Classroom Assessment

Classroom Assessment
• Date:25-08-2014
• Topic:


• Facilitator
• Zulfiqar Behan
• (Asstt:Prof)
• GECE,Lyari Karachi.
What is assessment ?


Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. 

What Is an Assessment Test?

An assessment test measures the knowledge, aptitude and skills of an individual. Most commonly, students and professional workers take assessment tests. Schools conduct assessment tests to check the progress of students. 




VELS advocates 3 types of assessment  
 formative
 summative 
 authentic


Formative assessment is a continuous and ongoing process, part of day to day teaching where teachers continually confirm or modify their activities and directions with their students.


The second form of assessment advocated in VELS is Summative – which is used at the end of a unit or semester to determine what each student has achieved and learnt.


The final type of assessment, Authentic, involving the application of knowledge and skills over time requires clear criteria of which students are aware and involved.

“In relating assessment criteria to clearly developed learning expectations with a given task, students think carefully about what is being assessed and the kinds of evidence that would need to be provided to show their understanding.”
VELS Assessment p3



Some strategies you may have listed 
Formative: 
 Brainstorming
 Concept maps
 Know Want Learn How
 Pathfinders or search plans
 Graphic organizers
 Note taking
 Questioning

Assessment for learning: 


   establishes a classroom culture that encourages interaction and the use of assessment tools
    occurs throughout a learning sequence and is planned when teachers design teaching and learning activities 
    involves teachers sharing learning intentions and explicit assessment criteria with students
    involves teachers and students setting and monitoring student progress against learning goals 
    requires teachers to ascertain students' prior knowledge, perceptions and misconceptions 

Assessment for learning: 
(continued)

 involves teachers focusing on how students learn and how to scaffold their learning
    involves teachers adapting teaching practice to meet student needs 
    provides sensitive and constructive feedback to students on their performance
    involves teachers making formative use of summative assessment
Assessment of learning: 


 enables students to demonstrate what they know and can do
    describes the extent to which a student has achieved the learning goals, including the Standards
    uses teacher judgements about student achievement at a point in time
    is supported by examples or evidence of student learning
    ensures consistent teacher judgements through moderation processes
    is used to plan future learning goals

References:
http://www.slideshare.net