrong answers, and must be evaluated by professionals who truly
understand the material. Criterion-referenced assessments are based
on content-based expectations, while norm-referenced assessments
compare students to others who have taken the same test. Students
pass criterion-referenced tests by obtaining a score in excess of a
predetermined
cutscore, while they pass norm-referenced tests by performing better
than a given percentage of others who took the same test.
 Assessment Tools and Techniques
utilized in Science

What are the most popular assessment tools you'll

find being used in today's modern classrooms? It's
true that there are many to choose from out there.
Some of them are quick and task-specific, and
others, like the ones below, offer a wider range of
tools that are basically part of a full learning
management system.
 A. Good digital assessment tools help us to
truly understand our students.

They let us know where they are so that we can map out the
process of getting them where they need to be in a way that
motivates and inspires them to succeed. Good assessment
tools also align students with the ways of learning that they
connect with most, and that let them take the lead.
 These four are probably the most popular
assessment tools among teachers. You'll find
them in use everywhere and at the top of lists
all over the Web.

Socrative Schoology
Schoology offers a complete
Socrative is still one of the
learning management system
top apps effective classroom
that lets teachers create
engagement and
engaging lessons and effectively
assessment. Use prepared
assess student understanding.
activities or on-the-fly
It's a worldwide community of
questions to gauge student
lifelong learners, educators, and
understanding. And it gets
entrepreneurs dedicated to
even better with Socrative
transforming education for the
PRO.
present and the future.
 These four are probably the most popular
assessment tools among teachers. You'll find
them in use everywhere and at the top of lists
all over the Web.

Kahoot! Formative

Kahoot! lets you create online Formative is fast, fun, easy, and works
learning games that provide on all digital devices. Teachers love it
assessment data in ways that because kids love it too. It features a
engage and entertain students. Add number of interesting ways to gather
videos, diagrams, and images to assessment data. These include custom
make your games interactive. activities you build for true/false,
Students answer on their own multiple-choice, and short answer
devices integrated into the system. questions, and also one that lets
students show their work by drawing or
uploading images of their progress.
Assessment Tools

Start!
 ConcepTests
- Conceptual multiple-choice questions that are useful in large classes.
A ConcepTest is a technique used often in a lecture setting. The
instructor presents one or more questions during class along with
several possible answers. Students in the class indicate which answer
they think is correct. This could be done by a show of hands, for
example. If many of the students do not give the correct answer,
students are given a short time in lecture to try to persuade their
neighbour that their answer is correct. The question is asked a second
time to gauge class mastery. The technique can be particularly useful in
large classes.

The use of conceptests has proved successful in enhancing student

learning, improving student satisfaction with course and/or instructor,
and increasing student attendance. Further, the teaching strategies
used in the implementation of ConcepTests and peer instruction mirror
the principles of good practice in undergraduate education.
 Sample ConcepTest
1. How many plates are Questions:
illustrated in this image?
(N=421)

A. 2 (2% of students chose

this answer)
B.3 (13% of students chose
this answer)
C.4 (16% of students chose
this answer)
D.5* (57% of students
chose this answer)
E.6 (12% of students chose
this answer)
 2. What is the most likely
cooling rate and Sample ConcepTest
composition of a light Questions:
colored, small grained
igneous rock? (N=200)
3. What would happen to the
A. Cooled rapidly, low average temperature at the
silica (6% of students equator during our summer
chose this answer) if the tilt angle of Earth's
B.Cooled rapidly, high axis increased to 27
silica* (70% of students degrees? (N=384 students)
chose this answer) A. Temperatures would increase (36% of
C.Cooled slowly, low silica students chose this answer)
B. Temperatures would decrease* (52% of
(8% of students chose students chose this answer)
this answer) C. Temperatures would stay the same
D.Cooled slowly, high silica (12% of students chose this answer)
(16% of students chose
this answer) 66 (12% of
 2. Concept Maps
A diagramming technique for assessing how well students see the "big
picture". A concept map is a diagram with hierarchical nodes, labeled with
concepts. The nodes are linked together with directional lines and are
arranged from general to specific.
 4. Knowledge Survey

