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Classroom Assessment

Classroom assessment helps improve student learning, especially when it provides formative feedback to help students understand their own learning strategies. Assessment for learning involves teachers using evidence of student knowledge and skills to inform their teaching throughout the learning process. Assessment of learning assists teachers in evaluating student achievement against outcomes and standards, often at the end of a unit or term. Assessment as learning occurs when students monitor and assess their own progress to determine what they know and how to apply lessons to new learning. Learning objectives clarify what students will know and be able to do by the end of a course, and help both teachers and students.

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Alliana Pauline Morallos
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39 views2 pages

Classroom Assessment

Classroom assessment helps improve student learning, especially when it provides formative feedback to help students understand their own learning strategies. Assessment for learning involves teachers using evidence of student knowledge and skills to inform their teaching throughout the learning process. Assessment of learning assists teachers in evaluating student achievement against outcomes and standards, often at the end of a unit or term. Assessment as learning occurs when students monitor and assess their own progress to determine what they know and how to apply lessons to new learning. Learning objectives clarify what students will know and be able to do by the end of a course, and help both teachers and students.

Uploaded by

Alliana Pauline Morallos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CLASSROOM ASSESSMENT

Classroom assessments are particularly important to improve student learning, especially when they
comprise formative feedback and help students to understand their own learning strategies

PURPOSE OF CLASSROOM ASSESSMENT


It helps student in setting learning objectives. Students require regular chances to reflect on where their
learning at and what needs to be done to meet their learning objectives. When students actively participate
in analyzing their own future learning stages and setting objectives to achieve them, they make major
improvements in controlling their learning and understanding themselves as learners.

ASSESSMENT OF LEARNING 
assists teachers in using evidence of student learning to assess achievement against outcomes and
standards. Sometimes referred to as ‘summative assessment’, it usually occurs at defined key points
during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade
students. The effectiveness of assessment of learning for grading or ranking purposes depends on the
validity, reliability, and weighting placed on any one task. Its effectiveness as an opportunity for learning
depends on the nature and quality of the feedback.
ASSESSMENT FOR LEARNING
 involves teachers using evidence about students’ knowledge, understanding, and skills to inform their
teaching. Sometimes referred to as ‘formative assessment’, it usually occurs throughout the teaching and
learning process to clarify student learning and understanding.
ASSESSMENT AS LEARNING
occurs when students are their own assessors. Students monitor their own learning, ask questions and use
a range of strategies to decide what they know and can do, and how to use assessment for new learning.
LEARNING TARGETS
Learning objectives are specific goals expressed in school language that clearly indicate what students
will learn and be able to perform by the end of a class, unit, project, or course.

INSTRUCTIONAL OBJECTIVES
 Present what needs to be learned and help both teachers and students
 Describe the expected outcomes of a particular academic program or a course. Instructional
objectives define what the learner will be able to do after following instructions. At the same
time, instructional objectives are short-term and measurable, and they include the skills and
attitudes that are related to lessons.
LEARNING OBJECTIVES
 Refer to what the students know and what they are capable of doing at the end of the course.
 Learning objectives describe what learners will be able to do at the end of a lesson after doing the
prescribed activities for the lesson. Learning objectives are based on three areas of learning:
knowledge, skills, and attitudes. Learning is clarified and prioritized by the use of learning
objectives. Simultaneously, educators use learning objectives in different ways to achieve a
variety of instructional goals.

Both instructional objectives and learning objectives help learners to know about what they are going to
learn in the course. Although instructional objectives basically focus on students, learning objectives
focus on both teachers and students.

THE BLOOMS TAXONOMY OF EDUCATIONAL


Bloom's Taxonomy is a convenient way to describe the degree to which we want our students to
understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and
interests affected. It is critical that we determine the levels of student expertise that we are expecting our
students to achieve because this will determine which classroom assessment techniques are most
appropriate for the course. Though the most common form of classroom assessment used in introductory
college courses--multiple choice tests--might be quite adequate for assessing knowledge and
comprehension (levels 1 and 2, Table 1), this type of assessment often falls short when we want to assess
our students knowledge at the higher levels of synthesis and evaluation (levels 5 and 6).4

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