Assessment of

Learning

Unit III Chapter

7John Miguel F. Morales

Nhelvin Y. Solis

BSE-English 2-1

Guiding Principles in the

Assessment of Learning

The teaching cycle is not complete without

the assessment of learning.

1. Assessment of Learning is an

Integral part of the Teaching

Learning Process

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

Which assessment toll 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 performance assessment

tool to be valid.

3. The result of Assessment

must be fed back to the

Learners If the main purpose of

assessment is to find our

how well the learner has

attained a particular

learning objective, it goes

without saying that the

assessment process serves

its purpose only when we

return corrected test at the

soonest possible time.

4. In Assessing Learning , Teachers must

consider Learners’, Learning Style and

Multiple Intelligence and so must come

up with a variety of assessing learning.

These learning style and multiple intelligence are considered in our assessment activities if they are integrated in our assessment activities themselves.

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 ones

Starting our critical evaluation of

a performance or project by

accentuating on positive point

and giving in the form of

suggestions those not-so-good

points that definitely need

improvement will cushion the

impact of our critical evaluation.

6. Emphasize on Self-

Assessment

If 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 performance objective.

7. If we Believe that our Task as Teacher is to

Teach ALL pupils/students, and that 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

If we insist on the bell curve

mentality we will be made to

think that it is normal and is

expected if some fail. This

thinking may make us

complement.

8. Assessment of Learning should

never be used as Punishment or as

disciplinary measure.

When we resort to this sort of practice, we veer away from the true purpose of assessment, i.e. to validate learning

9. Result of Learning Assessment

must be Communicated Regularly

and Clearly to Parents

Parents are keenly interested in the progress of their children in school. They like to know how their children are doing in school and how they can help their children learn.

10. Emphasize on Real World

Application that Favors Realistic

Performances over Out-Of-

Context Drill Items

Such Assessment require

students to generate rather

than choose a response, and

to actively accomplish

complex task while bringing to

bear prior knowledge new

learning and relevant skills

11. To Ensure Learning, Do

Formative Assessment.

Do not wait until the chapter or

unit to check if your students

understood the lesson. While

you are in the process of

teaching, check for

understanding.

12. To Ensure Reliability of

Assessment Result, Make Use of

Multiple Sources

Don’t rely on just one

source of assessment data.

Make use of multiple

sources-written test,

performance text,

portfolios, and observations.

Assessment in the

Different Phases of

Instruction

Prior to Instruction

You may give pre-teaching

assessment to determine

where students are in

relation to your lesson. You

can use KWL.

During InstructionWe can immediately find out if

our pupils/students can follow

the lesson by posing oral

questions or by observing them

as they perform classroom.

Activities or exercise.

After Instruction

This is referred to as

assessment of learning. If

you give a pre-test prior to

instruction, then you give a

post-test after instruction

Appropriate Assessment Tools

The teacher-made test or the

paper-and-pencil test in many

forms is the most common tool used

to assess learning. However, it has

been abused and misused. So more

and more teachers are using the

authentic tolls of assessment.

Authentic Tools of Assessment

Performance Test are said to be more

authentic than mere paper-and-pencil

tests. The so-called practical tests in skill

subject like Physical Education. Another

example of an authentic evaluation tool

is the portfolio assessment.

Thank you for

Listening =)