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Assessment Strategies For English

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137 views

Assessment Strategies For English

Uploaded by

betbetmanfalang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ASSESSMENT

STRATEGIES FOR
ENGLISH
CHAPTER 4
Objectives
In this lesson you will be able to:
• define assessment of learning;
• apply assessment strategies in the conduct of instruction; and
• understand the general use of assessment in teaching English
Assessment is conducted to determine whether the learners know,
understand and are able to perform knowledge and
competenciesrequired of them.
• Assessment for learning - A type of assessment that determines the
learners background knowledge and skills, and tracks their progress in
understanding.
• Assessment as Learning - This type of assessment is a more learner-
centered approach. This lets the learner reflect on the results of
his/her progress and plans the next step to improve performance.
• Assessment of Learning - This is the more traditional view of learning
as it measures the learners’ attainment of the learning objectives or
goals of the lesson or of the standards.
What is Assessed?
• The teacher in the classroom would focus more on the following
areas to assess under the K to 12 Curriculum:

• Content Standard- These are the essential understandings that the learners
should learn. It basically answers the question “what should the learners
know?”, as astipulated in the K to 12 Curriculum.
• Performance Standards - These are the abilities and skills that learners
must be able ti demonstrate in relation to the content .
• Learning Competencies - These are knowldge, skills, and attitudes that
learners have to demonstrate in every lesson or activity.
• Concept Development - This is a measure of how the learners are able
to progress in the attainment of the standards.
How are learners assessed?
Define learning
outcomes

Make adjustments to Create assessment


the next lessons activities and assess
based on the results the learning
analyzed outcomes

Analyze the learners’


results
Summative Assessment
(Assessment of Learning)
• The purpose of this assessment in the traditional sense is to evaluate
learner performance usually at the end of the quarter, term, or year.
• It provides the teacher an understanding of how the learners fare
against the set standards in the curriculum.
• Usually the basis for grades of learners or teachers.
Common Summative tests are:
• Periodic/Quarterly examinations
• Final project or creative portfolio
• Final performance, demonstration, or report
• Chapter tests or end-of-unit tests
• Standardized tests(NAT, NCAE, and others)
Formative Assessment
• Formative assessments are designed around the aim to determine
what the learners know as they are in the process of learning.
• It is used mainly to gather information about learner performance ,
and use that to male informed decision on future instruction.
• can also be called informative assessment as it provides information
to the teacher on the performance of the learnersas they go through
the learning experience.
A formative assessment system to be used in
the classroom tries to answer the ff. questions:
1. Where am I going?
 Learners must be able to know what the learning objectives are or what the general goal
of the lesson is to give them an idea of what is expected of them in the lesson or unit.
 The learning objectives must describe the knowledge, skills, and understandings that the
learners will learn and aim for in the lesson.
 Example:
• I can identify a sequence of events (beginning, middle, and end) in a story.
• I can draw and write sentences about these actions using signal words to indicate the
sequence.
2. Where am I now?
 These check the learners’ unerstanding and let the teacher glimpse at the progress of
the learners.
 Some of these could include:
• Oral recitation
• Questioning
• Project outputs
• Surveys
• Raising hands/thumbs
• Writing activities
• Writing could be an excellent formative assessment strategy because
of the very nature of the activity as a complex cognitive process. It
helps provide an idea on how the learners think.
• As important as gathering information to the learners’ progress is
providing them with feedback to let them determine how they are
faring.
• Feedback must have the following traits in order to be effective:
 Goal-referenced
 Tangible
 Actionable
 User-friendly
 Timely
• Examples of good feedback to learners:
 You have used precised language in this paper. i saw the scenes from my mind’s eye.
 I got confused by your paper. You have a weak thesis and you have failed to provide concrete
pieces of evidence in the succeeding paragraphs.
• What can I do to get where I need to go?
 Teachers provide the learners with a plan and activities to help them attain the learning
objectives.
Traditional and Authentic
Assessment
Objectives:
• differentiate traditional assessment and authentic assessment;
• give exmaples of each type of assessment; and
• develop one own authentic assessment based on a lesson.
• Traditional assessment are conventional methods of testing the
understanding of the learners.
• It usually produces a written document such as quizzes, exams, or
papers.
• Authentic Assessment
 Also called “Alternative assessments”
 learners get to take more responsibility for their learning.
 learners are asked to to perform real-world tasks that demonstrate the knowledge and
skills they learned in class.
Creating Authentic Assessments
• Identify standards/objectives - These are the statements of what the
learners should know and be able to do.
• Select an authentic task - The teacher finds a task that can demonstrate
their understanding of the lesson to meet the standard or objective.
• Identify the criteria for the task - This will help the learners determine
the level of competence needed on order for them to determine how
good they are performing in the task.
A good criterion must be:
clearly stated
brief
observable
written in the language the learners can understand.
• Create the rubric for scoring - Using the identified criteria, the teacher
then creates a scoring rubric to help the learners rate their own
performance in the task.

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