Students answer whether they

could answer a survey of course Knowledge surveys can
content questions. serve as both formative and
summative assessment tools. They
Knowledge Surveys consist of help students learn, help faculty
a series of questions that cover the improve their classrooms, and aid
full content of a course. The surveys departments and programs as the
evaluate student learning and content explore new curricula or
mastery at all levels: from basic pedagogies. (Wirth and Perkins,
knowledge and comprehension 2018)
through higher levels of thinking.
 Sample Knowledge Survey Questions
•Bloom's from Sedimentology and•Bloom's
Stratigraphy
Taxonomy Taxonomy
What is the definition of a
Level
•Bloom's- 1:
formation? Level - 4:concepts of
Explain the
•Bloom's
transgression and regression.
Taxonomy
Outline the basic descriptive Taxonomy
Level - 2:needed to
parameters Compare and contrast
Level - 5:
sequence stratigraphy with
characterize sedimentary rocks
•Bloom'sin detail. other types of stratigraphic
Taxonomy •Bloom's
analysis.
Explain why the stratigraphic
Level of- 3:
records transgression and Taxonomy
regression are commonly Evaluate
Level alluvial
- 5: architecture
disproportionate in relation to basin subsidence.
(asymmetrical)?
 Exams
Find tips on how to make exams better
assessment instruments.

a. Spend adequate amounts of b. Match your tests to the content you are
time developing your tests. teaching.
- As you prepare a test, think carefully - Ideally, the tests you give will measure
about the learning outcomes you wish students' achievement of your educational
to measure, the type of items best goals for the course. Test items should be
suited to those outcomes, the range of based on the content and skills that are most
difficulty of items, the length and time important for your students to learn. To keep
limits for the test, the format and track of how well your tests reflect your
layout of the exam, and your scoring objectives, you can construct a grid, listing
procedures. your course objectives along the side of the
page and content areas along the top. For
each test item, check off the objective and
content it covers. (Sources: Ericksen, 1969;
Jacobs and Chase,
1992; Svinicki and Woodward, 1982)
c. Try to make your tests valid, reliable, and balanced.
A test is valid if its results are appropriate and useful for making
decisions about an aspect of students' achievement (Gronlund and Linn, 1990).
Technically, validity refers to the appropriateness of the interpretation of the
results and not to the test itself, though colloquially we speak about a test being
valid. Validity is a matter of degree and considered in relation to specific use or
interpretation (Gronlund and Linn, 1990).
A test is reliable if it accurately and consistently evaluates a student's
performance. The purest measure of reliability would entail having a group of
students take the same test twice and get the same scores (assuming that we
could erase their memories of test items from the first administration). This is
impractical, of course, but there are technical procedures for determining
reliability. In general, ambiguous questions, unclear directions, and vague scoring
criteria threaten reliability.
Very short tests are also unlikely to be highly reliable. It is also
important for a test to be balanced: to cover most of the main ideas and important
concepts in proportion to the emphasis they received in class.
d. Use a variety of testing methods.
Research shows that students vary in their preferences for different
formats, so using a variety of methods will help students do their best (Jacobs and
Chase, 1992). Multiple-choice or short answer questions are appropriate for
assessing students' mastery of details and specific knowledge, while essay
questions assess comprehension, the ability to integrate and synthesize, and the
ability to apply information to new situations. A single test can have several
formats. Try to avoid introducing a new format on the final exam: if you have
given all multiple-choice quizzes or midterms, don't ask students to write an all-
essay final. (Sources: Jacobs and Chase, 1992; Lowman, 1984; McKeachie, 1986;
Svinicki, 1987)
e. Write questions that test skills other than recall.
Research shows that most tests administered by faculty rely too heavily on
students' recall of information (Milton, Pollio, and Eison, 1986). Bloom (1956)
argues that it is important for tests to measure higherlearning as well. Fuhrmann
and Grasha (1983, p. 170) have adapted Bloom's taxonomy for test development.
Here is a condensation of their list:
 tenets of
deconstructionism."
• To measure application
(solving problems,
applying concepts and
principles to new
situations), ask these
kinds of questions:
• To measure synthesis (integrate learning from different areas or solve
problems by creative thinking), ask these kinds of questions: Categorize,
Combine, Compile, Devise, Design, Explain, Generate, Organize, Plan,
Rearrange, Reconstruct, Revise, Tell. Example: "How would you restructure
the school day to reflect children's developmental needs?"

• To measure evaluation (judging and assessing), ask these kinds of questions:

Appraise, Compare, Conclude, Contrast, Criticize, Describe, Discriminate,
Explain, Justify, Interpret, Support. Example: "Why is Bach's Mass in B Minor
acknowledged as a classic?"

