Assessment of Learning

Assessment of Learning

« If the proof of the pudding is in eating then the

proof of learning is results obtained from assessing. »

1.Assessment of learning is an

integral part of

teaching-learning process.

* We teach with a certain objective to

attain.

* Assessment is a sine qua non of

teaching.

Guiding Principles in the

Assessment of Learning

• What we do after we have taught is determine by the assessment results that we get after teaching.

Corrective Measures Next

Competency?

• The formative evaluation must be done

frequently to determine learning that

early.

• Students are made to understand that

the purpose of assessment is to check

on learning.

2. Assessment tool should match

with performance objective.

• Which assessment tool to use?

• Which test to formulate must

be based on our performance

objective?

• Assessment should be aligned with performance objective, so that assessment tool can be valid.

• Example: To dance cha-cha

Product Assessment

• Written products- term papers, short play, laboratory report, newspaper articles, and letters to public officials.

• Physical products- dioramas, sculptures, photographs.

3.The result of assessment must be

fed back to the learners.

• Assessment process serves its purpose only when we return corrected quizzes, tests, seat works, assignments and evaluated projects at the soonest time possible.

• Students need to know if they areprogressing the benchmark set at thebeginning set at the beginning of theclass.

4. In assessing learning, teachers

must consider learners’ learning

styles and multiple intelligences

and so much come up with a

variety of ways of assessing

learning.

• With written test, “language smart” students are always at an advantage.

• However, it would be a disadvantage for the kinesthetically, musical and spatially intelligent students.

• Learning styles and multiple intelligences are considered in our assessment activities if they are integrated in our assessment activities themselves.

• The traditional assessment practice of givingwritten test is quite inadequate. We need tointroduce other techniques like portfolioassessment and other authentic tools.

5. To contribute to the building of the

culture of success in the school, it is

pedagogically sound that in our

assessment techniques we give some

positive feedback along with not so

good.

• Comments like nicely put, well done, fine idea, good point on students will boost their ego and add to their level of confidence.

• Starting our critical evaluation of a

performance by accentuating on positive

points and use suggestions in not so good

points

6. Emphasize on self assessment

• If students make learning objectives their own, it is proper that in the assessment stage they do their self assessment.

• Learning is a personal process.

“Assessment should not force to compete against one another; any

competition should be between students and their own prior

performance”