Assessment

of Learning Objectives
Guiding Principles in the Assessment
If the proof of the pudding is of learning
in the eating, then the proof
Assessment in the different phases of instruction
of learning is results obtained
from assessing.
Reflection and Summary
Objectives
At the end of the topic the students are expected to:
 Identify the different guiding principles in the
assessment of learning.
 Represent their answer by the use of body
movement.
 Know the importance of the assessment of
learning.
Guiding Principles in the Assessment
of learning
1. Assessment of learning is an integral part of
teaching- learning process.

• We teach with a certain objective to attain.

After we have taught, then it is logical that we
find out how well we have attained our lesson
objective, thus we engage ourselves in the
process of assessment. Assessment obviously is a
sine qua non of teaching.

• Sine qua non means prerequisites.

We can say that “REVIEW” is one type of
assessment and a teacher can make a
assessment like a clubhouse sandwich.
Guiding Principles in the Assessment
of learning
2. Assessment tool should match with
performance.

• If our assessment tool is aligned with our

performance objective, we can claim our
assessment tool to be valid.
Guiding Principles in the Assessment
of learning
3. The result of assessment must be fed back to the
learners.

• How else will our pupils / students know whether

they are progressing towards the benchmark set
at the beginning of the class by way of our
performance objective?
Guiding Principles in the Assessment
of learning
4. In assessing learning, teachers must consider
learners’ learning styles and multiple
intelligences and so must come up with a
variety of ways of assessing learning .

• Learning styles and multiple intelligences are

considered in our assessment activities if they
are integrated in our assessment activities
themselves.
Guiding Principles in the Assessment
of learning
5. To contribute to the building of the culture of
success in the school, it is pedagogically sound that
in our assessment techniques we give some positive
feedback along with not so good ones.

• Comments like “nicely put,” “well done ,” “fine

idea,” “good point” on students’ papers boost
their ego and add to their level of confidence.
Guiding Principles in the Assessment
of learning
6. Emphasize on self-assessment.

• If learning is a personal process, then the pupil

or student is in the best position to measure
his/ her own progress against the benchmark.
Guiding Principles in the Assessment of
learning
7. If we believe that our task as teachers is to
teach all pupils/student, and that it is possible
that all students, even those from limited
backgrounds, will access to opportunities and
therefore can achieve, then the bell curve
mentality must be abandoned.

• If we insist on the bell curve mentality we will

be made to think that it is normal and
expected if some fail.
Guiding Principles in the Assessment
of learning
8. Assessment of learning should never be used
as punishment or a disciplinary measure.

• We hear of teachers who give an unscheduled

quiz because the class is noisy or teachers who
give a very difficult test in order to punish
students who do not study.
Guiding Principles in the Assessment
of learning
9. Results of learning assessment must be
communicated regularly and clearly to
parents.

• Parents are keenly interested in the

progress of their children in school.
Guiding Principles in the Assessment of
learning
10. Emphasize on real world application that
favors realistic performances over out-of-context
drill items.

• “Such assessments require the students to

generate rather than to choose a response, and
actively accomplish complex tasks while
bringing to bear prior knowledge new learning
and relevant skills”
Guiding Principles in the Assessment
of learning
11. To ensure learning, do formative
assessment.

• Do not wait until the end of the chapter or

unit to check if your students understood the
lesson.
Guiding Principles in the Assessment
of learning
12. To ensure reliability of assessment results,
make use of multiple sources.

• Don’t rely on just one source of assessment

data.

Return
Assessment in the Different Phases of Instruction
PRIOR TO INSTRUCTION
• Give pre-teaching assessment to determine where your students are
in relation to your lesson.
• You can make use of a written pre-test, the KWL technique, or by
simply asking them some questions to diagnose your students` entry
knowledge and skills.

“ teacher`s in school with high achievements rate use pre assessments

to support targeted teaching of skills important to learn for
standardized tests as well as to group students for re-teaching.”
 Assessment in the Different Phases of Instruction
DURING INSTRUCTION
• Find out if our pupils/student can follow the lesson by posing oral
questions or by observing them as they perform classroom activities or
exercises.
• Giving a quiz is the most popular.
• Formative evaluation is also referred to as assessment for learning.
• Why do we assess?

• To conduct formative evaluation is beneficial to learning.

• If in the process of teaching we already get to know that remedial
teaching in some sub-skill is necessary, then we can do remedial teaching
at once without having to wait for the result of summative evaluation.
Assessment in the Different Phases of Instruction
AFTER INSTRUCTION
• After you spent an hour or less teaching, you would like to find out
proof of learning.
• You will do formative evaluation.
• This is also referred to as assessment of learning.
• If you gave a pre-test prior to instruction, then you give a post-test
prior to instruction, then you give a post-test after instruction.
• If you discover that your lesson objectives were not achieve, find out
why and employ remedial measures like re-teaching, peer tutoring
and the like.
APPROPRIATE ASSESSMENT TOOLS
What assessment tools will be most appropriate? That
depends on the lesson objectives the attainment of which is
what you are assessing.

