The document discusses different types of student assessments:
- Placement/pre-assessments evaluate students' prior knowledge before instruction to inform lesson planning.
- Diagnostic assessments identify weaknesses during instruction to address deficiencies.
- Formative assessments monitor student understanding and provide feedback during instruction.
- Summative assessments evaluate student learning at the end of a unit or course.
Together, these assessment types provide teachers insights into student learning at different stages to improve instruction and help students achieve learning objectives.
The document discusses different types of student assessments:
- Placement/pre-assessments evaluate students' prior knowledge before instruction to inform lesson planning.
- Diagnostic assessments identify weaknesses during instruction to address deficiencies.
- Formative assessments monitor student understanding and provide feedback during instruction.
- Summative assessments evaluate student learning at the end of a unit or course.
Together, these assessment types provide teachers insights into student learning at different stages to improve instruction and help students achieve learning objectives.
The document discusses different types of student assessments:
- Placement/pre-assessments evaluate students' prior knowledge before instruction to inform lesson planning.
- Diagnostic assessments identify weaknesses during instruction to address deficiencies.
- Formative assessments monitor student understanding and provide feedback during instruction.
- Summative assessments evaluate student learning at the end of a unit or course.
Together, these assessment types provide teachers insights into student learning at different stages to improve instruction and help students achieve learning objectives.
The document discusses different types of student assessments:
- Placement/pre-assessments evaluate students' prior knowledge before instruction to inform lesson planning.
- Diagnostic assessments identify weaknesses during instruction to address deficiencies.
- Formative assessments monitor student understanding and provide feedback during instruction.
- Summative assessments evaluate student learning at the end of a unit or course.
Together, these assessment types provide teachers insights into student learning at different stages to improve instruction and help students achieve learning objectives.
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Main Purpose of assessment
• Improve Student’s Learning
Preliminary/Pre-assessment • Comes with preparing the students to teacher’s lesson • Usually given before the instruction • Placement tests are given to identify or select which people would qualify in a particular situation • Determine various interests of the students and their various learning styles. • Before commencing instruction, teachers should acquire essential information about which learners have knowledge about and what they could do. • Basis for the teacher to effectively complement with the student’s needs. • Based on prior knowledge and skills, students are tested at an adequate pace. As an outcome, learners are more able to achieve interest and excellence throughout period. Diagnostic • Teachers will conduct various assessments in order to determine student’s weaknesses • Understanding the preliminary learnings of the students and the pre-requisite knowledge about the subject that teacher’s were going to teach in which the students didn’t catch up during the lessons • It is given during the instruction, meaning the lesson or course is on going. The students are going through assessment at the same time they are learning. • Its main objective is to determine deficiencies so that the appropriate interventions can be done Formative • Teachers are trying to understand or have an idea whether their students learned what they have taught or is learning what we are teaching • Given right after a small topics are discussed in order to check whether the students really learned what the teacher just have taught • It is not GRADED because formative assessment is part of the instruction, it’s part of the teacher’s helping hand • Trying to verify whether they can move to the next topic/lesson • Engage whether the teaching strategy is effective • Judging the worth of the learning while the course is on progress meaning, it focuses on the process rather than result Summative Assessment • Main purpose is to measure learners' attainment levels in order to achieve better learning all through the learning experience. • Determine the effectiveness of the learning based on its avowed purposes • Teachers are quantifying the student’s learning experience • Assessments are graded such as Periodical Exams, Midterm and Final Term examination • Summarize the result of what the students have learned throughout the learning process and is concerned on the learning outcomes • Judging the worth of the learning at the end of the program of activities • Before instruction • During instruction • During instruction • After instruction • Teachers must value • A continuing assessment • Ongoing- often as pat of a • At the end of the unit, the past knowledge of to ensure that the cycle of instruction and assess what the students the students students comprehend the feedback overtime have learned • Assessment must be in educational unit. Teachers • Results are immediate or • A written or oral exam, a line of the learning can use this tool to rapid project or performance objectives respond to flexible groups • Pre and post assessment task are all possibilities • Paper-pencil exam and instructional groups • Self-assessment • Should correspond to • Allow learners to • Examples are checklists, • Interviews learning that accepted