PROFED LESSON 1

basic concept in Ed assessment

Assessment

Measurement

Evaluation

Test

Testing

Grading

Portfolio

A process of gathering multiple indication of student progress to support course goals in dynamic, on going and collaborative progress.

Traditional

The objective paper-and-pen test which usually assesses low level of thinking.

Performance

A mode of assessment that requires an actual demonstration of skills or creation of products of learning

Placement

Conducted before instruction, this assessment identifies students' needs, guiding teachers in planning relevant lessons. It helps teachers understand students' prior knowledge and places them in appropriate learning groups to enhance teaching and learning.

Formative

Conducted before, during, and after instruction, this assessment allows teachers to continuously monitor students' progress toward learning objectives. Results are promptly shared with students, helping them understand their strengths, weaknesses, and learning progress.

Diagnostic

Conducted before instruction, this assessment identifies persistent learning difficulties and their underlying causes. It informs the development of targeted remedial instruction plans.

summative assesment

Final evaluations at the end of a unit or course, often standardized tests.

High stakes assesment

Significant assessments with high consequences, such as college qualifying and entrance exams.

Performance based assessment

Evaluations requiring students to demonstrate skills and knowledge through practical tasks.

Self assessment

Students reflect on their learning and identify areas for improvement

Peer assessment

Students provide feedback to one another, fostering collaboration and learning.

Collaborative assessment

Students work together to evaluate their learning, promoting a shared understanding.

Standards for Teacher Competence in Educational

Assessment of Students

Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association)

Standards for Teacher Competence in Educational

Assessment of Students

Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.

2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions.

3. The Teacher should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods.

4.Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum and school improvement.

5. Teachers should be skilled in developing valid student grading procedures which use student assessment.

6. Teachers should be skilled enough in communicating assessment results to students, parents, other lay audiences and other educators.

7. Teachers should be skilled in recognizing unethical, illegal and otherwise inappropriate assessment methods and uses of assessment information.

Teachers

Students

Parents

Administrators

Users of Educational Assessment

teachers

Use assessment data to inform instruction and tailor learning experiences.

Students

Gain insights into their own progress, identify areas for growth, and take ownership of their learning.

Parents

Receive information about their child's academic progress and participate in their educational journey.

admibistrators

Monitor school-wide performance and identify areas for improvement in curriculum and resources.