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Module 8 Classroom

The document discusses various classroom assessment strategies and tools, including traditional assessments like multiple choice questions as well as non-traditional assessments such as checklists. It emphasizes that teachers should use a variety of assessment approaches to accommodate different learning styles and ensure students can demonstrate what they have learned. Authentic assessments are preferred whenever possible to evaluate understanding and application of knowledge rather than just recall of information.

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Won Chae
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
138 views

Module 8 Classroom

The document discusses various classroom assessment strategies and tools, including traditional assessments like multiple choice questions as well as non-traditional assessments such as checklists. It emphasizes that teachers should use a variety of assessment approaches to accommodate different learning styles and ensure students can demonstrate what they have learned. Authentic assessments are preferred whenever possible to evaluate understanding and application of knowledge rather than just recall of information.

Uploaded by

Won Chae
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Module 8 Classroom

Assessment
SESSION 3: ASSESSMENT STRATEGIES AND
TOOLS
OVERVIEW:
 In classroom assessment, all students do not learn in the
same way. Students who have different learning style
typically have different methods of demonstrating what
they have learned. Use of a variety of assessment
approaches is needed to allow all students to demonstrate
what the have learned.
 To gain the most valuable evidence from assessments, the
teacher needs to know how to choose the most suitable
assessment strategy for each situation, and how to make
the assessment tool as effective as possible. A poorly
chosen or poorly developed assessment will fail to provide
useful evidence about pupils learning. It could even
provide misleading information. Only with good, properly
chosen developed assessments will teachers gather
evidence of what their pupils have learned
 Aunthentic classroom assessment activities are desired
whenever possible. That is, assessment activities / tasks
should not only examine simple recall of information but
should also demonstrate the extent to which students
have understood and applied the information.
Session Proper

Activity 1 Traditional/Conventional Assessment


 (20minutes)
 1. Show to the participants the following test items through the power point
presentation or OHP. ( one test item at a time )
 a. Skinner developed programmed instruction in ___________.
 1.1953
 2.1954
 3.1955
 4.1956
 b. Skinner developed programmed instruction in
______________.
1. 1930s
2. 1940S
3. 1950’S
4. 1970’S
c. Bloom’s cognitive taxonomy of objectives include six
level of objectives, the lowest being knowledge.
( True or False)
d. Bloom’s cognitive taxonomy includes six levels of
objectives. Knowledge is the lowest-level objective in
Bloom’s cognitive taxonomy. ( True/False).
e. The first president of the philippines was __________,___________
(two words)
f. Give the first and last name of the first president of the Phillipines:
___________,______________
g. Describe the role of instructional objectives in education, Discuss
Bloom’s contribution to the evaluation of instruction.
h. Describe and differentiate between behavioural ( Mager) and cognitive
( Gronlund) objectives with regard to their (1) format and (2) relative
advantages and disadvantages for specifying instructional intentions.
2. Let the participants evaluate each test item whether it is better or
poor.
3. Upon evaluating all test items, tell them to set aside their answer
sheets for a while. ( These answers will be used during the Application
exercise)
ABSTRACTION 1
TRADITIONAL ASSESSMENT STRATEGIES AND TOOLS
(Deliver a lecturette on Writing the Test Questions see
Reading 2)

 Guidelines on Constructing the following Test Items


Multiple-Choice
True-False
Matching Type
Fill in the Blank of Completion Type
Essay Tests
Problem-Solving Questions
Activity 2 Non-Traditional Assessment

 Ask the participants to do the following tasks.


1. Read the example checklist on page 271 for Grade II and
III class for some English competencies for Reading and
Writing.
2. Get into small groups with four group members
3. Discuss how a multigrade teacher could use this type of
checklist
Analysis 2

1.How do you think a multigrade teacher use this type of


checklist?
Answer: To record students’ progress and achievements and
identify those students who need more assistance.
2. What are the benefits of using a checklist for the teacher?
Answer: It can assist the teacher’s lesson planning process
and also provide valuable information for reporting
students’ progress to others.
3. How could the information recorded on the checklist be
used to improved the students’ learning?
Answer: It will identify the students who have achieved the
objectives and need more challenging work and those
students who need more assistance from the teacher or peer
tutors.

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