Many faculty members have found it difficult to apply this six-level taxonomy, and
some educators have simplified and collapsed the taxonomy into three general
levels (Crooks, 1988): The first category knowledge (recall or recognition of
specific information). The second category combines comprehension and
application. The third category is described as "problem solving," transferring
existing knowledge and skills to new situations.
 Birthday line up

The players:

05-03 12-11 11-07

Leonor Miller John Johnson Carolina Moore

24-02 18-06 03-10

John Smith Marie Patterson Marc Williams
 Birthday line up

12/09 01/05 02/01 15/10

Carolina
John Smith Susan Bones Jenna Doe
Moore

05/1
17/10 08/06 10/07
2
Timmy Jimmy Jessica Moore Thomas Doe Jenna Bones
 Birthday line up

24-02 05-03 18-06

John Smith Leonor Miller Marie
Patterson

11-07 03-10 12-11

Carolina Moore Marc Williams John Johnson
 Birthday line up

02/01
Carolina
01/05 08/06 10/07
Susan Bones Thomas Doe Jenna Bones
Moore

12/09 15/10 17/10 05/12

Jenna Doe Jessica Moore Jessica Moore Timmy Jimmy
 03
Let’s write!

You can enter a subtitle

here if you need it

Start!
 Let’s write!

Spanish English
Mesa

Chair

Sofá

Sillón

Solve it! Shelf

 Let’s write!

Spanish English
Mesa Table

Silla Chair

Sofá Sofa

Sillón Armchair

Estantería Shelf
 Let's travel!

You can enter a subtitle

here if you need it

Start!
 Let's travel!

Describe the picture to your team. When

you have guessed the monument, put it
in its place on the map!

Venus Mars Jupiter Neptune

Venus is the It’s the farthest
Mars is actually a Jupiter is the
second planet planet from the
very cold place biggest planet
from the Sun Sun
 Let's travel!

Solve it!
Let’s travel!
 Quick quiz

You can enter a subtitle

here if you need it

Start!
 Quick quiz

Choose a
question:

01 02 03
Question 1 Question 2 Question 3
 Quick quiz

Choose a
question:

Question 1 Question 2

Question 3 Question 4
 Question 1

According to their
way of eating, we
consider the pigs
are...

Herbivores Carnivores Omnivores

 Question 1

Try again!
 Question 1

Omnivore
s Pigs are omnivores, they eat
food of both animal and
vegetable origin.

Next
question
 Question 2

What kind of animals

are bats?

Mammals Birds Reptiles

 Question 2

Try again!
 Question 2

Bats, although they fly like

Mammals birds, are mammalian
animals. In fact, they are the
only mammals that can fly!

Next
question
 Question 3

How many legs do all

arachnids have?

6 legs 8 legs 10 legs

 Question 3

Try again!
 Question 3

8 legs All arachnids have eight legs

and lack antennae.
 Question 4

What do cows
feed on?

Fishes Lyons Grass Pigs

Birds Flowers Tomatoes Grapes

 Question 1

Ops! This answer

is not correct
Try again!
 Question 1

Correct!
Cows feed on grass

Score!
Great job!
 Scoreboard

Games Team 1 Team 2

Look into my eyes 10pt 5pt
Greetings, Your
20pt 3pt
Majesty
Rock, Paper, Scissors
3pt 2pt
Tag
Birthday Line Up 5pt 20pt
Let’s travel! 3pt 2pt
Quick quiz 20pt 10pt
TOTAL 61pt 42pt
A picture is worth a
thousand words
A picture is worth a
thousand words
 Diploma
This certificate is presented to:

Taylor Boom
by

Slidesgo School
Desktop Software

You can replace the image

on the screen with your own
work. Just right-click on it
and select “Replace image”
 Our Team

John Smith Sarah Doe

You can speak a bit You can speak a bit
about this person here about this person here
 Thanks!

CREDITS: This presentation

Do you have any questions? template was created by
Slidesgo, including icons by
Flaticon, and infographics &
[email protected] images by Freepik.
+91 620 421 838 Please keep this
yourcompany.com slide for attribution
Alternative Premium Icons
Alternative Resources
Alternative Premium Resources
Infographic Premium Resources
 Alternative Premium Resources
Here’s an assortment of VECTORS
alternatives resources within the ● Hand drawn bullet journal el
same style of this template ements
● Sketches school elements pa
PHOTOS ttern
● Schoolbag with books scatte
red stationery desk ● Hand drawn back school patt
● Back school during covid con ern collection I
cept ● Hand drawn back school patt
● Close up girl writing ern collection II
● Children classroom raising h ● Hand drawn back school patt
ands ern collection III
● Girl with books class ● Hand drawn back school bac
kground
 Resources

Did you like the resources on this template? Get them for free at our other
websites:

