Guiding Principles in the Assessment

of learning

Assessment in the different phases of instruction

Assessment

of Learning

If the proof of the pudding is in the eating, then the proof of learning is results obtained

from assessing.

Objectives

Reflection and Summary

Objectives At the end of the topic the students are expected to:

Identify the different guiding principles in the

assessment of learning.

Represent their answer by the use of body

movement.

Know the importance of the assessment of

learning.

Guiding Principles in the Assessment of learning

1. Assessment of learning is an integral part of 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. Assessment obviously is a sine qua non of teaching.

• Sine qua non means prerequisites.

We can say that “REVIEW” is one type of assessment and a teacher can make a

assessment like a clubhouse sandwich.

Guiding Principles in the Assessment of learning

2. Assessment tool should match with performance.

• If our assessment tool is aligned with our performance objective, we can claim our assessment tool to be valid.

Guiding Principles in the Assessment of learning

3. The result of assessment must be fed back to the learners.

• How else will our pupils / students know whether they are progressing towards the benchmark set at the beginning of the class by way of our performance objective?

Guiding Principles in the Assessment of learning

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 if they are integrated in our assessment activities themselves.

Guiding Principles in the Assessment of learning

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.

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

Guiding Principles in the Assessment of learning

6. Emphasize on self-assessment.

• If learning is a personal process, then the pupil or student is in the best position to measure his/ her own progress against the benchmark.

Guiding Principles in the Assessment of learning

7. If we believe that our task as teachers is to teach all pupils/student, and that it is possible that all students, even those from limited backgrounds, will 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 expected if some fail.

Guiding Principles in the Assessment of learning 8. Assessment of learning should never be used as punishment or a disciplinary measure.

• We hear of teachers who give an unscheduled quiz because the class is noisy or teachers who give a very difficult test in order to punish students who do not study.

Guiding Principles in the Assessment of learning

9. Results of learning assessment must be communicated regularly and clearly to parents.

• Parents are keenly interested in the progress of their children in school.

Guiding Principles in the Assessment of learning

10. Emphasize on real world application that favors realistic performances over out-of-context drill items.

• “Such assessments require the students to generate rather than to choose a response, and actively accomplish complex tasks while bringing to bear prior knowledge new learning and relevant skills”

Guiding Principles in the Assessment of learning

11. To ensure learning, do formative assessment.

• Do not wait until the end of the chapter or unit to check if your students understood the lesson.

Guiding Principles in the Assessment of learning

12. To ensure reliability of assessment results, make use of multiple sources.

• Don’t rely on just one source of assessment data.

Return

Assessment in the Different Phases of Instruction PRIOR TO INSTRUCTION • Give pre-teaching assessment to determine where your students are

in relation to your lesson.

• You can make use of a written pre-test, the KWL technique, or by simply asking them some questions to diagnose your students` entry knowledge and skills.

“ teacher`s in school with high achievements rate use pre assessments to support targeted teaching of skills important to learn for standardized tests as well as to group students for re-teaching.”

Assessment in the Different Phases of Instruction DURING INSTRUCTION

• Find out if our pupils/student can follow the lesson by posing oral questions or by observing them as they perform classroom activities or exercises.

• Giving a quiz is the most popular.

• Formative evaluation is also referred to as assessment for learning.

• Why do we assess?

• To conduct formative evaluation is beneficial to learning.

• If in the process of teaching we already get to know that remedial teaching in some sub-skill is necessary, then we can do remedial teaching at once without having to wait for the result of summative evaluation.

Assessment in the Different Phases of Instruction AFTER INSTRUCTION • After you spent an hour or less teaching, you would like to find out

proof of learning.

• You will do formative evaluation.

• This is also referred to as assessment of learning.

• If you gave a pre-test prior to instruction, then you give a post-test prior to instruction, then you give a post-test after instruction.

• If you discover that your lesson objectives were not achieve, find out why and employ remedial measures like re-teaching, peer tutoring and the like.

APPROPRIATE ASSESSMENT TOOLS What assessment tools will be most appropriate? That depends on the lesson objectives the attainment of which is what you are assessing.

• The teacher-made test or the paper and pencil test in many forms is the most common tool used to assess learning.

APPROPRIATE ASSESSMENT TOOLS • PERFORMANCE TESTS are said to be more authentic than mere

paper and pencil tests.

• PRACTICAL TESTS in skill subjects like physical education, laboratory subjects.

• “the proof of the pudding is in the eating”.

