CHAPTER VI:

ASSESSING LEARNING

EDDIE T. ABUGUniversity of Rizal SystemCainta Rizal

THIS BRIEF, CONCLUDING CHAPTER SHALL ACQUAINT YOU

WITH SOME BASICS PRINCIPLES ON

ASSESSMENT OF LEARNING AND WITH FEW

EFFECTIVE ASSESSMENT STRATEGIES

The process of communicating information about students’ achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’. 

BASIC PRINCIPLE :

ASSESSMENT AS AN

INTEGRAL PART OF TEACHING

TEACHING CANNOT BE WHOLE AND COMPLETE

WITHOUT YOU ASSESSING LEARNING

AND YOU DOING SOMETHING AFTER YOU HAVE

ASSESSED STUDENTS’ LEARNING

1.THE USE OF THE TRADITIONAL

PAPER-AND-PENCIL TESTIS NOT ADEQUATE TO MEASURE THE MANY TYPES OF LEARNING

Tomlinson argues the commitment to cater for individual differences, In A differentiated classroom multiple ongoing assessments are used, yet in a traditional classroom assessment is used to see “who got it” (Marsh 2004).

2.AN AUTHENTIC ASSESSMENT

CONSISTS IN LOOKING DIRECTLY

INTO THE PERFORMANCETHAT WE VALUE.

Traditional ------ AuthenticSelecting a Response -------- Performing a Task

Contrived ----------------------- Real-life

Recall/Recognition --------- Construction/Application

Teacher-structured ---------- Student-structured

Indirect Evidence ------------ Direct Evidence

:

3. ASSESSMENT IS FORMATIVE AND SUMMATIVE.

iT IS NOT WISE TO RESERVE ASSESSMENT ONLY AT THE END OF EACH GRADING PERIOD.IT WILL BE QUITE LATE, IF ONLY BY THEN YOU DISCOVER THAT SOME PREREQUISITE SKILLS WERE NOT LEARNED AT THE BEGINNING.

Formative assessment Utilized to immediately determine whether students have learned what the instructor intended.This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.

Summative assessment Cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program.

SUMMATIVEa midterm exam, a final projecta paper, a senior recital

FORMATIVEDraw a concept map in class to represent their understanding of a topicSubmit one or two sentences identifying the main point of a lecture

4. SELF-ASSESSMENT

A PEDAGOGICALLY SOUND PRACTICE.

Self-assessment is the process of looking at oneself in

order to assess aspects that are important to one's identity.

It is one of the motives that drive self-evaluation, along with self-verification

and self-enhancement. Sedikides (1993)

 BUILD COMFORT INTO LEARNING

TO MAKE YOUR STUDENTS RESPOND POSITIVELY

WHEN YOUR STUDENTS ARE INVOLVED

IN THE ASSESSMENT PROCESS,THEY TAKE GREATER INTEREST

IN THEIROWN LEARNING.

SOMETEACHER-TESTED

(EFFECTIVE)ASSESSMENT STRATEGIES

1. REFLECT AND REVISE GIVE STUDENTS A CHANCE

TO REFLECT ON AND REVISE PREVIOUSLY COMPLETED WORK WILL HELP ENSURE

THAT THEY DO, ULTIMATELY, MASTER CONTENT

OBJECTIVES.

2. USE RUBRICSSTUDENTS CAN USE THE SAME TOOL TO SELF-AND-PEER-ASSESS ASSIGNMENTS THAT TEACHERS EMPLOY TO ASSESS THEIR WORK.IF STUDENTS WRITE A SUMMARY OF AN ARTICLE THEY READ, FOR EXAMPLE, THEY CANUSE A RUBRIC TO DETERMINE HOW WELL THEIR WORK MEETS THE ESTABLISHED CRITERIA FOR THE ASSIGNMENT.

3. THE EXIT SLIPGIVE STUDENTS A CHANCE TO ASSESS THE TEACHER, TOO. TEACHERS CAN GIVE STUDENTS A FORM TO FILL OUT AND TURN IN AT THE END OF THE CLASS.

THANK YOU.