ROLES OF

ASSESSMENT IN
MAKING
INSTRUCTIONAL
DECISION
 The teacher must;

• Pre – instruction – ( prior knowledge )

• During – instruction - ( students’ progress )
• Post- instruction assessment - ( mastery )
PRE -
INSTRUCTION
- Provides information
about the lacking
competencies such as
knowledge and skills.
DURING -
INSTRUCTION
- Monitors student’s learning

- Sets his teaching at a level that

challenges students
metacognitive skills or high –
level thinking
POST -
ASSESSMENT

- Monitors whether the learner

mastered the basic contents,
knowledge and skills required for
the learner activity
 Why do we need to evaluate?
• To determine the students’ entry behavior
• To determine the objectives has been attained or not
• To determine students’ strength and weakness
• To rate the students’ performance for purpose of giving
grade
• To improve teaching-learning process
PLACEMEN FORMATIV
T E

EVALUATION
IS USED TO
DETERMINE

SUMMATIV
DIAGNOSTIC
E
 PLACEMENT ROLE
• To determine the entry behavior of the pupils
• To determine the performance at the beginning of
instruction
• GOAL: To determine the position in instructional
sequence and the mode of evaluation.
 FORMATIVE ROLE
• Assessment during the instruction
• Helps detect which students need attention
 Types of Formative Assessment
• Observations during in-class activities; of students’ non-
verbal feedback during lecture.

• Homework exercises as review for exams and class

discussions

• Reflections journals that are reviewed periodically

during the semester
 Types of Formative Assessment
• Questions and Answer sessions, both formal-planned and
informal-spontaneous conference between the instructor and
student at various point in the semester.

• In-class activities where students informally present their

results

• Student feedback collected by periodically answering specific

question about the instruction and their self-evaluation of
performance and progress