roles of assessment in classroom instruction

Roles of Assessment in

Classroom Instruction

Title• “Teaching and Learning are reciprocal

processes that depend on and affect one another (Swearingen 2002 and Kellough, 1999).”

• The assessment component of instructional processes deals with the learning progress of the students and the teacher’s effectiveness in imparting knowledge to the students.

Title• Assessment enhances learning in the

instructional processes if the result provides feedbacks to both students and teachers.

• The information obtained from the assessment is used to evaluate the teaching methodologies and strategies of the teacher.

Title

• It is also used to make teaching decisions.

• The result of assessment is used to diagnose the learning problems of the students.

The Four Roles of Assessment used in Instructional Process

Beginning of InstructionThis kind of assessment is concerned with the

entry performance and typically focuses on the questions:

Does the Learner possess the knowledge and skills needed to begin the planned instruction?

To what extent has the learner already developed the understanding and skills

t that are goals of planned objectives?

To what extent do the student’s interest, work habits and personality indicate that one mode of instruction might be better than the other?

• Placement Assessment– The purpose of placement assessment is to

determine the prerequisite skills, degree of mastery of the course the best mode of learning.

• During the instructional process the main concern of a classroom teacher is to monitor the learning progress of the students.

• The teachers should assess whether the students achieved the intended learning outcomes set for a particular lesson.

During Instruction

• Formative Assessment

It is a type of assessment used to monitor the learning progress of the students during instruction. The purpose of formative assessment are the following:

Immediate feedback

Indentify learning errors

Modifying instruction

Improve both learning and instruction

• Diagnostic AssessmentIt is a type of assessment given at the beginning of the instruction. It aims to identify the strengths and weaknesses of the students regarding the topics to be discussed.

• Summative Assessment

A type of assessment usually given at the end of a course unit. The purposes of summative assessment are to determine the following:

Instructional objectives achieved

Certify the students mastery

Provide information for judging

Effectiveness of instruction

End of Instruction

Methods of Interpreting the Results

1. Norm-referenced Interpretation

It is used to describe students performance according to relative position in some known group. In this method of interpretation it is assumed that the level of performance of will not vary much from one class to another class.

2. Criterion-reference Interpretation

It is used to describe student performance according to specified domain of clearly defined learning task. This method of interpretation is used when the teacher wants to determine how well the students have learned specific knowledge or skills in a certain course or subject matter.

This are ways in describing classroom test and other procedures in the table below adapted and modified from Gronlund, Linn, and Miller (2009)

ClassificationType of

AssessmentFunction of Assessment

Examples of Instruments

Nature of assessment

Maximum Performance

It is used to determine what individuals can do when performing at their best.

Aptitude tests, achievement tests

Typical Performance

It is used to determine what individuals will do under natural conditions

Attitude, interest, and personality inventories; observational techniques; peer appraisal




Form of assessment

Fixed-choice test An assessment used to measure knowledge and skills effectively and efficiently.

Standard multiple choice test

Complex-performance assessment

An assessment procedure used to measure the performance of the learner in contexts and on problems valued in their own right

Hands-on laboratory experiment, projects, essays, oral presentation




Use in classroom instruction

Placement An assessment procedure used to determine the learner’s prerequisite skills, degree of mastery of the course goals, and/ or best modes of learning.

Readiness tests, aptitude tests, pretests on course objectives, self-report inventories, observational techniques

Formative An assessment procedure used to determine the learner’s learning progress, provides feedback to reinforce learning, and corrects learning errors

Teacher-made tests, custom-made tests from textbooks publishers, observational techniques




Use in classroom instruction

Diagnostic An assessment procedure used to determine the causes of learner’s persistent learning difficulties such as intellectual, physical, emotional, and environmental difficulties.

Published diagnostic tests, teacher-made diagnostic tests, observational techniques

Summative An assessment procedure used to determine the end-of-course achievement for assigning grades or certifying mastery of objectives

Teacher-made survey test, performance rating scales, product scales




Methods of interpreting results

Criterion-referenced

It is used to describe student performance according to a specified domain of clearly defined learning tasks.Example: multiples

Readiness tests, aptitude tests, pretests on course objectives, self-report inventories, observational techniques

Norm- referenced It is used to describe student’s performance according to relative position in some known group.Example: ranks 5th in a classroom group of 40

Standardized aptitude and achievement test, teacher- made survey tests, interest inventories, adjustment inventories

OTHER TYPES OF TEST

• Non-standardized Test

Is a type of test developed by the classroom teachers.

• Standardized Test

Is a type of test developed by test specialist. It is administered, scored and interpreted using a certain standard condition.

• Objective Test

Is a type of test in which two or more evaluators give an examinee the

score.• Subjective Test

Is a type of test in which the scores are influenced by the judgment of the evaluator, meaning there is no one correct answer.

• Supply Test

Is a type of test that requires the examinees to supply an answer, such as an essay test item or completion or short answer test item.

• Fixed-response TestIt is a type of test that requires the examines to select an answer from a given option such as multiple-choice test, matching type of test, or true/false test/

• Individual Test

Is a type of test administered to student to one-on-one basis using oral

questioning.

• Group Test

Is a type of test administered to a group of individuals or group of students.

• Mastery Test

Is a type of achievement test that measures the degree of mastery of a limited set of learning outcomes using criterion-reference to interpret the result.

• Survey Test

Is a type of test that measures students’ general achievement over a broad range of learning outcomes

• Speed Test

Is designed to measure a number of items of individual can complete over a period of time.

• Power Test

Is designed to measure the level of performance rather than speed of response. It contains test items that are arranged according to increasing degree of dificulty

MODES OF ASSESSMENT

This are type or modes of assessment used by classroom teacher to assess the learning progress of the students. These are traditional assessment, alternative assessment, performance-based assessment, and portfolio assessment.

• Traditional Assessment

It is a type of assessment in which the students choose their answer from a given of choices. In traditional assessment, students are expected to recognize that there is only one correct or best answer for the question asked.

• Alternative Assessment

An assessment in which students create an original response to answer a certain question. Students respond to a question using their own ideas, in their own words.

• Alternative Assessment Components

a.Assessment is based on authentic tasks that demonstrate students’ ability to accomplish communication goals.

b.The teacher and students focus on communication, not on right and wrong answers.

c. Students help the teacher to set the criteria for successful completion of communication tasks.

d. Students have opportunities to assess themselves and their peers.

• Performance-based Assessment

Is an assessment in which students are asked to perform real-world tasks demonstrate meaningful application of essential knowledge and skills.

It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life.

• Portfolio Assessment

Portfolio assessment is the systematic, longitudinal collection of student work created in response to specific, known instructional objects and evaluated in relation to the same criteria.

• Portfolio

Is a purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more areas over a period of time. It measures the growth and development of students.

GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

Improvement of student learning is the main purpose of classroom assessment. This can be done if assessment is integrated with good instruction and is guided by certain principles. Gronlund (1998) provided the general guidelines for using student assessment effectively.

• Effective assessment requires a clear concept of all intended learning outcomes.

• Effective assessment requires that a variety of assessment procedures should be used.

• Effective assessment requires that the instructional relevance of the procedure should be considered.

• Effective assessment requires an adequate sample of student performance.

• Effective assessment requires that the procedures must be fair to everyone.

• Effective assessment requires specifications of criteria for judging successful performance.

• Effective performance requires feedback to students emphasizing strengths of performance and weaknesses to be corrected.

• Effective assessment must be supported by comprehensive grading and reporting system.

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