GROUP 2

BRAIN
STORMING
ENTSSMESSA
ASSESSMENT
Nherzen Lou
MAULAWIN
 WEEK 16

ASSESSMENT
 SUB - TOPICS

01 02
Formative and Summative Diagnostic and Authentic
Assessment Assessment
INTRODUCTION
TOPIC: ASSESSMENT
WHAT IS ASSESSMENT?

● Assessment is the process of gathering and discussing information from

multiple and diverse sources in order to develop a deep understanding of
what students know, understand, and can do with their knowledge. (Learner-
Centered Assessment on College Campuses: shifting the focus from teaching
to learning by Huba and Freed 2000.)

● Assessment involves the use of empirical data on student learning.

(Assessing Academic Programs in Higher Education by Allen 2004)
WHAT IS ASSESSMENT?

● Assessment is the systematic basis for making inferences about the learning
and development of students. (Assessing Student Learning and
Development: A Guide to the Principles, Goals, and Methods of
Determining College Outcomes by Erwin 1991)

● Assessment is the systematic collection, review, and use of information

(Assessment Essentials: planning, implementing, and improving assessment
in higher education by Palomba and Banta 1999)
 IMPORTANCE OF ASSESSMENT
The multi-faceted nature of assessments means that educators can leverage them in
1. a number of ways to provide valuable formal or informal structure to the learning
process.

Assessments are actually quite multi-faceted and have both formal and informal
2.
places throughout the learning process.

Assessments can run the complete range from start to finish when it comes to
3.
instruction.

Assessments help you gauge the strengths and weaknesses of each student so you
4.
can adjust and guide student learning accordingly.
FUNDAMENTAL COMPONENTS OF
ASSESSMENT
CYCLE OF ASSESSMENT
 Shawn
Maynard
ORTEGA
 01
FORMATIVE
ASSESSMENT AND
SUMMATIVE
ASSESSMENT
 FORMATIVE ASSESSMENT

• Formative assessment involves the use of immediate insights to guide

instruction. If we break down the term, we see that “Formative” comes
from Latin formare ‘to form.’
• Assessment simply refers to an evaluation. Together the words
“formative” and “assessment” refer to a guiding evaluation that helps
to shape something. With formative assessment, teachers mold or
form instruction to better suit student learning.
• To glean actionable insights, the best formative assessments are
generally easy to implement and offer immediate results that lead to
instant intervention or instructional adjustments.
 1

Formative assessments Low-stakes

assessment
usually comprise of the
following key aspects:

2 3

Goal of informing Gain insight on

instruction learning status
4 6
Helps identify
knowledge Generally short
retention and and quick checks
understanding

5 7
Comes in many forms:
Daily, weekly, or quiz, exit ticket,
artwork, Venn
otherwise
diagram, game,
frequent checks presentation, etc.
 SUMMATIVE ASSESSMENT

• Summative Assessment is any method of evaluation performed at

the end of a unit that allows a teacher to measure a student's
understanding, typically against standardized criteria. The purpose
of summative assessment is to gauge students' comprehension of
the material presented at the end of a particular unit of work, and
is often measured with a grade or percentage, depending on the
subject.
 EXAMPLES OF SUMMATIVE
ASSESSMENT

Written Standardized
Assessment Assessment

Performance Oral
Assessment Assessment
 Paulene Joy
PAMATMAT
 02
DIAGNOSTIC
ASSESSMENT
AND AUTHENTIC
ASSESSMENT
 Diagnostic Assessment
is a form of pre-assessment that allows a teacher to determine
students' individual strengths, weaknesses, knowledge, and skills
prior to instruction. It is primarily used to diagnose student
difficulties and to guide lesson and curriculum planning.
 BENEFITS OF DIAGNOSTIC
ASSESSMENT

1. It allows teachers to plan meaningful and efficient instruction.

2. It provides information to individualize instruction. It may show a

teacher that a small group of students needs additional instruction on
a particular portion of a unit or course of study.

