MODULE 1 Flashcards
the focus was on the formulation
and use of the different types of objective tests
or what is commonly known as the traditional
methods.
Assessment 1
more emphasis is given on the alternative types
of assessment tools or the non-traditional types.
Assessment 2
as defined by McMillan (2007),
involves the collection, interpretation, and use of
information to help teachers make informed decisions
about student learning.
Classroom assessment
In Assessment 2, the focus is on
using _____and _____assessment tools to
accurately interpret student performance, ensuring that
the information gathered is used to guide better
instructional decisions.
alternative
authentic
McMillan identifies four
essential components of classroom assessment:
purpose, measurement, evaluation, and use
FOUR ROLES OF ASSESSMENT
- Placement assessment
-Formative assessment
-Diagnostic assessment
-Summative assessment
Conducted at the beginning of instruction to determine
students’ initial performance levels and facilitate
instructional planning.
PLACEMENT ASSESSMENT
Ongoing assessment to monitor learning progress,
identify strengths and weaknesses, and provide
feedback for improvement. It can be formal or informal
and may or may not be used for grading.
FORMATIVE ASSESSMENT
Identifies and diagnoses learning difficulties during
instruction that haven’t been resolved through formative
assessment, leading to a plan for remedial action.
DIAGNOSTIC ASSESSMENT
Conducted at the end of instruction to assess overall
achievement, certify mastery, and determine the
effectiveness of instruction, often for grading purposes.
SUMMATIVE ASSESSMENT
can be formative diagnostic in
nature and is utilized by teachers being the central
character, to gain an understanding of their students’
knowledge and skills and to guide instruction
Assessment for Learning
occurs in the middle of the
learning process, often more than once, rather than at
the end. It is interactive, with teachers assisting as part
of the assessment.
Assessment for Learning
is also formative. Still, the
difference is, it focuses on the students from which the
vital purpose is doing tasks that allow students to
evaluate their work critically, to be able to monitor
themselves and, to make adjustments as a metacognition
process
Assessment as Learning
It can be facilitated by in-class or online
activities, such as quizzes and discussions, where
students can judge how well they are doing.
Assessment as Learning
is a summative assessment used
primarily to compare students and report progress.
Since the summative, it is intended to certify learning
and is expressed through grades or marks. Usually takes
the form of tests or exams
Assessment of learning
