ASSESSMENT

What is an
assessment?
 A process by which
assessment information is
used by teachers to adjust
their teaching strategies, and
by students to adjust their
learning strategies.
Assessment Terms
Formative:
On-going, day to day assessment that involves giving
immediate verbal and written feedback to
children in relation to how well they have fulfilled
the learning intentions.
Summative:
Involves assessment procedures that
aim to determine students learning at
a particular time
 Guiding
Principles in the
Assessment of
Learning
Principle 1:

Assessment of learning is
an integral part of the
teaching-learning
process
Principle 2:

Assessment tool should

match with performance
objective
 Assessment Tools

 Check Lists

 Marking Schemes

 Rubrics

 Portfolios
Principle 3:

The results of
assessment must be fed
back to the learners
Principle 4:

In assessing learning,
teachers must come up
with a variety of ways of
assessing learning
 Assessment Methods

 Paper and Pencil

 Performance Tasks

 Personal Communication
 Assessment Strategies

 Quiz  Poem
 Test  Dramatic Presentation
 Question  Science Experiment
 Essay  Research Paper
 Class Discussion  Arts Performance
 Conference
Principle 5:
To contribute to the building
of the culture of success in
the school, it is pedagogically
sound that in our assessment
techniques we give some
positive feedback along with
not so good ones
Principle 6:

Emphasize on self-
assessment
Pupil self-evaluation
‘…assessment for learning must involve
pupils so as to provide them with
information about how well they are doing
and guide their subsequent efforts. Much
of this information will come as feedback
from the teacher, but some will be
through their direct involvement in
assessing their own work. The awareness
of learning and the ability of learners to
direct it for themselves is of increasing
importance in the context of encouraging
lifelong learning’
Self-Assessment and Goal Setting

 Report Card – Response Form

 Daily activities and journals
 Teacher-parent-student conferences
 Student-led conferences
Principle 7:

Bell curve mentality must

be abandoned
Principle 8:

Assessment of learning
should never be used as
punishment or as a
disciplinary measure
Principle 9:

Results of learning
assessment must be
communicated regularly
and clearly to parents
 Communication
• Report Cards • Teacher/student
conferences
• Informal reports
• Teacher/parent
conferences
• Individual Education
Plan (IEP) • Teacher/parent/student
conferences
Principle 10:

Emphasize on real world

application that favors
realistic performances
over out-of-context drill
items
 Performance Tasks

 Present engaging “real world”, meaningful,

substantive issues or problems.
 Are directly related to curriculum expectations.
 Focus on what students can do and how they apply
and extend their knowledge.
 Emphasize the processes students use, rather
than only focus on the “right” answer.
 Present students with complex, loosely structured
problems that allow for a wide range of products.
Principle 11:

To ensure learning, do
formative assessment
Examples
• A language teacher asks students to choose the best thesis
statement from a selection; if all choose correctly she moves on;
if only some do she may initiate a class discussion; if most
answer incorrectly then she may review the work on thesis
statements.

• A teacher asks her students to write down, in a brainstorm

activity, all they know about how hot-air balloons work so that
she can discover what students already know about the area of
science she is intending to teach.

• A science supervisor looks at the previous year's student test

results to help plan teacher workshops during the summer
vacation, to address areas of weakness in student performance.

• A teacher documents student work and student conferences to

help plan authentic activities to meet student needs

• Students could be given each one of three "traffic cards" to

indicate the level at which they are understanding a concept
during a lesson. Green means that the student is understanding
the concept and the teacher can move on, yellow indicates that
the instructor should slow down because the student is only
somewhat understanding the concept, and red indicates that the
student wishes that the teacher stops and explains a specific
concept more clearly because they are not understanding it.
Principle 12:

To ensure reliability of
assessment results,
make use of multiple
sources.
 Making Assessment
Effective
Making assessments valid e.g. purposeful real –life
assessments such as using coins to give change in
numeracy

Making assessments more reliable e.g. establishing

criteria and sharing them. Everyone knows what is
expected

Making assessments manageable e.g. using other

adults in the classroom, involving the children
You need to be able to remember:

• What’s been learned

• How it’s been learned

• When it’s been learned

• Plan for recording – use a proforma

• Develop a ‘shorthand’

• Use your records!