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Assessment

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Assessment

  1. 1. NUR SHAFIQAH BINTI ABD RASHID D20121058738 NURUL HIDAYAH BINTI ABDUL HALIM D20101037326
  2. 2.  Assessment is a systematic process of gathering ,interpreting and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know ,understand and can do with their knowledge as the result of their educational experience.
  3. 3.  Instruction Indicates the learning outcomes to be attained by students  Learning task Specifies the particular set of learning task(s) to be assessed  Assessment Provide a procedure designed to measure a representative sample of the instructionally relevant learning task
  4. 4. AIMS ACTION ASSESSMENT ADJUSTMENT
  5. 5. To find out:  what student know (knowledge)  what the student can do and how well they can do it  how students go about the task of doing their work  how student feel about their work (motivation,effort)
  6. 6.  To help us design and modify programs to better promote learning and student success  To provide common definations and benchmarks for students abilities that will enable us to act more coherently and effectively to promote student learning.  To provide feedback ,guidance and mentoring to student so as to help them better plan and execute their educational program
  7. 7.  Diagnostic : tell us what the student need to learnm  Formative : tell us how well the student is doing as work progresses  Summative : tell us hw well the student did at the end of a unit/task
  8. 8.  Student learning characteristics - Ability differences - Learning style  Student motivational characteristics -interest -self-efficiency -goal orientation  Learning - Contents knowledge - Ability to apply content knowledge - skills
  9. 9.  It should be reliable and valid  It should benefits to all student  It should be simple to operate and should not costly  It should be seen by student and society in general
  10. 10.  Teacher  Student  Student’s peer  Administor  Parents
  11. 11.  use it to improve the focus of our teaching  Use It to focus student attention of strenghts and weaknesses  Use it to improve progrmm planning (program assesment)  use it for reporting to parents
  12. 12.  Classroom Assesment  Performance assesment  Portfolios  Rubric  Laboratory Performance
  13. 13.  Informal assesment : Teacher spontaneous , day to day observation of students performances Example: Asking question Listening to student discussion Conducting student conference
  14. 14.  Informal assessment Strength -can be done during teaching Easy to individualize Weakness -require high level of teaching skill -Is vulnerable to bias, inequilties and mistakes.
  15. 15.  Formal assesment Assesment that is planned in advance and used to assess a predetermined content and/or skill domain. Strength : - Allows the teacher to evaluate all students sysmetically on the important skilla and concept - Help teacher determine how well students are progressing over entire year - Provides useful information to parents and administrators
  16. 16.  Assessment that elicits and evaluates actual student performances  Type of performance i) Product : drawing,science experimen,solution to authentic problem,term papers ii) Behavior : time trial for running a mile , reciting a poem, dancing
  17. 17.  Strength: Effective for assessing higher level thinking and authentic learning. Effective for assessing skill and procedural learning Interesting and motivating for students Weakness - Hard to score fairly - Difficult to construct
  18. 18.  A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment, it may contain written work,journals,maps, chart,survey  Portfolio are systematicc,purposeful and meaningful collection of students work in one or more subject areas
  19. 19.  For students: Help student make choice Shows growth over time Demonstrates how student think Encourage them to take responsibility for their workl. For teachers: Provides a framework for organizing students work Highlights performance –based activities over year Facilities student information for decision making
  20. 20.  For parents Offer insight into what their children di in school Gives the parent an opportunity to react to what their child is doing in school and their development Shows parents how to make a portfolio so that they may do at home at the same time
  21. 21. For administors -provide evidence that teacher/school goals are being met -shows growth of students and teacher -provide data from various source
  22. 22.  Three basic models :  Showcase model : consist of work samples chosen by the student  Descriptive model: consisting of representive work of the student, with no attempt at evaluation  Evaluative model , consisting of representative products that have been evaluate by criteria.
  23. 23.  require more time for faculty to evaluate than test or simple-sample assesment  require students to compile their own work, usually outside of class.  Do not easily deminstrate lower-level thinking, such as recakk of knowledge.  May threaten student whi limit their learning to cramming for doing it at the last minute
  24. 24.  It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather tahan a single numerical score.  it is a working guide for students and teachers, usually handed out before the assignment begins in orer to get students to think about the criteria in which their work will be judged
  25. 25.  Free-response questions  Oral or powerpoint presentations  reflection./journal  Article revies or reactions  Essay
  26. 26.  A fair assesment is one in which students are given equitable opporyunities to demonstrate what they know and can do  classroom assesment is not only for grading or ranking purpose, its goal is to inform instruction by providing teachers with information to help them make good educational decisions  Assesment is integrate with students day-to-day learning experience rather than a series of an end-of-course test.

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