CLASSROOM ASSESSMENT GUIDELINES
CLASSROOM ASSESSMENT - the process of gathering evidences of what a
learner knows, what the learners understand and what the learner is able to
do.
FORMATIVE ASSESSMENT - is an on-going process to provide learners
with immediate feedback on how well they are learning.
SUMMATIVE ASSESSMENT - is used to measure whether learners have
met the content and performance standards.
LEARNING STANDARDS
Content standards - identify and set the essential knowledge and
understanding that should be learned.
Performance standards - describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards and integration.
Learning standards - refer to the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson and learning act
CLASSROOM ASSESSMENT
Individual assessment - enables learners to demonstrate independently
what has been learned though checkup,quizzes unit fest, written output,
performances and quarterly assessment.
Collaborative assessment - allows learner to support each others learning to
produce evidence of their learning through discussion games, group activity
and creation of projects.
FORMATIVE ASESSMENT PARTS:
Before the lesson
During the lesson
After the lesson
SUMMATIVE ASESSMENT :
WRITTEN WORK - ensure that learners can express skills and ideas in
written through: essay written reports.
Performance task - component allows learners to show what they know and
what they can do in diverse ways though; group presentations, oral work,
research projects.
QUARTERLY ASESSMENT - this component measures student learning at
the end of the quarter though; objective tests, performance based assessment
Assessment - is an essential and powerful tool in the teaching and learning
process. it is a process of obtaining data with which we could measure
student competence and learning outcomes.
Assessment The word ‘assess’ comes from the Latin verb ‘assidere’
meaning ‘to sit with’.
TYPES OF ASSESSMENT
TRADITIONAL ASSESSMENTS - are indirect and inauthentic measures of
students learning outcomes. This kind of assessment is standardized and for
that reason, they are one-shot, speed-based, and norm-referenced.
AUTHENTIC ASSESSMENT - It focuses on the analytical and creative
thinking skills, students to work cooperatively and collaboratively and
performance skills (product or process) that reflect student learning, student
achievement, and student attitudes of relevant activities.
Three commonly reported dimensions of authenticity ;
1. context of assessment
2. role of students
3. scoring
Formative and summative assessment are interconnected. They seldom
stand alone in construction or effect.
Summative Assessments ( Of )
- Assessment to capture learning at one point in time .Norm-referenced
standardized tests, chapter tests, etc.
Formative Assessments ( For )
- Assessment to increase student learning . Clear information for students
on their progress towards the learning target
Assessment for learning - pertains to the use of formative evaluation to
determine and improve student's learning outcomes.
Assessment of learning - uses summative evaluation which provides
evidence of students' level of achievement in relation to curricular learning
outcomes.
Norm-referenced assessment - It gives us information on what the student
can perform by comparing to another student.
It describes student performance in the class by comparing to another
student.
Criterion-referenced Assessment - It describes the performance of the
students without reference to the performance of others which uses preset
criteria or predefined and absolute standard or outcomes.
Contextualized Assessment - The focus is on the students' construction of
functioning knowledge and the students' performance in application of
knowledge in the real world context of discipline area. It uses performance-
based tasks which are authentic in nature
Decontextualized Assessment - It includes written exams and term
papers, which are suitable for assessing declarative knowledge, and do not
necessarily have a direct connection to a real-life context.
Analytic Assessment - Students are given feedback on how well they are
doing on each important aspect of specific task expected from them.
Holistic Assessment - The assessor provides grade and support it with a
valid justification for assigning the grade. reflection paper, journals, peer
assessment, self-assessment, group presentation and portfolio
AFFECTIVE LEARNING COMPETENCIES
AFFECTIVE DOMAIN
MODULE 3 ; COMPETENCY ASSESSMENT
DEFINITION OF TERMS:
ONBOARDING - Is a human resources industry term referring to the process
of introducing a newly hired employee into an organization. Also known as
organizational socialization, is an important part of helping employees
understand their new position and job requirements.
CAREER DEVELOPMENT OR CAREER DEVELOPMENT PLANNING -
Refers to the process an individual may undergo to evolve their occupational
status. It is the process of making decisions for a long term learning to align
personal needs of physical or psychological fulfillment with career
advancement opportunities.
TASK-BASED MENTORING - Serve as a development vehicle when no
formal learning exists or is not available in a timely manner, the skill can’t be
well-learned through formal learning, and there is little defined formal or
informal learning.
Role-base competency - models support the entire employee lifecycle. The
role of talent, learning & development is to ensure the people in the
organization have the ability to do their job and grow into other roles.
QUALIFICATION - A cluster of units of competency that meets job roles and
is significant in the workplace. It is also a certification awarded to a person on
successful completion of a course and/or in recognition of having
demonstrated competencies relevant to an industry
COMPETENCY ASSESSMENT. - The process of collecting evidence and
making judgments on whether competency has been achieved.
COMPETENCY STANDARD. - A description of competency formed by the
knowledge, abilities, skills, comprehension and attitudes required for
acceptable performance of a productive function and established as a
reference or requirement for a qualification.
UNIT OF COMPETENCY - A component of a competency standard. A unit of
competency is a statement of a key function or role in a particular job or
occupation.
GUIDE TO ASSESSMENT TOOLS
DEVELOPING ASSESSMENT TOOLS
When developing assessment tools there are three main steps:
1.Planning - The assessment process is the final stage in confirming a
student has the skills and knowledge to perform an identified task.
Types of assessment methods are outlined in the table bellow.
Direct observation
Product based methods
Questioning
Third-party evidence
2. Design and development
3. Quality
