ASSESSMENT OF LEARNING

If the proof
of the pudding
is in the eating,
then the proof
of learning is
results
obtained from
assessing.
WHAT IS ASSESSMENT?
The word ‘assess’ comes from the Latin verb
‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the
learner. This implies it is something we do
‘with’ and ‘for’ students and not ‘to’ students
(Green, 1999).
Assessment in education is the process of
gathering, interpreting, recording, and using
information about pupils’ responses to an
educational task. (Harlen, Gipps, Broadfoot,
Nuttal,1992)
FUNCTIONS OF
ASSESSMENT
 Diagnostic: tell us what the student needs to
learn
 Formative: tell us how well the student is doing
as work progresses
 Summative: tell us how well the student did at
the end of a unit/task
GUIDING PRINCIPLES IN THE ASSESSMENT OF
LEARNING SOME GUIDING PRINCIPLES.
1. Assessment of learning
is an integral part of
the teaching learning
process.
-the process is an an
integral part of teaching.
The formative evaluation
must be done frequently
to determine learning
that early for us to be
able to make adjustments
to our lesson in
accordance with info.
gathered.
 2. Assessment
tool should match with
performance objective.
-Many a time we want to teach
the skills of critical and creative thinking
to our students. But we lament the
observation that in practice most of our
assessment tools, say a written test,
measures only simple recall and
comprehension.
-Other than written and
performance tests as assessment
methodologies is “ product assessment”
classified into written and physical
(Danielson,2002)
-Danielson gives examples of written
products:
 term papers
 short play
 laboratory report
 newspaper articles
 letters to public officials
Physical products
 Dioramas
Sculptures
Photographs (Danielson, 2002)

3. The results of assessment

must be fed back to the
learners.
-If the main
purpose of assessment is to find
out how well the learner has
attained a particular learning
objective it goes w/out saying
that the assessment process
serves its purposes only when
we returned quizzes, tests,
seatworks,assign, and evaluated
projects @ the soonest to possible.
4. In assessing learning,
teachers must consider
learners, learning styles
and multiple intelligence
and so must come up w/ a
variety of ways of assessing
learning.
-we may not be able to integrate all
learning styles and multiple
intelligence in one assessment
activity but what we can do is to
strive to take into consideration as
many learning styles and multiple
intelligence as possible.The
traditional assessment practice of
giving written test is quite
inadequate.
Performance Assessment
Portfolio
Traditional Tests
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
and add to their level of
confidence.
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 @ the
beginning of the class in
the performance objectives.
THANK YOU
FOR
LISTENING
GODBLESS
KETANG