Chapter 4: Assessment Strategies for English 2.
Performance Standards- these are the abilities and skills that
Lesson 13: Assessment in Learning English
Assessment
 ways to determine how much learners have learned from the
teachers teaching.
 In dynamic nature that is the classroom, it provides the teachers
with more than simple measure of whether the learner captured
what was presented or not.
Assessment- is conducted to determine whether the learners know,
understand, and are able to perform knowledge and
competencies required of them.
Assessment can be viewed in 3 lenses:
1. Assessment for Learning- determines the learners background
knowledge and skills and tracks their progress in understanding.
2. Assessment as Learning- more learner-centered approach. This lets
the learner reflect on the results of his/her progress and plans the
next steps to improve performance.
3. Assessment of Learning- this is more traditional view of learning as
it measures the learners’ attainment of the learning objectives or
goals of the lesson or of the standards.
WHAT IS ASSESSED?
The teacher in the classroom would focus more in the
following areas assess under the K to 12 Curriculum:
1. Content Standards- these are the essential understandings that the
learners should learn.
 “What should the learners know?”
learners must be able to demonstrate in relation to the content.
3. Learning Competencies- these are knowledge, skills, and attitudes
that learners have to demonstrate in every lesson or activity.
4. Concept Development- this is a measure of how the learners are
able to progress in the attainment of the standards.
HOW ARE LEARNERS ASSESSED?
 Learners’ progress is not only based on the tests given to them, but
also on the learning that takes place within the classroom and in
different settings outside of the classroom setting.
 The main purpose here is to gather evidence of the learners’
learning through the daily activities the teacher provides by the
things that they say, write, and do.
 These may emerge from the interactions in the classroom, their
presentation, or the projects and assignments they submit.
From this information about the learners gathered by the teacher,
assessment in the classroom would follow a cycle:
1. Defined Learning Outcomes- determine which standards or
competencies will be assessed.
2. Create assessment activities to measure the defined outcomes and
given these activities to the learners.
3. The teacher then collects and analyze these results,
4. And uses them to adjust the next lessons, provide more activities, or
move on to the next one.
 Lesson 14: Formative Assessment

Formative Assessments- aim to determine what the learners know as they

Define Learning
Outcomes
are in the process of learning.
 It is used mainly to gather information about the
learner performance and use that to make informed
decision on future instruction.

 In a way formative assessment does not refer to the assessment

Create
Make
assessment itself, but rather to the function that evidence from the assessment
adjustments to serves.
activities and
the next lessons
assess the
based on the
learning  It can also be called informative assessment as it provides
results analyzed
outcomes
information to the teacher on the performance of the learners as they
go through the learning experience.

 For effective implementation of formative assessment in the

classroom, it has to be planned and be strategic.
Analyze the
learners' results
 By the nature of formative assessment, it is an ongoing assessment
of learner performance and should provide the teacher with valuable
information about their progress.

SUMMATIVE ASSESSMENT (ASSESSMENT OF LEARNING)
 to evaluate learner performance usually at the end of the quarter,
term, or year.
 It provides the teacher an understanding of how the learners fare
against the set standards in the curriculum.
 usually, the basis for grades of learners or teachers.
 As they are not usually not graded, formative assessment strategies
are mainly used to guide instruction.
A formative assessment system to be used in the classroom tries to answer
the following questions:

Common Summative Tests are: 1. WHERE AM I GOING?

 learners must be able to know what the learning
1. Periodic/Quarterly examinations objectives are or what is expected of them in the
2. Final project or creative portfolio lesson unit.
3. Final performance, demonstration, or report
4. Chapter tests or end-of-unit tests
5. Standardized test (NAT; NCAE, and others)
 Examples of these objectives could be:
 I can identify a sequence of events (beginning, middle,
and end) in a story.
 I can draw and write sentences about these actions
using signal words to indicate the sequence.
2. WHERE AM I NOW?
 give the learners an idea where they are in reaching
the learning objective and they should be given regular
checks on progress on their way.
 These checks need not be formal nor should be left at
the end of the unit, lesson or year.
 Though common pen and paper quizzes are useful in
checking understanding of the learners, the teacher
could be more creative in implementing more
formative assessment strategies. Some of these could
include:
 Oral recitation
 Questioning
 Project outputs
 Surveys
 Raising hands or thumbs
 Writing activities
Writing- could be an excellent formative assessment strategy because
of the very nature of the activity as a complex cognitive
process.
 It helps provide an idea on how the learners think.
Feedback- provides the learners with a picture about their success and
need in order to improve their performance.
Feedback must have the following traits in order to be effective:
a. Goal-referenced- tell learner if they are on the right track in
attaining the learning objective or not.
b. Tangible- should help the learners lean from it and relate it to the
learning objective.
c. Actionable- it must be concrete, specific, and useful in the sense
that the learners can tell what to do next to improve performance.
d. User-friendly- it must be worded in a language the learners can
understand.
e. Timely- should be provided at the right timing to give the learner
enough time to improve their work.
Examples of good feedback to learners could include:
 You have used precise language in this paper. I saw the scenes from
my mind’s eye.
 I got confused by your paper. You have weak thesis and you have
failed to provide concrete pieces of evidence in the succeeding
paragraphs.
3. WHAT CAN I DO TO GET WHERE I NEED TO GO?
 Teachers provide the learners with a plan and activities to
help them attain the learning objectives.
 Using the data from the formative assessment given to the
learners, the teachers can now use them to plan, to improve
instruction or make tweaks in his/her strategies, and to help
learners improve.
 Lesson 15: Traditional and Authentic Assessment

Traditional Assessment- are conventional methods of testing the

understanding of the learners. (Quizzes, exams, or papers)

Authentic Assessments (alternative assessment)- activities that help show

what learners can do, especially with the learnings they have
gained in the lessons.

Creating Authentic Assessments

1. Identify Standards/Objectives- these are statements of what the

learners should know and be able to do.
2. Select an Authentic Task- the teacher finds a task that can
demonstrate their understanding of the lesson to meet the
standard or objective.
3. Identify the Criteria for the Task- the criteria will help the learners
determine the level of competence needed in order for them to
determine how good they are performing in the task.

A good criterion must be:

 clearly stated
 brief
 observable and
 written in the language the learners can understand

4. Create the Rubric for Scoring- using the identified criteria, the
teacher then creates a scoring rubric to help the learners rate
their own performance in the task.