3. It creates a baseline for assessing future learning.

 COMPONENTS OF
DIAGNOSTIC ASSESSMENT

Happen at the beginning of a Goal of understanding

unit, lesson, quarter, or A B student’s current position to
period of time. inform effective instruction
Identify strengths and areas
of improvement for the C D Low-stakes assessments
student
 AUTHENTIC ASSESSMENT

● Is a course evaluation method where the students apply their knowledge

to unique real-life contexts or situations.
● Jon Mueller describes it as a form of assessment in which students are
asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills.
● Using authentic assessment methods, the teacher can realistically evaluate
a student's ability based on how they apply what they have learned to the
assignment.
● Authentic assessment is often described as the meeting point between
learning and evaluation.
 CHARACTERISTICS OF
AUTHENTIC ASSESSMENT

● Authentic assessment simulates real-life situations.

● There are no right or wrong answers in authentic assessment.
● It requires in-depth creativity and originality.
● Authentic assessment methods are tailored to 1 specific and well-defined
purpose.
● It is complex and action-oriented
● Authentic assessment involves both oral tests like presentations and
written tests with open-ended questions.
● Students get feedback from the instructor at different points as they
engage in the tasks.
 EXAMPLES OF AUTHENTIC
ASSESSMENT

● Studio Portfolios ● Simulation Games

● Role-Play ● Case Studies
● Memos ● Proposals
● Presentations ● Policy Briefs
● Fishbowls ● Reports
 BRAIN
STORMING
NGLEANIR
LEARNING
ACHETING
TEACHING
 WEEK 16

ASSESSING LEARNING
AND TEACHING
PERFORMANCE IN
MULTI-GRADE CLASSES
 SUB - TOPICS

03 04
Focusing More on Learner Practicing Self-Reflection on
Assessment than on your Teaching and your
Evaluation Student’s Learning
Nherzen Lou
MAULAWIN
INTRODUCTION
TOPIC: Assessing Learning and Teaching
Performance in Multi-grade Classes
• One of the roles which a multi-grade
teacher must carry out is to monitor the
progress of pupils learning so as to ensure
quality of education.
• Teachers have an understanding of what
students need to learn and are expected to
learn at various stages.
• A multi-grade classroom where continuous progress
is encouraged and assessed works well because
every child is unique and has an individual model
and timing for growth.
• In a multi-grade classroom there is time to recognize
that a child’s social and emotional needs are as
important as academic needs.
• Each child is accepted at his or her own place on the
developmental learning continuum.
Angelika
TUBIG
 03
FOCUSING MORE ON
LEARNER
ASSESSMENT THAN
ON EVALUATION
Assessment
• Assessment is defined as a process of
appraising something or someone.
• Assessment is a methodical way of acquiring,
reviewing and using information about
someone or something, so as to make
improvement where necessary.
Evaluation
• The term ‘evaluation’ is derived from the word
‘value’ which refers to ‘usefulness of something’.
Therefore, evaluation is an examination of
something to measure its utility.
• Evaluation focuses on making a judgment about
values, numbers or performance of someone or
something.
 BASIS FOR ASSESSMENT
COMPARISON
Meaning Assessment is a process of
collecting, reviewing and
using data, for the purpose
of improvement in the
current performance.
EVALUATION
Evaluation is described as
an act of passing
judgement on the basis of
set of standards.

Nature Diagnostic Judgmental

What it does? Provides feedback on Determines the extent to
performance and areas of which objectives are
improvement. achieved.

