UNIT 2

ROLES OF
ASSESSMENT IN
THE TEACHING
OF SOCIAL
SCIENCES
 NATURE OF
ASSESSMENT
IN SOCIAL
SCIENCE
•Assessment is a process that
can be placed in two broad
categories:
1.Measures of Maximum
Performance
2.Measures of Typical
Performance
 •Objectives
• analyze
•UNDERSTAND
•CREATE
 Maximum Performance
•Is achieved when learners are
motivated to perform well.
•Assessment results from
maximum performance
manifest what students can
do at their level best – their
abilities and achievements.
•In this category students are
encouraged to aim for a high
score.
•Of course, there are factors
that affect student’s optimal
performance like noise and
other distractions.
•Since teachers have direct
control over the testing
environment, they can take
action in reducing or
eliminating such factors.
 Typical Performance
•Shows what students will do
or choose to do.
•It assesses how a learner’s
ability is evident if
demonstrated on a regular
basis.
•Hence, it is more focused on
the learner’s level of
motivation rather than his
optimal ability.
 Purposes of
Assessment
•There are 3 interrelated
purposes of assessment.
Knowledge of these purposes
and how they fit in the
learning process
can result to a more effective
classroom assessment in
social sciences.
1.Assessment FOR Learning
2.Assessment AS Learning
3.Assessment OF Learning
1. Assessment FOR
Learning
•It pertain to diagnostic and
formative assessment tasks
which are used to determine
learning needs, monitor
academic progress of
students during a unit or
block instruction.
•Students are given on-going
and immediate descriptive
feedback concerning their
performance.
•Based on assessment results,
teachers can make
adjustments when necessary
in their teaching methods and
strategies to support
learning.
•They can decide whether
there is a need to
differentiate instruction or
design more appropriate
learning activities to clarify
and consolidate students’
knowledge, understanding
and skills.
Examples:
•Pre-test
•Written assignments
•Quizzes
•Concept maps
•Focused questions, among
others.
 2. Assessment OF
Learning
•It is summative and done at
the end of a unit, task,
process or period.
•It’s purpose is to provide
evidence of a student’s level
of achievement in relation to
curricular outcomes.
•It is used for grading,
evaluation and reporting
purposes.
•Evaluation’s feedback on the
student’s proficiency level is
given to the student
concerned, likewise to his/her
parents and other
stakeholders.
Examples:
•Unit test
•Exams
•Final projects
 3. Assessment AS
Learning
•Employs task or activities
that provide students with an
opportunity to monitor and
further their own learning – to
think about their personal
learning habits and how they
can adjust their learning
strategies to achieve their
goals.
•It involves metacognitive
process like reflection and
self-realization to allow
students to utilize their
strengths and work on their
weaknesses by directing and
realizing their learning.
•Hence, students are
responsible and accountable
for their own learning.
Examples:
•Self- and peer-assessment
rubrics
•Portfolios
RELEVANCE OF
ASSESSMENT IN
SOCIAL
SCIENCES
•Assessment is needed for
continued improvement and
accountability in all aspects
of the education system.
•In order to make assessment
work for everyone – students,
teachers and other players in
the education system should
have an understanding of
what assessment provides
and how it is used to explain
the dynamics of student
learning.
 Students
•Through varied learner-
centered and constructive
assessment tasks, students
become actively engaged in
the learning process.
•They take responsibility for
their own learning. With the
guidance of the teacher, they
can learn to monitor changes
in their learning patterns.
•They become aware of how
they think, how they learn,
how they accomplish tasks
and how they feel about their
own work.
 Teachers
•Assessment informs
instructional practice.
•It gives teachers information
about a student’s knowledge
and performance base.
•It tells them how their
students are currently doing.
 Teachers
•Assessment results can reveal
which teaching methods and
approaches are most effective.
•They provide direction as to
how teachers can help
students more and what
teachers should do next.
• Assessment procedures support
instructor’s decisions on
managing instruction, assessing
student competence, placing
students to levels of education
programs, assigning grades to
students, guiding and
counselling, selecting students
for education opportunities and
certifying competence.
 Parents
•Education is shared
partnership. Following this
tenet, parents should be
involved in the assessment
process.
•They are valued source of
assessment information on
the educational history and
learning habits of their
children, most especially for
preschoolers who do not yet
understand their
developmental progress.
•In return teachers should
communicate vital
information to parents
concerning their children’s
progress and learning.
 Administrators and
Program Staff
•Administrators and school
planners use assessment to
identify strengths and
weaknesses of the program.
•They designate program
priorities, assess options and
lay down plans for
improvement.
•Moreover, assessment data
are used to make decisions
regarding promotion or
retention of students and
arrangement of faculty
development programs.
 Policymakers
•Assessment provides
information about students
achievements which in turn
reflect the quality of
education being provided by
the school.
•With this information,
government agencies can set
or modify standards, reward
or sanction schools and
direct educational resources.
•The Commission on Higher
Education in response to their
program on quality assurance
shut down substandard
academic programs of
schools with low graduation
and passing rates in licensure
examinations.
END!
•Direction: Write T if The
Statement is True And Write F
if the Statement is False.

1. Assessment results from

maximum performance
manifest what students can do
at their level best – their
abilities and achievements.
2. In this category students
are encouraged to aim for a
high score.
3. There are 2 interrelated
purposes of assessment.
Knowledge of these purposes
and how they fit in the
learning process.
 It pertain to diagnostic and
4.
formative assessment tasks
which are used to determine
learning needs, monitor
academic progress of
students during a unit or block
instruction.
5. Evaluation’s feedback on the
student’s proficiency level is
given to the student
concerned, likewise to his/her
parents and other
stakeholders.
6. Through varied learner-
centered and constructive
assessment tasks, Teachers
become actively engaged in
the learning process.
7. It gives teachers information
about a student’s knowledge
and performance base.
8. Assessment provides
information about students
achievements which in turn
reflect the quality of
education being provided by
the school.
9. With this information,
government agencies can set
or modify standards, reward or
sanction schools and direct
educational resources.
10. The Commission on Higher
Education in response to their
program on quality assurance
shut down substandard
academic programs of schools
with low graduation and
passing rates in licensure
examinations.
 Thanks for
listening
I’m Mr. ROBIN
I’m MR. NEBATO
Signing off