3. As Pre-Service Teachers, try to answer the
following questions:
•Why should students be assessed?
•What should be assessed?
•When should assessment be done?
•How should assessment be done?
•How can assessment information be used?
4. Assessment
• It is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences. The
process culminates when assessment results are used to improve
subsequent learning.
• Choosing assessment tools is at the heart of curriculum planning.
These tools will drive student learning as they will be the first things
that attract your learners’ attention.
9. Assessment
1. Assessment is an ongoing process of
collecting and analyzing information
about students' knowledge, skills, and
understanding.
2. It focuses on measuring student
learning progress and providing
feedback to both students and
educators.
3. The goal of assessment is to identify
students' strengths and areas for
improvement and inform instructional
decisions to support their learning.
4. Assessment can be formative (ongoing
assessments during the learning process)
or summative (assessments at the end of
a learning unit or course).
Evaluation
1. Evaluation involves making judgments about
the quality or value of students' work,
performance, or outcomes based on specific
criteria or standards.
2. It typically occurs at the end of a learning
period and involves interpreting assessment data
to make decisions about student achievement,
program effectiveness, or instructional
improvement.
3. Evaluation focuses on assigning grades,
determining promotions, assessing program
effectiveness, or making decisions about student
placement or future directions.
4. Evaluation is often used to measure overall
success and make high-stakes decisions, such as
graduation or certification.
10. Purpose of assessment
• To find out what learning and change take place in the child over a period of
time.
• To identify the individual needs and requirements.
• To plan teaching-learning process in a more suitable way.
• To help the child understand about what s/he knows or can do.
• To find out the extent to which the objectives of the syllabi have been achieved.
• To improve teaching learning process.
• To communicate the children’s progress in the subject to parents.
• To encourage and support children to learn together.
11. The purpose of assessment is not to:
• encourage children to compete with each other for marks.
• identify what the child does not know or cannot do.
• label children as slow learners, or bright students or ‘problem
children’.
• identify children who need remediation.
• diagnose learning difficulties and problem areas.
• help children to score more marks in exams.
• encourage children to get position (first/second) in exams.
15. 1. Assessment of Learning:
- This type of assessment typically occurs at the end of a unit, course, or academic
year.
- It is used to judge students' achievement and measure their performance against
predefined criteria.
- Examples of assessment of learning include final exams, standardized tests, and
summative assessments.
16. 2. Assessment for Learning:
- Assessment for learning takes place during the learning process to provide feedback
and support students in improving their understanding.
- The goal is to help students identify strengths and areas for improvement and guide
them in their learning journey.
- It involves formative assessments like quizzes, peer assessments, and teacher
feedback given throughout the learning process.
17. 3. Assessment as Learning:
- Assessment as learning involves students actively being engaged in the assessment
process to monitor their own progress and understanding.
- Students take ownership of their learning by reflecting on their work, setting goals,
and self-assessing their performance.
- This approach encourages metacognition and helps students develop lifelong
learning skills.
18. Principles of Assessment
•It serve as a guidelines to ensure that the test is
useful, appropriate, effective, and plausible. This
principles are crucial to be taken into consideration
because assessment is an important aspect of
educational process which determines the level of
accomplishments of students
19. Fairness
•The Fairness principle is based on the
individual learner’s needs being considered
during the Assessment process.
Flexibility
•The Flexibility principle, much like the
Fairness principle, involves considering the
various needs of individual learners during
the Assessment process.
20. Validity
• The Validity principle ensures that the Assessment decision is based on evidence of performance.
Essentially, it means that the assessment process does what it claims, assesses the competency of
the individual learner.
Reliability
• The Reliability principle refers to the consistency of Assessment outcomes, meaning that given the
same conditions for the same unit of competency, all assessors should reach the same conclusion
regarding the competency of the learner.
21. Practicality
• This principle refers to the time and cost
constraints during the construction and
administration of an assessment instrument.
Authenticity
• The assessment instrument is authentic
when it is contextualized, contains natural
language and meaningful, relevant, and
interesting topic, and replicates real world
experiences.
Washback
• This principle refers to the consequence of
an assessment on teaching and learning
within classrooms.
25. Assessment Standards for Teachers
1. Teachers should be skilled in choosing assessment
methods appropriate for instructional decisions.
2. Teachers should be skilled in developing assessment
methods appropriate for instructional decisions.
3. The teacher should be skilled in administering, scoring
and interpreting the results of both externally-produced
and teacher-produced assessment methods.
26. 4. Teachers should be skilled in using assessment results when
making decisions about individual students, planning teaching,
developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid student grading
procedures which use pupil assessments.
6. Teachers should be skilled in communicating assessment results
to students, parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and
otherwise inappropriate assessment methods and uses of
assessment information.
28. Ethics in Assessment
Embedding ethics in assessment involves decision-making in
ways appropriate to a particular educational context or situation.
These decisions involve the selection and articulation of
learning outcomes, the ways in which students will provide
evidence of their achievement of the learning objectives, the
basis of assessment judgements and the ways in which
students will be involved in the assessment process.
29. 1. Test results and assessment results are confidential results.
Results should be communicated to the students in a way that others
would not be in possession of information pertaining to any specific
member of the class.
2. Deception. There are instances in which it is necessary to conceal the
objective of the assessment from the students in order to ensure fair and
impartial results.
3. Temptation to assist certain individuals in class during assessment
or testing is ever present. It is best if the teacher does not administer
the test himself if he believes that such concern way at a later times be
considered.
