1. ASSESSMENT OF
LEARNING

2. Quiz :
1. To find out what the students can do, and
how well they can do it
a. performance, skills
b. Knowledge
c. Process
d. None of the above

3. 2. To find out how students feel about their
work
a. Process
b. Motivation, effort
c. Performance, skills
d. All of the above

4. 3. To find out how students go about the task of
doing their work
a. skill, performance
b. Motivation, effort
c. Knowledge
d. process

5. 4. Systematic process of gathering, interpreting,
and acting upon data.
a. Planning
b. Implementation
c. Assessment
d. evaluatio

6. 5. Who is involve in the assessment process?
a. Teacher
b. Student
c. Students peer
d. administrator
e. A & B only
f. A , b and C
g. All of the above
h. None of the above

7. “If the proof of the pudding is
in the eating, then the proof of
learning is results obtained
from assessing.”

8. Assessment is a systematic process of gathering,
interpreting, and acting upon data related to
student learning and experience for the purpose
of developing a deep understanding of what
students know, understand, and can do with their
knowledge as a result of their educational
experience; the process culminates when
assessment results are used to improve
subsequent learning.
-Huba and Freed, 2000

9. Assessment is an ongoing process aimed at
understanding and improving student
learning
Multiple methods
Criteria and standards
Evidence
Students know, can do and understand
***It’s more than just collecting data***

10. IMPORTANCE
OF ASSESSMENT
KNOWLEDGE
SKILL;
PERFORMANCE
PROCESS
MOTIVATION,
EFFORT

11. FUNCTIONS OF
ASSESSMENT
Diagnostic: tell us what
the student needs to learn
Formative: tell us how
well the student is doing
as work progresses
Summative: tell us how
well the student did at the
end of a unit/task

12. GUIDING PRINCIPLES IN THE
ASSESSMENT OF LEARNING

13. Assessment is a sine qua non of
teaching.
“Sine qua non” means
something that is absolutely
needed

14. Which assessment tool to use, which test to
formulate must be based on our
performance objective.

15. The assessment process serves
its purpose only when we
return corrected quizzes, tests,
seat works, assignments and
evaluated projects ASAP!

16. Assessments should not force
students to compete against one
another; any competition should be
between students and their own prior
performance”
-Danielson, 2002

24. Paper and pencil assessments:
Ask students to respond in writing to
questions or problem
-item level: assessing lower vs. higher
skills
-knowledge vs, application, analysis
synthesis and evaluation
-authentic tasks
e.g. multiple choice, t/f, matching type
(metacognition),short answer, essay
(recall)

25. Strengths:
-can cover a lot of material reasonably
well
-fair
-effective in assessing declarative
knowledge of content
-easier to construct and administer
Than performance assessments

26. WEAKNESSES:
-REQUIRE FORETHOUGHT AND
SKILL
-LESS EFFECTIVE IN ASSESSING
PROCEDURAL KNOWLEDGE AND
CREATIVE
THINKING
-CONSTRUCTION OF GOOD
HIGHER LEVEL RECOGNITION ITEMS
IS DIFFICULT
-ESSAYS ARE DIFFICULT TO
SCORE

27. Performance assessments:
-ASSESSMENT THAT ELICITS AND
EVALUATES
ACTUAL STUDENT PERFORMANCES
TYPES OF PERFORMANCES:
PRODUCTS: DRAWINGS, SCIENCE
EXPERIMENTS, TERM PAPERS, POEMS,
SOLUTION TO AUTHENTIC PROBLEMS
BEHAVIOR: TIME TRIAL FOR RUNNING A
MILE, RECITING A POEM, ACTING
TRYOUTS, DANCING

28. STRENGTHS of performance
assessments:
EFFECTIVE FOR ASSESSING
HIGHER LEVEL THINKING AND
AUTHENTIC LEARNING
EFFECTIVE FOR ASSESSING SKILL
AND PROCEDURAL LEARNING
INTERESTING AND MOTIVATING FOR
STUDENTS

29. Weaknesses:
-emphasize depth at the
expense of breadth
-Difficult to construct
-time consuming to administer
-hard to score fairly

30. How can we assess student learning?
Traditional assessment:
Assess student knowledge and skills in
relative isolation from real world context.
-practices reflects what students are able to
recall from memory through various
means such as multiple choice, t/f, fill in
the blank, matching questions

31. Authentic assessment: assess students’
ability to use what they’ve learning in tasks
similar to those in the outside world.
-it requires information from a variety of
source such as content work samples,
observation during class activities, and
conferences with students.

32. Informal Assessment
Teachers’ spontaneous, day to day observations
of student performances.
Ex.
Verbal:
-asking questions
-listening to student discussions
-conducting student conferences

33. Nonverbal:
- Observing
- Task performances
- On and off task behaviour
- Student choices
- Student body language

34. Strengths of Informal Assessment:
-facilitates responsive teaching
-Can be done during teaching
-easy to individualize
Weakness:
-requires high level of teacher skill
-vulnerable to : bias, inequities, mistakes

35. Formal Assessment
- Assessment that is planned in advance and used
to assess a predetermined content and/or skill
domain.
Strengths:
-allows the teacher to evaluate all students
systematically on the important skills and
concepts
-helps teachers determine how well students are
progressing over the entire year
-provides useful information to parents and
administrators.

36. PORTFOLIOS
Def’n: A collection of
student samples
representing or
demonstrating student
academic growth. It can
include formative and
summative assessment.
It may contain written
work, journals, maps,
charts, survey, group
reports, peer reviews and
other such items.

37. Portfolios are systematic, purposeful, and
meaningful collections of students’ work in
one or more subject areas.

38. Importance of Portfolios
For Students
-Shows growth over time
-Displays student’s accomplishment
-Helps students make choices
-Encourages them to take responsibility for their
work
-Demonstrates how students think

39. Importance of Portfolios
For Teachers
-Highlights performance-based activities over year
-Provides a framework for organizing student’s
work
-Encourages collaboration with students, parents,
and teachers
-Showcases an ongoing curriculum
-Facilitates student information for decision making

40. Importance of Portfolios
For Parents
-Offer insight into what their children do in school
-Facilitates communication between home and
school
-Gives the parents an opportunity to react to what
their child is doing in school and to their
development
-Shows parents how to make a portfolio so they
may do one at home at the same time

41. Importance of Portfolios
For Administrators
-Provides evidence that teacher/school goals are
being met
-Shows growth of students and teachers
-Provides data from various sources

42. What do portfolios contain?
Three basic models:
Showcase model, consisting of work samples
chosen by the student.
Descriptive model, consisting of representative
work of the student, with no attempt at
evaluation.
Evaluative model, consisting of representative
products that have been evaluated by criteria.

43. Disadvantages of Portfolio
-Require more time for faculty to evaluate than
test or simple-sample assessment.
-Require students to compile their own work,
usually outside of class.
-Do not easily demonstrate lower-level thinking,
such as recall of knowledge.
-May threaten students who limit their learning
to cramming for doing it at the last minute.

44. Rubrics
-It is a scoring guide that seeks to evaluate a
student’s performance based on the sum of a
full range of criteria rather than a single
numerical score.
-It is a working guide for students and teachers,
usually handed out before the assignment
begins in order to get students to think about
the criteria on which their work will be
judged.

45. Rubrics are scoring criteria for:
-free response questions
-Scientific reports
-oral or PowerPoint presentations
-reflection/journals
-Essay
-Laboratory based performance tests
-Article review or reactions
-portfolios or many others

46. - Concept mapping
- Laboratory performance
- Inventories
- -presentation
- -journal assessment

47. The end 