L/O/G/O

ASSESSMENT TECHNIQUESASSESSMENT TECHNIQUES

IntroductionIntroduction

• Every minute a teacher’s stay in the learning environment calls for an aspect of the whole milieu of the teaching- learning process- that of assessing children’s progress.

A. AssessmentA. Assessment

• Assessment is defined as a process of gathering information on how an instructional objective or purpose is being achieved.

• It is an appraisal system that is based on a set of criteria.

• Criteria are in turn dependent on the desired performance level.

• The need for assessment:1. The information gathered through the

process will definitely guide the teacher in making decisions. In the long run her decision-making skill is enhanced.

2. The choice of appropriate assessment procedures will redound to the improvement of student performance, especially when continuous feedback is required.

3. Assessment process make it easy to track student progress in learning other than being contented with isolated testing.

4. The teacher’s assessment preferences become guides to how the students will prepare for the tests. The method should jibe with the learning target set.

B. MeasurementB. Measurement

• Measurement refers to a process of determining how much of a particular knowledge, skill, or characteristic an individual process.

• There are quantitative measurements such as percentage of items answered as well as qualitative measurements such as how intense or less intense the individuals feelings is for an object.

• Some of the most commonly used are test such as multiple choice, completion type or essay and oral or written questionnaire.

• Rating scales, informal and formal observations and interviews are used in measuring accuracy of performance or the level of ones involvement in learning activity.

C. EvaluationC. Evaluation

• Evaluation is a process of making judgment, that is, how good ones performance or behavior is, based on a pre-determined value or standards that would indicate quality.

It is also an interpretation of what has been measured such as what the obtained scores mean. A good question a teacher may ask is: “How will I interpret the results?”

• For the specific purposes, evaluation is undertaken in order to:

1. Analyze the children’s learning style.

2. Diagnose children’s strengths and weaknesses.

3. Appraise achievement through the development of learning outcomes, such as acquisition of knowledge, development of skills and inculcation of values.

4. Determine the effectiveness of a teaching methodology.

D. Trends in Classroom AssessmentD. Trends in Classroom Assessment

Recent trends culled from research findings could guide us in planning our assessment methodologies.

1. While in the past assessment is conducted at the end of an instructional unit, such as after the completion of lessons included in a chapter, or after a presentation of a concept, today, short appraisals are being undertaken during the lesson.

2. Being recommended today are what is referred to as alternative assessment techniques. It is any method that differs from the traditional paper-and-pencil tests. Examples are authentic assessment, performance-based assessment, portfolios, journals, exhibits, demonstrations and interviews.

3. An important trend which has been overlook before is the assessment of knowledge and skills together.

4. Students are now being encouraged to “self-assess” and gather feedback rather than rely on others to discover their own progress.

5. New techniques of assessment allow multiple answers rather than only one correct answer. Performance-based assessment, student report and journals are rich sources of information for evaluation.

6. The recent emphasis on authentic assessment is considered very important in gathering reliable feedback.

E. Objectives to be assessed.E. Objectives to be assessed.• An important beginning task in planning

assessment is to identify appropriate instructional objectives indicating the outcomes expected and how it is related the main categories are as follows:1. Knowledge- this includes knowledge of

subject matter such as simple mastery of facts and information that can easily be done through mere recall.

2. Skills- it require knowledge of procedures and the ability to use such knowledge in actual performance.

3. Products- it includes the ability to use knowledge and reasoning in producing or creating a product such as an artwork, project and special reports.

4. Thinking Skills- it includes the ability to use knowledge in reasoning, solving problems, analyzing and synthesizing information and arriving judgments.

5. Values- this objective refers to the “intangibles,” yet observable behavior such as feelings, attitudes, and dispositions. Positive and negative values that are develop are likewise important outcomes of instruction. It falls under the affective objectives.

F. Types of Assessment MethodsF. Types of Assessment Methods• Instructional objectives tell us what we plan to

achieve, that is, what we like the students to learn and be able to do.

• The types of assessment methods are:

1. Objective assessmenta. This method presents a question which can be

answered by selecting the correct one from possible choices.

Examples are multiple choice, matching true or false and yes or no type.

b. Another type includes items that require the student to think and produce their own answers. Examples are completion type, labeling diagrams, and short sentence responses. Oral questioning could be in the form of open-ended and divergent question which require short sentence answers, brief reports or instant interviews.

2. Critical Thinking Assessment

The ability to process information in order to arrive at a deep understanding and judgment could be assessed by essay test which call for explanations, solutions to problems, formulating interferences and generalizations and making predictions. Special reports, researches, and experiments indicate ones ability to make sound arguments, decisions and conclusions.

Teacher observations, both formal and informal can likewise assess the depth and breath of ones thinking. Intelligent responses, high motivation and inquisitiveness are sufficient gauge of analytic mind.