demonstrate their exit slips, projects, journal, • Observation • It could be for a class or comprehension in a verbal or written • Strategies to improve the for individual variety of ways summaries learning • Each set of students • Give pupils a sneak • Every student response • Focuses on individual should be distinguished peek at the subject. This • Hand signals to show growth • The mastery of the will help to activate pre- understanding • Questioning, testing or content presented to the existing knowledge, • Not given a grade demonstration used to students should be the giving more accurate • It can be rapid and identify how students is basis for grading picture of their informal conversation learning • Students develop a comprehension of the • Provides data on how well • Diagnosed problems in growth mindset when material. the students and how students or gaps in skills they are judged on their successful their teachers and to help teachers mastery of skills they have decide next step in been taught. instruction. PLACEMENT/PRE-ASSESSMENT FORMATIVE ASSESSMENT
IMPROVE STUDENT’S LEARNING
DIAGNOSTIC ASSESSMENT SUMMATIVE ASSESSMENT
• There was a time when one of our classmates was harshly criticized by our math teacher because he was simply defending his point of view, which he believed to be correct but was opposite to our math teacher's. We all thought it was just an academic disagreement at first, but as they debated, it became clear that our teacher was offended not because our classmate was correct, but out of shame and pride. As a result, she piles up a summative test for us, which no one in the class can answer. As an outcome, we all received a failing grade and explained our side , but instead of being sympathetic, she humiliated us by claiming that we act superior to her, despite the fact that our test results provide no indication that we are better. In my personal judgement, her inadequate reason for doing so was humiliation, and she couldn't accept the possibility that teachers can learn from their students as well. To conclude, I pursue education not because I wanted to seek vengeance on her and become a strict teacher like her, but because I learned that having that mentality does not make you a true and competent teacher; rather, it creates barriers and fear among the learners. I encourage my students to learn from me in a creative and harmonious manner while I also gain knowledge from them, because this will enable them become competitive and academically excellent students. • Differentiated assessment is used to personalize learning by assisting students in connecting diverse learning experiences and allowing them to apply their past knowledge to learn new things. It also seeks to engage pupils in learning and establish a learning context. The assessment process itself aids in the development of critical thinking and analysis abilities, which help me learn and adapt better. But when I was at grade 10, the result of my assessment was poor I don't know what's the problem if it's with me or with the teacher but I did by best, that happening was demotivates me. We are getting checked on the performance regularly but the grade was too low. I tried to ask my teacher to see all of my works but she had nothing to show me. Some of her students said that's how she give grade but for me that's not right she should check a student's assessment properly. No, I'll create official tests, quizzes, and exams, which are the usual procedures for evaluating student success, and I'll double-check everything. I will not allow my students to learn nothing; instead, I want to assist them in developing critical thinking and analytical skills. These abilities will help students learn, adapt, and grow in future courses, as well as in their careers and personal lives. When I was in fifth grade, I had a teacher who made us do the opposite of what we were supposed to accomplish by making us dance instead of gardening. We had nothing to respond on quizzes that she gave specially the coverage of the quiz are out of the topics. She always wanted us to dance to waste time, He let us read our books but she doesn't explained Anything about it. Someday When I become educator I would never do that to my students because I don’t want them to remember me with negative memories. I want them to learn because for me it is unfair to treated them like that. I want them to understand me and I don’t want them to leave my class without learning something. I believe that a student’s knowledge is a teacher’s achievement. • Way back when i was in senior high school, I totally focused in my study especially in the specialization I've choose. But there was a time that my teacher gave a suprise exam wherein it doesn't belong to the lesson that he discussed to us. I got a low grade on that exam, I was so stress and devastated because it can affect my final average. Maybe the reason why the teacher gave a question/test that was not in the given functions of testing is that to measure the students capability if they were able to answer the question without depending on the given functions of testing or if they did a further reading and advanced research about the topic. I can still be called 'matinong' teacher if I will use that strategy of learning because it will help my students in a way which they will be able to answer questions even if it didnt taught by the teacher, it makes the scope of their knowledge/vocabulary wider. It will also make them become more responsible and eager to learn, this will serve as a challenge for them to strive harder and dig deeper in to the topic. With this strategy students will grow fonder with the lessons because they find it challenging and when students are challenge they find ways to concquer it. .