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Copy of Assessment of Learning
Transcript of Copy of Assessment of Learning
We teach with a certain objective to attain. After we have taught, then it is logical that we find out how well we have attained our lesson objective, thus we engage ourselves in the process of assessment. 2. Assessment tool should match with performance objective.
Which assessment tool to use, which test to formulate must be based on our performance objective. If our assessment tool is aligned with our performance objective, we can claim our assessment tool to be valid.
Assessment tool like written test, measure only simple recall and comprehension, while both written and performance tests as assessment methodologies is "product assessment" classified into written and physical.
4. In assessing learning, teachers must consider learners' learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning.
Learning styles and multiple intelligences are considered in our assessment activities themselves. We may not be able to integrate all learning styles and multiple intelligences in one assessment activity at least consider as many learning styles and multiple intelligences as possible. 5. To contribute to the building of the culture success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones.
Comments like "nicely put", "fine idea", "good point" on students papers boost their ego and add to their level of confidence. Starting our critical evaluation by accentuating on positive points and giving in form of suggestion those not-so-good points for improvement will cushion the impact of critical evaluation. 3. The result of assessment must be fed back to the learners.
If the main purpose of the assessment is to find out how well the learner has attained a particular learning objective, it is without saying that the assessment process serves its purpose only when we return corrected quizzes, tests, seat works, assignments and evaluated projects at the soonest time possible. It is important also to know at the end how well they have performed in such assessment activities. 6. Emphasize on self-assessment.
In our pupils/students make learning objectives their own, it is but fitting and proper that in the assessment stage they do their self-assessment against the standard or criterion of success established at the beginning of the class objective.
"Assessment should not force students to compete against one another; any competition should be between students and their own prior performance." (Danielson, 2002) 7. If we believe that our task as teachers is to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned. (Danielson, 2002)
If we insist on the bell curve mentality we will be made to think that it is normal and expected if some fail. "It is normal anyway. Some are really expected to fail".
We wish to build the culture of success in the classroom because success breeds success.“
Concentrate on the thought that all can learn. 8. Assessment of learning should never be used as punishment or as a disciplinary measure.
Assessment of learning used as punishment or as disciplinary measure.... When we resort to this sort of practice, we veer away from the true purpose of assessment. 9. Results of learning assessment must be communicated regularly and clearly to parents.
Parents like to know how their children are doing in school and how they can help their children learn. 10. Emphasize on a real world application that favors realistic performance over out-of-context drill items.
"Such assessment requires students to generate rather than choose a response and to actively accomplish complex tasks while bringing to bear prior knowledge, new learning and relevant skills.“
The choice is ours in consideration of our instructional objectives, nature of our topic and intelligences and learning styles of our pupils/students. Assessment in the Different Phases of Instruction Prior to instruction (Assessment for learning)
To determine what a student does and does not know about a topic. During instruction (Assessment as learning)
To determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study. Guiding Principles in the Assessment of Learning After instruction (Assessment of learning)
Assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved. Appropriate Assessment Tools Traditional Assessment
Pen and paper test Alternative/Authentic Assessment
Simulations and Role Plays
^ Black, P.J. & Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom assessment. King’s College, London.
Alberta Assessment Consortium (AAC)
Cooper, Damian. (2006). Talk About Assessment: Strategies and Tools to Improve Learning. Toronto, ON: Thomson Nelson.
Government of British Columbia
Goodman, J. (2012). Improving progress through AfL. "Long Island Education Review: A Research Publication of SCOPE", 11 (1): 6 – 7.
Manitoba Education, Citizenship, and Youth. (2006) Rethinking Assessment with Purpose in Mind: assessment for learning, assessment as learning, assessment of learning Winnipeg, Manitoba, Canada: MECY[
O’Connor, Ken. (2002). How to Grade for Learning. Arlington Heights, IL: Skylight.
Stobart, G. (2008). Testing Times: The uses and abuses of assessment. Oxon: Routledge.
Wiggins, Grant. (1998). Educative Assessment. San Francisco, CA: Jossey Bass. ASSESSMENT
LEARNING Thank You ASSESSMENT OF