3. Performance-based assessmenta) Performance is assess in terms of ones

proficiency in a speech, drama, dance, athletic skill, steps followed in an experiment or a musical rendition. Adeptness and masterful execution of the performing act can be assess using specific criteria and the skill to indicate level.

b) Product assessment- this method will assess ones ability to produce create construct or do something. The quality of the product such as a painting, a science project, a model or a final report could be determined by using a checklist, rating scale, rubrics and portfolio.

4. Values also Termed Affective Assessment

Teacher observation, interviews, journals and self reports reveal information about ones attitude perceptions and personality traits

G. Planning Other TypesG. Planning Other Types

• Other types of assessment that have enhance our currently being used methodologies are the following:1. Reasoning skills assessment- reasoning goes

beyond mere recall and comprehension. It is a task that employs knowledge in order to be able to interpret and analyze information draw inferences and make decisions. They are called mental skills. Some of them are recognizing discriminating, comparing, synthesizing and making deductions.

2. Problem Solving Assessment

Problem solving requires gathering information for the purpose of arriving at an answer, a solution or a decision. It involves a number of steps in order to reach the best solution.

The steps to be assess are:• Defining the problem clearly• Gathering relevant information• Formulating a hypothesis (tentative solution)• Determining the likely hypothesis (the best alternative)• Testing the hypothesis through actual observations,

readings, deductions, or performing experiments.• Analyzing data gathered.• Formulating a conclusion (solution)

3. Psychomotor Skills Assessment

Example of psychomotor skills categorize according to the following:

Auditory Gross Motor Fine Motor Visual

Imitate sounds Balancing Cutting Identify Shapes

Pronounce Carefully

Hopping drawing Copying Letters

Proper Lip and Tongue

Throwing Tracing Finding Figures

Placement Skipping Writing Coloring

4. Authentic Assessment

This method examines the students ability to apply knowledge in performing a task that is exactly what is existing in real life.

Examples of task that could be studied for their authenticity are:Composing a song Enacting a drama

Writing a poem Planning a trip

Examining Pollution Playing a ball game

Designing a Dress Preparing a home garden

Writing a news column Creating a new dance step

5. Portfolio Assessment

It is a method of collecting and evaluating a variety of student work. It consists of an organize collection of products.

Depending on their needs for evaluation, the types are:

1. Best work portfolio. The students chooses his best work. This type encourages self assessment and illustrate what he is capable of doing.

2. Scrapbook type. It includes tests, checklist, observations and rating scales chosen by both students and teachers.

3. Evaluation Portfolio. This is collection of work that could indicate student learning, such as examining booklets, written reports, short journals, after a days lesson.

H. Assessing Students BehaviorH. Assessing Students Behavior

A student’s behavior in the class or outdoors during active participation in learning tasks or in undertaking own investigations are easily assessed by a teacher who is good observer. At the same time, a perceptive listener.

• Some questions that could reveal meaningful information:a) Nature of participation

Do they take an active part in discussions, laboratory investigations and in other class activities?

Do they ask relevant, analytic questions?

b) Interests

What are their specific interests?

What are their hobbies?

What are their recreational activities?

c) Creativity

Can they generate own ideas?

Can they try new procedures?

d) Critical-Mindedness

Are they capable of analyzing and interpreting data?

Do they employ investigative process and procedures in finding solutions to daily problems?

e) Open-mindedness

Do they consider all sides or evidences before arriving at a decision?

Are they free from biases or prejudices?

f) Persistence

Do they pursue a task to completion?

Are they willing to continue working beyond scheduled time?

Do they give up easily when problems occur?

g) Cooperation and Sharing

Do they cooperate with one another in class activities?

Do they share learning resources?

I. Observing Teacher BehaviorI. Observing Teacher Behavior

In order to evaluate teacher effectiveness, formal as well informal observation of her behavior is a reliable gauge.

The observer could be guide by the following questions:

1. Does she revoke her students to think? This is a dependent on her tact in asking “why and how” types of questions?

2. Does she allow her students to originate or plan their work methodology?

3. Does she provide proper motivation and encouragement that could arouse and sustain interest?

4. Does she involve all students through active participation in the learning activity by providing proper guidance and stimulation?

I. Observing Teacher BehaviorI. Observing Teacher Behavior

5. Is she free from bias and subjective reactions in dealing with her students?

6. Does she cater the children’s curiosity and inquisitiveness?

7. Is she objective, just and fair in a rating students?

8. Does she respect students opinion and ideas?

9. Does she inculcate values of humility and open-mindedness?

10. Is she punctual and does she keep accurate time?

11. Does she demonstrate caring-and-sharing attitude?

J. Classroom AssessmentJ. Classroom Assessment

Progress in classroom work could be assessed through the following:

1. Classroom observation and recording of:

a) recitations

b) seatwork

c) volunteering

d) review of homework

e) active participation in learning activities

f) questions students’ ask

J. Classroom AssessmentJ. Classroom Assessment

2. Interviews could reveal their difficulties as well as progress.

3. Short conferences conducted for not-so-active groups.

Classroom assessment techniques are useful in providing information on some areas that are sometimes difficult to assess such as: appreciation, originality and adaptiveness. They are valuable in inferring about personal growth.

Thank You!