• PORTFOLIO ASSESSMENT

1. What if : a)We remove evaluation as a part of the

lesson plan? b)We only practice summative evaluation? c) We limit ourselves only to written test for

evaluation purposes? Explain your answer.

2. What is a more authentic way of testing whether the students have learned to: a)Compose and deliver an inspirational message

to graduates? b)Teach a lesson inductively?

3. Can homework be a tool on assessing learning?

Summary

Assessment The following principles can aid us in the assessment of learning:

• Assessment is an integral part of the teaching-learning process.

• Assessment tool should match with the lesson objective being tested.

• The result of assessment must be fed back to the learners.

Summary

• In assessing learning, teachers must consider learner’s learning styles and multiple intelligence.

•Our assessment techniques include giving some positive feedback with suggestion for improvement.

•Emphasize on self-assessment. This is also known as assessment as learning.

•Abandon the “bell curve” mentality.

Summary

•Assessment should never be used as punishment or disciplinary measure.

•Result of learning assessment must be communicated regularly and clearly to parents.

•Emphasize on real world application that favors realistic performances over out-of-context drill items.

Summary

Assessment takes place in the various phases instruction-prior

During instruction (Formative assessment also referred to as assessment for learning)

After instruction (Summative evaluation or assessment of learning)

Guiding Principles in Classroom

Management

References

Classroom

Management

Objectives

Reflections

Objectives At the end of the topic the students are expected to:

Enumerate the different guiding principles in

classroom management.

Simulate some implications of these

principle in the classroom.

Appreciate the importance of classroom

management.

Classroom Management

One of the most important roles that teachers play is that of a classroom manager. Effective teaching and learning cannot takes place in a poorly managed classroom.

• A well managed classroom provides an environment in which teaching and learning can flourish.

• It takes a good deal of effort to create that conducive classroom climate.

• The person who is most responsible for creating it is the “teacher.”

Guiding Principles in Classroom Management

“Classroom management is not yet teaching , yet it is a prerequisite to teaching”

• As classroom managers, we manage resources to facilitate learning.

• 3M’s (Moment, Materials and Man)

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

1. Consistent, proactive discipline is the crux of effective classroom management.

“Prevention is better than cure”, so goes the adage. If we are proactive in our approach to discipline we prevent unnecessary disciplinary problems. • Anticipate potential problems and nip them in bud. • Established rules and policies to all pupils/students

regardless of creed, color, economic status, academic standing in class.

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

2. Established routines for daily task and needs.

• Routine procedures give rise to orderly learning environment and maximum and optimum use of precious time.

• Doyle says, “routinization makes classroom activities susceptible to breakdowns and interruptions because students know the normal sequence of events and what expected of them” (Ornstein, p.96)

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

3. Orchestrate smooth transitions and continuity of momentum throughout the day.

• Smooth transitions prevent unnecessary lull in classroom activities.

• Smooth transitions and continuity of moment throughout the day ensure us that every instructional moment is made use of wisely.

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

4. Strike a balance between variety and challenge in students’ activities.

• Strike the golden mean between extremely easy and extremely difficult activities.

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

5. As classroom manager, be aware of all actions and activities in the classroom.

• Puts our pupils and students on their toes all the time.

• “Have eyes on the back of your heads.” with-it-ness

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

6. Resolve minor inattention and disruption before they become major disruptions.

• The old adage “a stitch on time saves nine.”

• Respond to inappropriate behavior promptly.

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

7. Reinforce positive behavior.

• Reinforce positive behavior with genuine praise.

• Some teachers are quite stingy with praise . These are the teachers who think will become less when the praise others. They have the so called “subtraction mentality”

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

8. Treat minor disturbance calmly.

• “Do not make a mountain of a mole.”

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

9. Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process.

• The most common arrangement of tables and chair in the classroom is one where the teachers’ table and chairs are in front and the student’s desk or chairs are arranged in rows facing the teacher.

• Come up with a physical arrangement that allows maximum interactions.

Principles of Classroom Management Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

10. Make good use of every instructional moment. Minimize discipline time to maximize instructional time.

• Minimize discipline time to have more time for instruction.

1. Give 2 adjectives of proactive classroom

management style. 2. Why is establishing routines considered as one

effective practice in classroom management? 3. What is mean by this statement. “Restlessness is the

father of classroom disciplinary problems.” 4. Explain the “ripple effect” of classroom

misdemeanor.

References

Prepared by: Balmeo , Janelyn Aiza

Embradura, Ivy Claire

Excija, Renz

Magcawas, Rex

Ocampo, Josephine

Quillope, Nimfa