CHAPTER 2
ROLES OF ASSESSMENT
Assessment is a cyclic
process. As
illustrated in figure 2.1
(BC, 2006), program-
level learning outcomes
are developed from
research and input from
stakeholders.
Roles of Assessment
There are four roles of assessment used in the
instructional process. Miller, Linn &
Gronlund (2009) identified these as functional
roles of assessment in classroom instruction.
Analogously, Nitko (1994) enumerated these
as instructional decisions supported by tests.
1. Placement Assessment
Placement assessment is basically used to
determine a learner’s entry performance.
Done at the
beginningof instruction, teacherassess through
areadiness pre-test whetherstudents possess
prerequisite skills needed prior to instruction
2. Formative Assessment
Thereis now ashifting from atesting culture
toan assessment culturecharacterized by the
integration of assessment and instruction
(Dochy, 2001).
Considerthe following [Link] point is a
technique that can be used to address gaps in learning.
The technique consists of asking students at the
end of a lesson to scribble down their answer to the
question, “what is the muddiest point in the lecture,
discussion, assignment,or activity?” another is a
‘Background knowledge probe’ whichis a shortand
simple questionnaire given at the start of a new lesson to
uncover the students’ preconception. From
these we can see that formative assessment is used as
feedback to enhance teaching and improve the
process of learning.
Positive Effects of Formative Assessment
They are as follows:
• Reactivates or consolidates prerequisite skills or knowledge prior
to introducing new material;
• Focuses attention on important aspects of the subject;
• Encourages active learning strategies;
• Gives students opportunities to practice skills and to consolidate
learning;
• Provides knowledge of outcomes and corrective feedback;
• Helps students monitor their own progress and develop self-
evaluation skills;
• Guides the choice of further learning activities to increase
performance; and
• Helps students to feel a sense of accomplishment
ATTRIBUTES OF AN EFFECTIVE
FORMATIVE ASSESSMENT
Melmer, Burmaster & James (2008)
delineated five key attributes of an effective
formative assessment.
1. Learning progressions - Learning progressions
should clearly communicate the subgoals of the
ultimate learning goal.
2. Learning Goals and Criteria for Success -
Learning goals and criteria for success should
be clearly identified and communicated to
student.
3. Descriptive Feedback - Student should be
provided with evidence-based feedback that is
linked to the intended instructional outcomes
and criteria for success. Hattie & Timperley (2007)
explain that effective feedback answers three
questions:
Where am I going?
How am I going?
Where to next?
Feedback can work at four levels: task, process,
self-regulation, and self.
4. Self and Peer-Assessment - Both self-and
peer-assessment are important for providing
students an opportunity to think
metacognitively about their learning.
5. Collaboration - A classroom culture in
which teachers and students are partners in
learning should be established.
Purpose
To reduce discrepancies between current understanding /
performance and desired goal.
The discrepancy can be reduced by:
Students
Increased effort and employment of more effective
strategies OR
Abandoning, blurring, or lowering the goals
Teachers
Providing appropriate challenging and specific goals
Assisting students to reach them through effective learning
strategies and feedback
Effective feedback answers three questions
Where am I going? (the goal) Feed Up
How am I going? Feed Back
Where to next? Feed Forward
Each feedback question works at four levels:
Task Level Self-regulation Level
How well tasks are Self-monitoring,
understood/performed directing, and Self Level
Process Level regulating of actions Personal evaluations
The main process and affect (usually
needed to understand/ positive) about the
perform tasks learner
3. Diagnostic Assessment
-Is intended to identify learning difficulties
during instruction.
-It is used to detect causes of persistent
learning difficulties despite the
pedagogical remedies applied by the
teacher.
[Link] Assessment
-Is done at the end of the of the
instruction to determine the extent to
which the students have attained the
learning outcomes.
-certifying mastery of concepts and skills.
Interim assessment
-have the same purpose as formative
assessments, but these are given
periodically throughout the school year.
-prepare the students for future
assessment.
THANK YOU
REPORTER
ROSALES, LIVERES
SABAYLE, HAZELLE
SATINIAMAN, ANNA MARIE