New trends in Classroom Assessment
Assessment defined as a
systematic process of gathering, interpreting and acting upon data related to
student learning and experience for the purpose of developing a deep
understanding of what students know, understand, and can do within their
knowledge as a result of their educational experience; the process culminates
when assessment results are used to imrove subsequently learning. Huba and
freed,2000
Recent studies
advocate for including students in the process of developing assessment tools
because, as Falchikove (2004) states, student involvement in peer assessment
adds more value to the learning process. Dhindsa, Omar, and Waldrip (2007) note
that examining students’ perceptions of assessment,
stimulates
students to develop an authentic and realistic assessment approach that “rewards
genuine effort and in depth learning rather than measuring luck” (p. 1262).
Assessment in
education is the product of the 20th century. Michael Scriven (1967)
proposes the use
of “formative and summative” assessment in order to make the distinction between
the roles of evaluation. Hence, assessment is perceived to serve two different
purposes: 1) informative, to improve instruction, and, 2) summative to measure
students’ achievement (Scriven, 1967, p. 41). The use of assessment to classify,
predict, and sort has also changed to advance the process of teaching and
learning in addition to accountability purposes (Gordon
What is the role of classroom assessment?
Assessment should
provide ongoing data about student learning. Although state assessments are a valuable
component of an assessment system, they provide only a piece of student
performance data; therefore local assessment data is needed to measure student
achievement of the core content standards and benchmarks at classroom, building
and district levels.
Classroom
assessments, those assessments designed or selected and then administered by
classroom teachers, play an essential role in an assessment system. It is
through these assessments that classroom teachers can effectively target
instruction in the Academic Content Standards and arm students with the knowledge
and skills they will need for future success, both in and out of school. It is
only through effectively assessing students that teachers can tailor
instruction directly to individual student needs. Classroom or instructional
assessments can also prepare students for the standards-based statewide
achievement tests.
For example, the Ohio Graduation Test includes constructed-response questions; therefore,
classroom writing and performance tasks will be essential for the preparation
of students. www.cbv.ns.ca/bec/resource/assess/tools/classroom_assment.pd
Types of Classroom Assessment
K to 12 Classroom Assessment.
Source: www.deped.gov.p
- Assessment for Learning (Formative Assessment)
K to 12 Classroom Assessment. Source: www.deped.gov.p
The philosophy behind assessment
for learning is that assessment and teaching should be integrated into a whole.
The power of such an assessment doesn't come from intricate technology or from
using a specific assessment instrument. It comes from recognizing how much
learning is taking place in the common tasks of the school day – and how much
insight into student learning teachers can mine from this material.
McNamee and Chen 2005, p. 76
McNamee and Chen 2005, p. 76
Assessment for learning
is ongoing assessment that allows teachers to monitor students on a day-to-day
basis and modify their teaching based on what the students need to be
successful. This assessment provides students with the timely, specific
feedback that they need to make adjustments to their learning.
- Assessment of Learning (Summative Assessment)
K to 12 Classroom
Assessment. Source: www.deped.gov.p
Assessment of learning
is the snapshot in time that lets the teacher, students and their parents know
how well each student has completed the learning tasks and activities. It
provides information about student achievement. While it provides useful
reporting information, it often has little effect on learning. http://www.learnalberta.ca/content/mewa/html/assessment/types.html
- · Assessment as Learning
Assessment as learning develops and supports
students' metacognitive skills. This form of assessment is crucial in helping
students become lifelong learners. As students engage in peer and
self-assessment, they learn to make sense of information, relate it to prior knowledge
and use it for new learning. Students develop a sense of ownership and efficacy
when they use teacher, peer and self-assessment feedback to make adjustments,
improvements and changes to what they understand. http://www.learnalberta.ca/content/mewa/html/assessment/types.html
The Role of Assessment
in Learning
Assessment plays a major role in how students learn, their
motivation to learn, and how teachers teach.
Assessment is used for
various purposes.
·
Assessment for learning: where assessment helps teachers gain
insight into what students understand in order to plan and guide instruction,
and provide helpful feedback to students.
·
Assessment as learning: where students develop an awareness
of how they learn and use that awareness to adjust and advance their learning,
taking an increased responsibility for their learning.
·
Assessment of learning: where assessment informs students,
teachers and parents, as well as the broader educational community, of
achievement at a certain point in time in order to celebrate success, plan
interventions and support continued progress.
-http://www.edu.gov.mb.ca/k12/assess/role.html
How does classroom assessment help teachers and students?
Classroom assessments can help teachers plan and implement effective instruction and can help students learn at deeper and higher levels.
• Assessments help teachers plan and provide effective, targeted instruction in the academic content standards. By assessing student learning against the standards, teachers can tailor instruction directly to individual student needs. Effective assessments facilitate the work of teachers; they are not add-ons or an end unto themselves.
• Assessments help students identify their areas of strength and weakness. Classroom assessments
also help students prepare students for the standards-based statewide achievement tests. For
example, the Ohio Graduation Test includes open-ended and extended response questions;
therefore, classroom writing and performance tasks in all content areas are essential preparation.
What is the role of classroom assessment?
Assessment should provide ongoing data about student learning. Although state assessments are a
valuable component of an assessment system, they provide only a piece of student performance data;
therefore local assessment data is needed to measure student achievement of the core content standards and benchmarks at classroom, building and district levels.
Classroom assessments, those assessments designed or selected and then administered by classroom teachers, play an essential role in an assessment system. It is through these assessments that classroom teachers can effectively target instruction in the Academic Content Standards and arm students with the knowledge and skills they will need for future success, both in and out of school. It is only through effectively assessing students that teachers can tailor instruction directly to individual student needs. Classroom or instructional assessments can also prepare students for the standards-based statewide achievement tests. For example, the Ohio Graduation Test includes constructed-response questions; therefore, classroom writing and performance tasks will be essential for the preparation of students.
What are some effective standards-based classroom assessment practices?
There are two overarching considerations to bear in mind when planning and designing instructional assessments: the standards and the students.
Standards
Design assessment to match the standards, with individual forms of assessment linked directly to specific benchmarks and indicators. This linkage should be part of daily and overall instructional plans.
• Form a coherent assessment system from start to finish, including a variety of assessments that target the full range of standards.
• Carefully match assessments to what students are actually learning.
• Focus on important skills and knowledge, not isolated facts.
• Emphasize both process and product.
• Design assessments to yield useful information to guide instruction.
• Ensure that assessments promote valid inferences about learning.
Students
• Use assessment results to show students where they are in terms of achievement; this use should help guide assessment design.
• De-mystify the assessment process. Provide clear purposes and guidelines, and share with
students the scoring criteria so that success is well-defined and attainable.
• Let students know at the start of an instructional unit how they will be assessed throughout.
• Evaluate students against the standards, not other students.
• Include varied formats so that they provide for multiple learning styles and opportunities for all students to demonstrate success.
• Use a variety of assessment formats and, from time to time, offer students choices in the kinds of assessments they wish to engage in. This will promote equity and help to meet the needs and preferences of each student.
Sources:
K to 12 Classroom
Assessment. Source: www.deped.gov.p
Rethink purpose
assessment with purpose in mind.html
https://www.youtube.com/channel/UCB-hXAnF8U_KMAgtAUUC7Aw
https://www.youtube.com/watch?v=SjnrI3ZO2tU