PHOTOS
● Kids and teacher wearing medical masks during pandemic

VECTORS
● Back to school pattern collection
● Hand drawn scrapbook kit with ribbons and stickers
● Hand drawn travel landmarks labels
● Back to school instagram stories
 Premium Resources
Did you like the resources on this VECTORS
template? Get them for free at ● Hand drawn back school patt
our other websites: ern collection I
● Hand drawn back school patt
PHOTOS ern collection II
● Smiley teacher standing clas ● Bullet journal elements past
sroom el colours
● Senior male professor glasse ● Hand drawn bullet journal el
s holding notebook standing ements
against blackboard ● Notepad cute shapes bullet j
● African kid learning class ournal template
● Teacher holding book child h ICON
aving virtual course
● Close up woman feeding cow ● Back to school
 Instructions for use
In order to use this template, you must credit Slidesgo by keeping the Thanks slide.

You are allowed to:

- Modify this template.
- Use it for both personal and commercial projects.

You are not allowed to:

- Sublicense, sell or rent any of Slidesgo Content (or a modified version of Slidesgo Content).
- Distribute Slidesgo Content unless it has been expressly authorized by Slidesgo.
- Include Slidesgo Content in an online or offline database or file.
- Offer Slidesgo templates (or modified versions of Slidesgo templates) for download.
- Acquire the copyright of Slidesgo Content.

For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
 Instructions for use (premium users)
As a Premium user, you can use this template without attributing Slidesgo or keeping the "Thanks" slide.

You are allowed to:

● Modify this template.
● Use it for both personal and commercial purposes.
● Hide or delete the “Thanks” slide and the mention to Slidesgo in the credits.
● Share this template in an editable format with people who are not part of your team.

You are not allowed to:

● Sublicense, sell or rent this Slidesgo Template (or a modified version of this Slidesgo Template).
● Distribute this Slidesgo Template (or a modified version of this Slidesgo Template) or include it in a database or in
any other product or service that offers downloadable images, icons or presentations that may be subject to
distribution or resale.
● Use any of the elements that are part of this Slidesgo Template in an isolated and separated way from this
Template.
● Register any of the elements that are part of this template as a trademark or logo, or register it as a work in an
intellectual property registry or similar.

For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
 Fonts & colors used

This presentation has been made using the following fonts:

Gloria Hallelujah
(https://fonts.google.com/specimen/Gloria+Hallelujah)

Raleway
(https://fonts.google.com/specimen/Raleway)

#000000 #ffffff #ff6ea7 #ccb1fe #b2f7ef

#ffe652
 Storyset

Create your Story with our illustrated concepts. Choose the style you like the most, edit its colors, pick
the background and layers you want to show and bring them to life with the animator panel! It will boost
your presentation. Check out How it Works.

Pana Amico Bro Rafiki Cuate

 Use our editable graphic resources...

You can easily resize these resources without losing quality. To change the color, just ungroup the resource
and click on the object you want to change. Then, click on the paint bucket and select the color you want.
Group the resource again when you’re done. You can also look for more infographics on Slidesgo.
 JANUARY FEBRUARY MARCH APRIL MAY JUNE

PHASE 1

Task 1

Task 2

PHASE 2

Task 1

Task 2

JANUARY FEBRUARY MARCH APRIL

PHASE
1

Task 1

Task 2
 ...and our sets of editable icons

You can resize these icons without losing quality.

You can change the stroke and fill color; just select the icon and click on the paint bucket/pen.
In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons.
Educational Icons Medical Icons
Business Icons Teamwork Icons
Help & Support Icons Avatar Icons
Creative Process Icons Performing Arts Icons
Nature Icons
SEO & Marketing Icons
 Premium infographics

Text 1 Text 2 Text 3

“Mercury is closest “Despite being red,
planet to the Sun Mars is actually a
and the smallest” very cold place”

Add the title here 2016 2017 2018 2019 2020

“Venus has a “Neptune is the “Saturn is a gas

beautiful name and farthest-known giant and has
is the second planet” planet from the Sun” several rings”

Text 4 Text 5 Text 6

 Premium infographics

75% “Mercury is closest

planet to the Sun
and the smallest”

75%
“Mercury is closest
TITLE 1 planet to the Sun
and the smallest”

“Mercury is closest
planet to the Sun and
the smallest”
“Mercury is closest
planet to the Sun
and the smallest”
Premium Icons

Digital Marketing
Premium Icons

Online Learning
Premium Icons

Laboratory
Premium Icons

Goals & Results

Premium Icons

Infographic Elements