Assessment in the classroom

Research and experience show that student learning is best supported when
 Instruction and assessment are based on clear learning goals
 Instruction and assessment are differentiated according to student
learning needs
 Students are involved in the learning process (they understand the
learning goal and the criteria for quality work- WALT and WILF, receive
and use descriptive feedback, and take steps to adjust their performance)
 Assessment information is used to make decisions that support further
learning
 Parents are well informed about their child’s learning, and work with the
school to help plan and provide support

“Assessment is today’s means of modifying tomorrow’s
instruction.”
Carol Ann Tomlinson
Teachers use many different processes and strategies for classroom
assessment, and adapt them to suit the assessment purpose and needs of
individual students.

Traditional Assessment vs Authentic Assessment
Importance of Assessment in Teaching-Learning
Role of Assessment
Pre-assessment
Formative assessment
CAT

Traditional
Assessment
Traditional
Eg.
Selecting a
Response
Contrived
(artificial)
Recall/
Recognition
Teacher-
structured
Authentic
Assessment
Authentic
Eg.
Performing
a Task
Real life
Construction/
Application
Student-
structured

For students
develop students' ability
to evaluate themselves,
 to make judgements about their own performance and improve upon it.
For teachers
Provides diagnostic feedback
Helps educators set standards
Evaluates progress
Motivates performance
For teacher self-evaluation

Pre-assessment: is a way to determine what students know about a topic
before it is taught. It should be used regularly in all curricular areas
It helps teachers to
 To make instructional decisions about student strengths and needs
 To determine flexible grouping patterns
 To determine which students are ready for advance instruction

 Helps your students classify ideas and
communicate more effectively.
 Used to structure writing projects, to help
in problem solving, decision making,
studying, planning research and
brainstorming.
 http://www.eduplace.com/graphicorganizer/

 K-what does the student know?
 W-what does the student need and
want to know?
 L-what did the students learn?
This is an effective pre-assessment
tool and summative evaluation tool.

It has been used to help teachers
and students
 to build an organized knowledge
base in a given discipline or on a
given topic
 to observe change in students'
understanding of concepts over
time
 to assess what the learner knows
 and to reveal unique thought
processes
This is an effective pre-assessment
tool and summative evaluation tool.

MAKING PREDICTIONS: What
do you think is going to happen
next? Why do you think so? Write
your ideas in your journal.
This is an effective pre-
assessment tool and a motivator

Write 10 sentences on
how you think these
animals adapt to
their environment.

 Drawing related to topic or content
With the help of a diagram define Friction, Osmosis etc.
 Think, ink, pair, share: Begin by having students commit their
thoughts to writing. To assess what the group knows, have students
discuss their ideas in pairs, and then to share them with the large
group.
 Questioning-critical thinking, Open ended, Higher order thinking skills
 Teacher prepared tests
 Show of hands to determine understanding

 Given a word and conditions about the placement of the word. Write a
sentence
 Forces attention to grammar and word meaning
 Use student examples for editing
Try these……..
WORD POSITION LENGTH
Cell 3rd >7
Because 1st <10

The human cell is very complex. Because of its unique features, it
performs many different functions.
Depending on their function, the cells show a variation in their
shapes and sizes. Bacterial cells are the smallest. The longest cells in
our body are the nerve cells. The egg of an ostrich is the largest cell –
it is a single cell.

This is a simple but powerful technique that will inspire more
thoughtful writing from your students. Taking a different perspective
becomes the focus of this assessment strategy.
The teacher will specify the:
Role- of the student
Audience
Format
Topic

R- Chocolate
A- Your digestive system
F- Love letter
T- Why I need you

R- Lab mouse
A- Scientist
F- Protest letter
T- Set me free!!!

Mute the video
Students watch the video without audio and write down a
narration for the video.
http://youtu.be/MfopLilIOeA

Peer-assessment is a process whereby students assess their peers'
 oral presentations
 Answer scripts
 assignments
 group projects
Advantages
 Students are better able to understand the grading process
 Recognize their own strengths and weakness.
 learn better strategies for taking tests.
 learn how to improve their test results.
 http://www.reading.ac.uk/engageinassessment/videos/eia-video-martha-
marie-kleinhans-tips-on-peer-assessment.aspx

Allows you to see where the students are, to assist you in planning for
the next lesson.
Muddiest Point
This technique provides information on what students find most
confusing about a particular lesson or topic.
examples:

 Spread cups on table and
have students race to
correctly order, smallest to
biggest.
 Another great visual way
to show levels of
organization. This would
also work for sorting
individual body systems
parts, even the sequence of
mitosis and meiosis.
Students could complete
the sequence in this picture
of sandwich.

 We’re Going Where?: Students predict the topic of tomorrow’s lesson – be sure to refer
to the predictions the next day as either an opener or in closure.
 Pass the ball -Students quickly and verbally share one thing they learned in the class
today. You can have them toss a ball from one to another or just have volunteers.
 “What am I?”- (riddles for key terms) Have students construct clues (riddles) about
the key terms and quiz partners or the Students prepare a short quiz
 It Looks Like This: An actual object or model that directly relates to the lesson is
shown and students explain how it connects to the day’s concept.
 Sell It To Us: Write a jingle (a short tune used in advertising) that explains the main
idea of the lesson.
http://www.schooltube.com/video/455c7240947692d92822/Advertising%20Jingles%20Ex
ample%20
 Commercial :Students write a 1 – 2 minute commercial to use at home when asked,
“What happened in math class today?”
https://www.youtube.com/watch?v=4cn6dq8fTKM

 Have students answer one or two key questions on an index card at the end of a class period
 Such ‘exit cards’ are not graded
 It helps teacher with the planning of the next day’s lesson
A few examples:
 What did I learn today?
 What don’t I yet understand about today’s lesson?
 How does this information I learnt today help me?
 What am I pleased with, about my learning today?
 The best thing about today’s lesson was…….
 The most surprising thing about today’s lesson was…..
 I’d like to learn more about…………

Assessment in the classroom

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