Week 3 Classroom Assessment Notes PDF

WEEK 3 CLASSROOM ASSESSMENT It is an ongoing process of identifying, gathering, organizing, & interpreting information about what the learners know , understand, and can do. PRINCIPLES OF ASSESSMENT 1. Assessment should be aligned with objectives, learning standards, and competencies....

WEEK 3 CLASSROOM ASSESSMENT It is an ongoing process of identifying, gathering, organizing, & interpreting information about what the learners know , understand, and can do. PRINCIPLES OF ASSESSMENT 1. Assessment should be aligned with objectives, learning standards, and competencies. 2. Assessment should be more like instruction. 3. Assessment should recognize the diversity of learners; hence, varied methods appropriate to the type of learners are utilized. 4. The Formative Assessment should scaffold the learners in Summative Assessment. 5. Assessment results should be used by teachers to help students learn better. 6. Assessment involves both teachers and learners. PRINCIPLE 1. ASSESSMENT SHOULD BE ALIGNED WITH OBJECTIVES, LEARNING STANDARDS AND COMPETENCIES What is assessed in the classroom? Classroom assessment is aimed at helping students perform well in relation to learning standards which comprise content standards, performance standards and learning competencies that are outlined in the Curriculum. Content standards describe the essential knowledge and skills that students should acquire in a particular subject area at each grade level. They provide a framework for curriculum development and guide educators in designing instruction. Example: Subject: Mathematics (Grade 5) INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION)  Content Standard: Students will understand the concept of fractions and how to perform operations with fractions. Performance standards specify the level of performance that students must demonstrate to show they have achieved the content standards. They define what success looks like and often include criteria for assessing student work. Example: Subject: Mathematics (Grade 5) Performance Standard: Students can accurately add and subtract fractions with unlike denominators and solve real-world problems involving fractions. Learning competencies are specific skills or abilities that students should demonstrate as they work toward achieving the content standards. They are often written as measurable outcomes. Example: Subject: Mathematics (Grade 5) Learning Competencies: o Add fractions with unlike denominators. o Subtract fractions with unlike denominators. o Solve word problems involving the addition and subtraction of fractions. PRINCIPLE 2: ASSESSMENT SHOULD BE MORE LIKE INSTRUCTION. Some Assessment Practices to be avoided A tendency for teachers to assess quantity and presentation of work rather than quality of learning. Greater attention is given to marking and grading, much of it tending to lower self-esteem of students, rather than providing advice for improvement. A strong emphasis on comparing students with each other, which demoralizes the less successful learners. Zone of Proximal Development (ZPD), a concept introduced by psychologist Lev Vygotsky. It refers to the range of tasks that a child can perform with the help of a more knowledgeable person but cannot yet perform independently. Here's a breakdown of the concept: INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION) Key Components 1. Actual Development Level: The level of skill or knowledge that a child can achieve independently. 2. Potential Development Level: The level of skill or knowledge that a child can achieve with guidance and support from someone more knowledgeable, such as a teacher or peer. 3. Scaffolding: The support provided by the knowledgeable person. This can include hints, encouragement, or demonstrations that help the child learn. Example Task: Solving a math problem involving fractions. Actual Development Level: The child can solve simple addition and subtraction problems with fractions independently. Potential Development Level: With guidance, the child can learn to solve more complex problems, such as multiplying or dividing fractions. PRINCIPLE 3: ASSESSMENT SHOULD RECOGNIZE DIVERSITY OF LEARNERS PRINCIPLE 4: THE FORMATIVE ASSESSMENT SHOULD SCAFFOLD THE LEARNERS IN SUMMATIVE ASSESSMENT Scaffolding refers to the support provided to students to help them achieve a deeper understanding and mastery of the material. In the context of formative and summative assessments, scaffolding involves using formative assessments to prepare students for summative assessments by building their knowledge and skills incrementally. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION) How are learners assessed in the classroom? Formative Individual Collaborative Check-up quizzes Discussions Written Exercises Role Playing Performances Games Models Other Group activities Electronic presentations Summative Individual Collaborative Unit Test Group Project Quarterly Assessment PRINCIPLE 5: ASSESSMENT RESULTS SHOULD BE USED BY TEACHERS TO HELP STUDENTS LEARN BETTER means that the information gathered from tests, quizzes, and other evaluations should be used to improve student learning. Example: Imagine a math teacher gives a test on fractions. After grading the test, the teacher notices that many students struggled with adding fractions. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION)  Feedback: The teacher explains to each student where they went wrong and shows them the correct method for adding fractions. Adjust Teaching: The teacher decides to spend extra time in the next class reviewing this topic, using new examples and activities. Personalized Support: The teacher offers extra help sessions for students who need more practice. Set Goals: Each student sets a goal to improve their understanding of fractions before the next test. PRINCIPLE 6: ASSESSMENT IS A JOINT PROCESS THAT INVOLVES BOTH TEACHER AND LEARNERS. This means that both teachers and students actively participate in the assessment process, working together to enhance learning and understanding. Students are not just passive recipients of grades; they are actively involved in assessing their own learning and understanding. Teachers provide feedback, but students also share their thoughts and reflections on their learning. This creates a dialogue where both parties can discuss progress and areas for improvement. Students are encouraged to evaluate their own work and identify strengths and areas where they need to improve. This helps them take responsibility for their learning. Teachers and students work together to set learning goals based on assessment results. This joint effort helps students stay motivated and focused on their learning objectives. Both teachers and students reflect on the assessment process. Teachers consider how effective their instruction has been, and students think about how they can improve their learning strategies. Prepared by: DR. KHRISTIAN S. LIWANAG Guest Lecturer INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION)