CLASSROOM ASSESSMENT

IAN VICTOR NEBRES

Assistant Prof. 3
Guide Questions
 Discuss the importance, the types, and the roles
of assessment in the classroom
 Distinguish authentic (alternative) assessment
tools from the traditional assessment tools
 Consider different ways of assessing learning in
the classroom
 State how can a teacher most effectively give
feedback.
 Cite the levels of questions according to
taxonomy.
Definitions
Assessment - The process of measuring
something with the purpose of assigning a
numerical value.
Scoring-The procedure of assigning a
numerical value to assessment task.
Evaluation -The process of determining
the worth of something in relation to
established benchmarks using
assessment information.
Exercise: Importance of
assessment
 Motivates learners
 Creates learning opportunities
 Gives feedback
 Assigns grades

“Assessment should be an integral part of the

learning process rather than something that is
“tacked on” at the end.
(Chris Rust, http://www.heacademy.ac.uk/ourwork/learning/assessment;
Accessed 9.10.08)
Classroom Assessment

 Is an ongoing process through which teacher

and students interact to promote greater
learning.
 The assessment process emphasizes data
collection of students’ performance to diagnose
learning problems, monitor progress, and give
feedback for improvement.
 Involves using multiple methods in order to
obtain students information through a variety of
assessment strategies.
Assessment versus Testing

Assessment :"any method used to better

understand the current knowledge that a student
possesses“

Testing : "single-occasion, one-dimensional, timed

exercise, usually in multiple choice or short-
answer form"
Assessment vs Scoring vs
Evaluation
Assessment - The process of measuring
something for the purpose of assigning a
numerical value.
Scoring-The procedure of assigning a numerical
value to assessment task.
Evaluation -The process of determining the worth
of something in relation to established benchmarks
using assessment information.
Types of Classroom Assessment

Learners are assessed in the classroom

through undergoing processes and measures
by means of

Formative
Assessment
Summative Assessment
Formative Assessment
It is an informal on going assessment
procedure that are linked to the learning
process, in order to determine the strengths and
weaknesses from the learning experience. It is
given before, during and after the lesson.
The Goals:
 Monitor students progress during instruction;
 Monitor activities that students and teachers
undertake to get information about students’
learning;
 provide on going feedback to teacher for the
attainment of lesson objectives and
improvement of his teaching performance;
and
 Identify focal areas that needs work.
Two Types of Formative Assessment

1. Individual Formative Assessment

-student demonstrates independently what had been
learned or mastered.
Examples:
check –up test, quizzes, laboratory reports, reaction
papers, and
homeworks
2. Collaborative Formative assessment

-students are supporting each other’s

learning.
Examples:
games, discussion, role playing and
other related group activities.
Summative Assessment
The goal of summative assessment is to evaluate
student learning at the end of an instructional unit
by comparing it against some standard or
benchmark.
 Comprehensive, typically given at the end of a
program and provided for accountability.
 Judgement made on work that results in the student
being awarded a grade, however, it may include
formative elements
 Assessment designed is to be used for determining
grades.
 
Examples
 Periodical examinations
 Long quizzes
 Long tests
 Written outputs
The roles of assessment in the
classroom
Placement – categorizes the learners in a
specific group according to ability, knowledge,
and skill to facilitate efficient and effective
teaching and learning. It is usually done prior to
instruction.
Admission test
Qualifying exam
The roles of assessment in the
classroom
Formative–guides the teacher of what to do in
his teaching activity. This help the teacher
monitor the students’ level of attainment of the
learning objectives. It is done during the
instruction.
Quizzes
Drill
Practice Exercises
The roles of assessment in the
classroom
Diagnostic – determines the strengths and
weaknesses of the students learning. This is
used to formulate plan and to design remedial
instruction in solving and recurring difficulties of
the learners. It is done during the instruction.
The roles of assessment in the
classroom
Summative – determines whether the expected
learning outcomes for the course are met or not
at the end of the defined instruction. It is done
after the instruction.
Periodical Test
Final exam
What should be assessed in the
classroom?
In the present trends of education (OBE) the
learning standards being assessed are:
Content Standards

- essential knowledge
Performance standards

- skills in relation to contents

Learning competencies

-demonstrated knowledge, skills, and

attitudes in every lesson/activity.
Techniques in Assessing Student Learning
in the Classroom:

 Administering different kinds of test.

 Observation of performance
 Interview
 Examination of work samples and Portfolio
Assessment
Assessment Instruments in the
Classroom
1. Standardized Test
2. Teacher made test
3. Process/Performance Task
4. Performance samples(portfolio)
 Balanced Assessment in the Classroom

Standardized Process/ Performance

and Teacher- samples
Made Tests Performance
(Portfolio)

Tests Tasks
Experiencing Reflection
Quizzes activities Goal Setting
Assignments Evidences of
understanding Self-evaluation
Teacher-made test – a test constructed not carefully
and strictly observing the standard norms, validity and
reliability. It is constructed informally to find out if the
teacher achieves a definite aim in his classroom
teaching program.
Example: Quizzes and periodical tests.
 

Standardized test – is a test carefully prepared

which provides exact procedure in controlling the
method of administration and scoring with norms and
data concerning the reliability and validity of the test.
Example: Board Examination and National aptitude
tests
What is a performance task?

-any task or activity for which the

students have no prescribed or
memorized rules or specific correct
solution method
(Van de Walle, 2001)
 What is a performance task?
 It incorporates many skills to engage in the
real world tasks for it is:
 realisticapproach that reflect to the real tasks and
happenings in the real world;
 with originality and no concrete solutions;
 requires more time in assessment due to its
original design; and
 Requires the use of judgment in scoring for its
novelty.
Performance samples (portfolio)

- A purposeful collection of evidence of

understanding and outputs with self report
on account of learners’ attitude and feelings
towards the subject.
Traditional Assessment vs Authentic
(Alternative) Assessment
Traditional assessment is the conventional paper-
and-pencil method of testing which usually
produces a written document. The most widely
used traditional assessment tools are:
 Multiple-choice tests
 Matching type tests
 True/false tests
 Analogy tests
 Essays.
Authentic (Alternative) Assessment
defined:
1. Authentic assessment is a form of assessment
where the learner is required to perform real-life
experience by assigning a task that demonstrates
essential knowledge and skills to comply certain
standard. It is used to assess performance that
cannot be measured by traditional paper-pencil
test. It concentrates on the process and output
performances.
2. Authentic assessment is a form of assessment
in which students are asked to perform real-world
tasks that demonstrate meaningful application of
essential knowledge and skills – Jon Mueller
3. “…Engaging and worthy problems or questions
of importance in which students must use
knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or
analogous to the kinds of problems faced by adult
citizens and consumers or professonals in the
field.” --Wiggins
Alternative names for Authentic Assessment,
are the following:

Performance Assessment
Alternative Assessment
Direct Assessment
Authentic Assessment tools include:
 Portfolios
 Anecdotal records
 Inventory/Checklists
 Peers/Self Rating
 Journals
 Writing folders
 Conference
 Debriefing
Portfolio Assessment
Portfolio is a purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas.

Portfolios consist of student work that displays mastery of skill of the task and
expression .

Paulson and Meyer defined Portfolios " a purposeful collection of student work
that exhibits the student's efforts, progress, and achievements in one or more
areas.

The collection must include student participation in selecting contents, the

criteria for judging merit, and evidence of student self reflection"
Because of their cumulative nature, portfolios require a lot of input and
responsibility of the student. Moreover, they demand a great deal of time
commitment from the teachers
Portfolio Assessment
The collection must include student participation in
selecting contents, the criteria for judging merit,
and evidence of student self reflection"
Anecdotal Record
Anecdotal record is a collection of written
observations of students related to their progress
in learning. Teacher notes to students, weather
offering criticism or encouragement. Using this
technique allows teachers the opportunity to modify
their instruction to better meet the needs of their
students.
Journal and Writing Folder
Learning Journal is a collection of notes,
observations, thoughts and other relevant materials
built-up over a period of time and usually
accompanies a period of study, a placement
experience. Students may be encouraged to make
daily entries summarizing their progress in a
particular study in a journal.
Writing folders show the different styles of
writing that students accomplish such as first drafts,
current writing, finished drafts, new writing ideas, and
student reflections on material being studied.
Peers/Self Assessment
Peer assessment, or self-assessment, is a
process whereby students or their peers grade
assignments or tests based on a
teacher’s benchmarks. The practice is employed
to save teachers time and improve students'
understanding of course materials as well as
improve their metacognitive skills. Rubrics are
often used in conjunction with Self- and Peer-
Assessment
Debriefing
Debriefing is a process involving the active
participation of learners, guided by a facilitator
or instructor whose primary goal is to identify
and close gaps in knowledge and skills.
Teacher-learner conference
A student-teacher conference is a one-on-one
meeting between a student and a teacher. The
most effective conferences ensure that each
member is both an expert and learner during
the conversation. Both the student and the
teacher identify strengths and areas of growth
during their discussion and then collaboratively
select specific strategies that will support the
student's progress.
Teacher-learner conference
Feedback plays a central role in student learning,
that is why, the same can be provided during the
teacher-learner conference.

