ACHIEVEMENT ASSESSMENT AND INSTRUCTION

Performance Assessments Assessment requiring students to

demonstrate their achievement of
understandings and skills by actually
performing a task or set of a task. (e.g.,
conducting an experiment)
Alternatif Assessments A title for performance assessment that
emphasizes that these assessment methods
provide alternaive to traditional paper-and-
pencil testing.

Authentic Assessment A title for performance assessment that

stresses the importance of focusing on the
application of understandings skills to real
problems in real world contextual settings.
 Instruction
Instruction most effective when
Directed toward a clearly defined set of intended learning
outcomes.
The methods and materials of instruction are
congruent with the outcomes to be achieved.
The instruction is designed to fit characteristic
ad needs of the students
Instructional decisions are based on
information that is meaningful, dependable,
and relevant.
Students are periodically informed concerning
their learning progress.
Remediation is provided for students not
achieving the itended learning
Instructional effectiveness is perodically
reviewed and the the itended learning
outcomes and instruction modified as needed
Assessment
Assessment most effective when
Designed to assess a clearly defined set of
intended learning outcomes.
The nature and function of the assessment are
congruent with the outcomes to be assessed
The assessment are designed to fit the
relevant student characteristics and are a fair
to everyone.
Assessment provide information that is
meaningful, dependable, and relevant.
Provision is made for giving the students early
feedback of assessment resuts.
Specific learning weaknesses are reveald by
the assessment results.
Assessment results provide information usful
for evaluating the appropriateness of the
objectives, the mehods, and the materials of
instruction
 ASSESSMENT IN THE INSTRUCTIONAL PROCESS

To be fully integrated with instruction, plan for assessment

should be made during the planning for instruction. From
the beginning of instruction to the end there are
numerous decisions that the teacher need to make.
Carefully planned assessment procedure can improve
effectiveness of many of these decisions by providing
more objectives information on which to base judgment.
Let us consider some of the decisions teachers need to
make at (1) beginning of instruction (2) during instruction
(3) at the end of instruction.
 ASSESSMENT IN THE INSTRUCTIONAL PROCESS

BEGINNING OF PLACEMENT
INSTRUCTION ASSESSMENT

ASSESSMENT IN FORMATIVE AND

DURING OF
THE INSTRUCTION DIAGNOSTIC
INSTRUCTION
PROCESS ASSESSMENT

END OF SUMMATIVE
INSTRUCTION ASSESSMENT
 ASSESSMENT IN THE
INSTRUCTIONAL PROCESS
PLACEMENT
ASSESSMENT

READINESS PLACEMENT
CONCERN CONCERN

Provide Proceed with Advance

readiness the planned students to a
experiences instruction higher level
 ASSESSMENT IN THE
INSTRUCTIONAL PROCESS
FORMATIVE
ASSESSMENT

Are the students achieving the

intended learning outcomes?

Provide group or Privide feedback to

individual remediation reinforce learning

Diagnostic Proceed with the

Assessmen palnned instruction
ASSESSMENT IN THE INSTRUCTIONAL PROCESS

SUMMATIVE ASSESSMENT

Are the students achieved the intended learning outcomes?

Provide additional Assign grades or

learning experiences certify mastery

Diagnostic Proceed with the

Assessment planned instruction

Evaluate the effectiveness of the instruction