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Assessment Purposes and Characteristics, Assessment Scheme and Cycle, Types of Assessment

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12 views9 pages

Assessment Purposes and Characteristics, Assessment Scheme and Cycle, Types of Assessment

Uploaded by

Webby Zimba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assessment Scheme

 An Assessment Scheme shows the


different types of assessment to be
used and their frequencies:
 Monthly and end of term:
Percentages can be given
 Weekly, monthly and end of term
 Daily, weekly, monthly and end of
term
Four elements of school-based assessment

Weekly
Daily informal
informal
assessments
assessment
One
term
Monthly
formal End-of-term
assessments formal
(Week 5, assessment
Week 10)
School-Based Assessment Methods: Formative and Summative
Assessment Cycle
 Goals for learning are derived from
the syllabus or curriculum
 Instruction – relevant teaching
method aligned to assessment
 Measuring pupils’ achievement of
the learning goals will take place
through a series of assessments,
both formative and summative
 Feedback ensures that data from
these assessments is used to
improve teaching and learning
Continuous Assessment
and Continuous Testing
 Continuous Assessment requires a variety
of assessment procedures and is
administered on an ongoing basis. It can
be informal or formal and formative and
summative.
 Continuous testing consist of formal
structured test usually pencil and paper
and is administered in a summative or
terminal basis such as after a month, term
or year.
Purposes of Assessment
 Teachers assess for a variety of purposes because
they are required to make a broad range of
decisions:
 Diagnosis of Student problems: Teachers are on the
look out for pupils who are having learning,
emotional or social problems. Teachers try to
identify these problems, document their frequency,
understand their basis, and select remedial
activities. Much of the assessment data teachers
gather is used to identify, understand and remediate
pupils’ problems and learning difficulties.
Purposes of Assessment
 Making Judgments about pupils’ academic
performance: Much of the a teachers’ time is spent
collecting information that will be used to grade
pupils or provide information about their academic
progress.
 To provide feedback and incentives to the pupils:
Information about academic performance was used
to provide feedback to pupils about their
performance and to provide incentives for improving
their performance.
 Placement of pupils in class/grades: Whenever a
teacher divides pupils into reading or math groups or
organizes groups for cooperative learning projects,
assessment for placement is being carried out.
Purposes of Assessment
 Planning and conducting Instruction: There are
instructional planning and instructional process
decisions. A great deal of teacher assessment deals
with planning and delivering instructions in order to
ensure that it matches the needs and capabilities of
the pupils.
 To establish and maintain the social equilibrium of
the classroom: Classrooms are complex social settings
where people interact with one another in a multitude
of ways. For classrooms to become positive social and
learning environments, order, discipline and
cooperation must be present. The tasks of promoting
learning learning and maintaining order are closely
related; some amount of orderliness is needed if
instruction is to be successful.
Conclusion
 By viewing teachers as assessors who use different kinds of information to
make many kinds of decisions in the class as social systems in which formal
instruction is only one of the activities occurring, Airisian(1989) classifies class
assessment into three types of assessment:
 Official assessment: Assessment concerned with teachers’ carrying out
their official responsibilities as members of the school bureaucracy.
Decisions such as grading, grouping, assessing achievement, interpreting
standardized test scores, meeting with parents, identifying pupils for
special needs placement, and making promotion recommendations are part
of the official responsibilities of teacher.
 Instructional assessment: Assessments used for planning and deliver
instruction. Such assessments include decisions about what will be taught,
how and when it will be taught, what materials will be used, how a lesson
is progressing, and what changes in planned activities must be made
because of pupils’ reactions to instruction.
 Sizing up assessment: This is used by teachers early in the school year to
determine their pupils’ social, academic and behavioral characteristics. Is
used by teachers to obtain a quick personality sketch of each pupil in
order to enhance instruction, communication and cooperation in the
classroom.

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