Feedback can be
Written/oral
From teacher to students
From students to students
How can we most effectively give
feedback?
 Give the good news first – find something good
about the activity/ assessed task and comment
specifically on this.
 Give specific pointers for improvement – don’t
overwhelm: concentrate on most important
points.
 End on a note of encouragement.
High quality feedback is….

 Supportive and aimed at improvement.

 Relates explicitly to the goals of the activity/
assessed task.
 Timely….the quicker the feedback, the greater
effect it has.
Comparison
Comparison
Comparison
Taxonomy of Questions
In 2000, Bloom’s Taxonomy was revised by
Lorin Anderson, a former student of
Bloom’s, and David Krathwohl, one of
Bloom’s original research partners on
cognition. Their hope for the updates was to
add relevance for 21st-century students and
teachers.
Taxonomy of Questions (Cognitive)
Bloom’s Taxonomy
Knowledge: Learner’s ability to recall information
Comprehension: Learner’s ability to understand
information
Application: Learner’s ability to use information in a new
way
Analysis: Learner’s ability to break down information into
its essential parts
Synthesis: Learner’s ability to create something new from
different elements of information
Evaluation: Learner’s ability to judge or criticize information
Taxonomy of Questions
Anderson and Krathwohl’s Taxonomy
Remembering: Learner’s ability to recall information
Understanding: Learner’s ability to understand
information
Applying: Learner’s ability to use information in a new
way
Analyzing: Learner’s ability to break down information into
its essential parts
Evaluating: Learner’s ability to judge or criticize
information
Creating: Learner’s ability to create something new from
different elements of information
Taxonomy of Questions
Anderson and Krathwohl Updates
The updates are reflective of a more active thought
process and include three main changes:
1.Category names were revised from nouns to verbs.
Anderson and Krathwohl felt that subject matter (noun) and
cognitive processes (verb) should be separated
dimensions, so they replaced Bloom’s nouns with verbs to
reflect the nature of thinking for each category.
2.The last two stages of Bloom’s Taxonomy were switched
so that evaluation (evaluating) comes before synthesis
(creating).
Taxonomy of Questions
3. The knowledge (remembering) category was updated to
reflect four knowledge dimensions instead of three.

Under the original Bloom’s Taxonomy, the

knowledge/remembering category only included three
knowledge dimensions: factual (basic elements of
knowledge), conceptual (the interrelationships between
basic elements of knowledge), and procedural (the “how-
to” part of knowledge). With Anderson and Krathwohl’s
updates, they added a fourth knowledge dimension:
metacognitive (knowledge of cognition and awareness of
one’s own cognition).
Taxonomy of Questions
(Psychomotor)
Observing – active attention to a physical activity.
e.g. Watch a more experienced person.
Imitating- attempting to copy a physical behavior.
e.g. Dance gracefully with minimal assistance
Practicing- performing a specific activity repeatedly.
e. g. Dismantle and assemble quickly and
accurately a simple machine
Adopting- refining the skills and/ or making adjustment to
attain perfection.
e.g. Sketch a three dimensional figure in a canvass
in all positions/angles perfectly
Taxonomy of Questions (Affective)
Receiving- awareness of the existence of certain
ideas, materials or phenomena. This demonstrate
willingness to participate in particular activity.
e.g Listen carefully with respect to the speakers and
try to enumerate important informations.
Responding- appreciation of feelings perceived.
This shows interest in the object, phenomena or
activity by seeking it out for pleasure.
e.g. Clear the expectations in the activity and show
commitment to the group.
Valuing- formation of values which guide
the action of individual. This ranges from
simple acceptance, preference to some
extent of commitment.
e.g Model high level of respect in the use of
technology.
Taxonomy of Questions (Affective)

Organizing- putting together values in order to create a

unique value system.
e.g. Prioritize your plan in solving the problem
effectively.
Internalizing- characterization. Practicing value system
that controls one’s behavior.
e.g. How will you influence others in using
laboratory tools in every activity with
responsibility and safety?
“Classroom assessment is both a teaching
approach and a set of techniques. The
approach is that the more you know about
what and how students are learning, the
better you can plan learning activities to
structure your teaching.”
Tom Angelo (1993)
References
http://www.cbv.ns.ca/sstudies/links/learn/1414.html
https://www.slideshare.net/rocelaalegado/classroom-assessment-
29900285
http://www.worcester.ac.uk/studyskills/documents/Learning_Journals_2
016.pdf
Authentic Assessment of Student Learning Outcomes, by R. Navarro
and R. De Guzman-Santos, Lori Mar Publishing.
Assessment of Student Learning 1 and 2, by Stimson Camano
Thank You!