evaluation and assessment-2012[1]

7/31/2019 Evaluation and Assessment-2012[1]

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EVALUATION AND ASSESSMENT

DANILZA LORDUY A.


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ASSESSMENT

l Is the act of gathering information on a daily basis inorder to understand individual students' learning and

needs.l Assessment assists teachers in planning and

adapting for further instruction.l Teachers can enhance students' understanding of

their own progress by involving them in gathering theirown data, students can identify personallearning goals.


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EVALUATION

l It is the culminating act of interpreting theinformation gathered for the purpose ofmaking decisions or judgments aboutstudents' learning and needs, often atreporting time.


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EVALUATION

l Assessment and evaluation are integral componentsof the teaching-learning cycle. The main purposes

are to guide and improve learning and instruction.Effectively planned assessment and evaluation:l promote learning,l build confidencel

develop students' understanding ofthemselves as learners.


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GUIDING PRINCIPLES

l Assessment procedures should be planned, as well ascontinuous activities which are derived from curriculumobjectives and consistent with the instructional andlearning strategies.

l A variety of assessment and evaluation techniques shouldbe used.

l Techniques should be selected for their appropriateness tostudents' learning styles and to the intended purposes.

l Students should be given opportunities to demonstrate theextent of their knowledge, abilities, and attitudes in avariety of ways.


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GUIDING PRINCIPLES

Teachers should communicate assessmentand evaluation strategies and plans inadvance, informing the students of theobjectives and the assessment proceduresrelative to the objectives. Students should haveopportunities for input into the evaluationprocess.


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GUIDING PRINCIPLES

l Assessment and evaluation should be fair andequitable. They should be sensitive to family,

classroom, school, and community situations, and tocultural or gender requirements; they should be freeof bias.

l Assessment and evaluation should help students.provide positive feedbackand encourage studentsto participate actively in their own assessment in order

to fosterlifelong learning and enable them totransfer knowledge and abilities to their lifeexperiences.


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GUIDING PRINCIPLES

Assessment and evaluation data and resultsshould be communicated to students andparents/guardians regularly, in meaningfulways.


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GUIDING PRINCIPLES

l Using a variety of techniques and tools, the teachercollects assessment information about students'

language development and their growth in speaking,listening, writing, and reading knowledge and abilities.The data gathered during assessment becomes thebasis for an evaluation. Comparing assessmentinformation to curriculum objectives allows the teacherto make a decision or judgmentregarding theprogress of a student's learning.


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TYPES OF ASSESSMENT AND

EVALUATION ACCORDING TO TEPURPOSE

l Diagnostic assessment and evaluationusually occur at the beginning of the schoolyear and before each unit of study. Thepurposes are to determine students'knowledge and skills, their learning needs,and their motivational and interest levels


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TYPES OF ASSESSMENT ANDEVALUATION ACCORDING TO TE

PURPOSE

l Formative assessment and evaluation focus on theprocesses and products of learning. Formative

assessment is continuous and is meant to inform thestudent, the parent/guardian, and the teacher of thestudent's progress toward the curriculum objectives.This type of assessment and evaluation providesinformation upon which instructional decisions andadaptations can be made and provides students withdirections for future learning.


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TYPES OF ASSESSMENT ANDEVALUATION ACCORDING TO TE

PURPOSE

l Summative assessment and evaluation occur mostoften at the end of a unit of instruction and at term or

year end when students are ready to demonstrateachievement of curriculum objectives. The mainpurposes are to determine knowledge, skills, abilities,and attitudes that have developed over a given periodof time; to summarize student progress; and to reportthis progress to students, parents/guardians, and

teachers.l Summative judgments are based upon criteria derived

from curriculum objectives


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EVALUATION

l Self-assessment promotes students' abilities toassume more responsibility for their own learning by

encouraging self-reflection and encouraging them toidentify where they believe they have been successfuland where they believe they require assistance.Discussing students' self-assessments with themallows the teacher to see how they value their own

work and to ask questions that encourage students toreflect upon their experiences and set goals for newlearning.


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EVALUATION

l Peer assessment allows students tocollaborate and learn from others. Throughdiscussions with peers, Middle Levelstudents can verbalize their concerns andideas in a way that helps them clarify theirthoughts and decide in which direction toproceed.


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SUMMARY

l Assessment Is the act of gatheringinformation on a daily basis

l Evaluation is the act of interpreting theinformation gathered to make decisions or

judgments about students' learning andneeds

l Both are derived from curriculum objectivesand should be consistent with theinstructional and learning strategies.


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SUMMARY

l Learners should be communicated aboutassessment and evaluation strategies andplans in advance.

l Learners should be communicated aboutassessment and evaluation results


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ASSESSMENT PROCEDURES

l Observation

l Anecdotal Records

l Checklists

l Rating Scales and Rubrics

l Portfolios

l Interviews/Conferences

l Projects and Presentations

l Quizzes, Tests, and Examinations


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GROUP WORK

l Group of 3 Ss

l

Select one of the assessment proceduresl Find out more about it

l Characterize it

l Show examples

l Prepare a presentation for .

evaluation and assessment-2012[1]

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