Purpose Formative Summative

 BASIS FOR ASSESSMENT EVALUATION
COMPARISON
Orientation Process Oriented Product Oriented

Feedback Based on observation and Based on the level of

positive & negative quality as per set standard.
points.
Relationship between Reflective Prescriptive
Parties
Criteria Set by both the parties Set by the evaluator.
jointly.
Measurement Standards Absolute Comparative
CONCLUSION

● After reviewing the points above, it would be clear that assessment and
evaluation are completely different. Assessment focuses on an area of
concern, weakness, or difficulty in student learning and correcting the
deficiencies in one’s performance, whereas an evaluation involves
making judgements and focuses on a topic of interest to the
department/program more broadly. Therefore, we should focus more on
learners assessment rather than on evaluation even though they play a
crucial role in analyzing and refining the performance of a person,
product, project or process.
 Roselyn
VALLENTE
 04
PRACTICING SELF-
REFLECTION ON YOUR
TEACHING AND ON
YOUR STUDENT’S
LEARNING
What is Self-Reflection?
• Self-reflection is taking an honest look at your
actions and decisions and recognizing how they may
have affected you, your work, and the people around
you. Self-reflection is thinking about how you
handled past events and whether you could have
improved or changed the way you acted or engaged.
 How Can Self-
Reflection Improve
Your Career as a
Teacher?
• Taking the time to reflect on your teaching, your
lesson material, and how you engaged with your
students can help you recognize areas of
improvement.
• You might also recognize some areas of strength.
• Self-reflection also increases self-awareness and
our ability to recognize how our words and
actions affect those around us.
• Reflective practice can help us realize when our lesson
materials need to be updated.
• Taking the time to reflect on your practice can help you
decide whether your students responded the way they
should have and mastered understanding of the
material. You can better understand your student’s
strengths and their needs going forward. It helps us
put our students first and recognize that teaching is not
just a job to complete each day. We must do it well and
acknowledge that we can always improve.
 HOW DO I SELF-REFLECT?
Self-reflection might be something you naturally do already. But if you’ve
never tried it and don’t know where to begin, you might be feeling a little lost.
The best way to start a reflective practice is to have some targeted questions to
ask yourself. Here are some ideas:

● Was my lesson effective? Why or why ● Which parts of my lesson could I

not? improve for next time?

● Were my students on task? ● What were my strengths?

● If not, was it because they didn’t ● What areas did my students excel in?
understand or because the expectations What areas did they struggle with?
were not clear?
 WHAT TO DO AFTER SELF-REFLECTION?

Practicing self-reflection can allow you to recognize and make

changes in order to grow as a person and in your profession. But self-
reflection is only the first step. What do you do once you’ve taken the
time to reflect and have recognized a need for improvement?
● Make a plan. Decide how you are going to implement these changes.
 The Importance of
Self-Reflection in
Teaching and Learning
• So when it’s just you and your students, how do you
know if you are giving them your best? Self-reflection
can be an invaluable tool to help you answer this
question. Taking the time to reflect on your practice can
help you improve as an educator, become more self-
aware of your teaching, and better understand your
students and their needs.
• Self-reflection in learning means examining the way an
individual learns. It implies that without thinking deeply
about how we learn, we can never gain the insight
necessary to correct poor habits and affirm good ones.
 OUR GROUP

DAUSIN, NATHANIEL
GALAY, ALDON E.
IVAN T.
 OUR GROUP

MAULAWIN, ORTEGA, SHAWN

NHERZEN LOU C. MAYNARD M.
 OUR GROUP

PAMATMAT,
TUBIG, ANGELIKA V.
PAULENE JOY
 OUR GROUP

VALLENTE, BUMAGAT,
ROSELYN S. ANGELICA MARI S.J
 OUR GROUP

LINTAC, JIEZELLE A. SOSA, MARIEN T.

 REFERENCES

● https://thejuicelearning.com/blog/importance-self-reflection-teaching/

● Surbhi, S. (2017, October 21). Difference between assessment and evaluation (with comparison chart).
Key Differences. Retrieved June 15, 2022, from https://keydifferences.com/difference-between-
assessment-and-evaluation.html

● https://study.com/academy/lesson/what-is-diagnostic-assessment-definition-examples.html

● https://edulastic.com/blog/diagnostic-assessment/

● https://www.formpl.us/blog/authentic-assessment
THANKS!
CREDITS: This presentation template was created by Slidesgo, including
icons by Flaticon and infographics & images by Freepik