• The teacher-made test or the paper and pencil test in many

forms is the most common tool used to assess learning.
APPROPRIATE ASSESSMENT TOOLS
• PERFORMANCE TESTS are said to be more authentic than mere
paper and pencil tests.

• PRACTICAL TESTS in skill subjects like physical education, laboratory

subjects.
• “the proof of the pudding is in the eating”.

• PORTFOLIO ASSESSMENT
1. What if :
a)We remove evaluation as a part of the
lesson plan?
b)We only practice summative evaluation?
c) We limit ourselves only to written test for
evaluation purposes? Explain your answer.
2. What is a more authentic way of testing
whether the students have learned to:
a) Compose and deliver an inspirational message
to graduates?
b) Teach a lesson inductively?

3. Can homework be a tool on assessing learning?

Summary
Assessment
The following principles can aid us in the assessment of
learning:

• Assessment is an integral part of the teaching-learning

process.
• Assessment tool should match with the lesson objective
being tested.
• The result of assessment must be fed back to the learners.
Summary
• In assessing learning, teachers must consider
learner’s learning styles and multiple intelligence.
• Our assessment techniques include giving some
positive feedback with suggestion for improvement.
• Emphasize on self-assessment. This is also known as
assessment as learning.
• Abandon the “bell curve” mentality.
Summary
• Assessment should never be used as punishment or
disciplinary measure.
• Result of learning assessment must be communicated
regularly and clearly to parents.
• Emphasize on real world application that favors
realistic performances over out-of-context drill items.
Summary
Assessment takes place in the various phases instruction-prior
During instruction (Formative assessment also referred to as
assessment for learning)
After instruction (Summative evaluation or assessment of
learning)
 Classroom Objectives
Management Guiding Principles in Classroom
Management

Reflections
References
Objectives
At the end of the topic the students are expected to:
 Enumerate the different guiding principles in
classroom management.
 Simulate some implications of these
principle in the classroom.
 Appreciate the importance of classroom
management.
Classroom Management
One of the most important roles that teachers play is that of a
classroom manager. Effective teaching and learning cannot takes
place in a poorly managed classroom.

• A well managed classroom provides an environment in which

teaching and learning can flourish.

• It takes a good deal of effort to create that conducive classroom

climate.
• The person who is most responsible for creating it is the “teacher.”
Guiding Principles in Classroom Management

“Classroom management is not yet teaching , yet it is a prerequisite to

teaching”

• As classroom managers, we manage resources to facilitate learning.

• 3M’s (Moment, Materials and Man)
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

1. Consistent, proactive discipline is the crux of effective

classroom management.

“Prevention is better than cure”, so goes the adage. If we

are proactive in our approach to discipline we prevent
unnecessary disciplinary problems.

• Anticipate potential problems and nip them in bud.

• Established rules and policies to all pupils/students
regardless of creed, color, economic status, academic
standing in class.
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

2. Established routines for daily task and needs.

• Routine procedures give rise to orderly

learning environment and maximum and
optimum use of precious time.
• Doyle says, “routinization makes classroom
activities susceptible to breakdowns and
interruptions because students know the
normal sequence of events and what expected
of them” (Ornstein, p.96)
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

3. Orchestrate smooth transitions and continuity

of momentum throughout the day.

• Smooth transitions prevent unnecessary lull in

classroom activities.
• Smooth transitions and continuity of moment
throughout the day ensure us that every
instructional moment is made use of wisely.
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

4. Strike a balance between variety and

challenge in students’ activities.

• Strike the golden mean between extremely

easy and extremely difficult activities.
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

5. As classroom manager, be aware of all

actions and activities in the classroom.

• Puts our pupils and students on their toes all

the time.
• “Have eyes on the back of your heads.”
with-it-ness
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

6. Resolve minor inattention and disruption

before they become major disruptions.

• The old adage “a stitch on time saves

nine.”
• Respond to inappropriate behavior
promptly.
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

7. Reinforce positive behavior.

• Reinforce positive behavior with genuine

praise.
• Some teachers are quite stingy with
praise . These are the teachers who think
will become less when the praise others.
They have the so called “subtraction
mentality”
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

8. Treat minor disturbance calmly.

• “Do not make a mountain of a mole.”

Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

9. Work out a physical arrangement of chairs that

facilitates an interactive teaching-learning process.

• The most common arrangement of tables and chair

in the classroom is one where the teachers’ table
and chairs are in front and the student’s desk or
chairs are arranged in rows facing the teacher.

• Come up with a physical arrangement that allows

maximum interactions.
Principles of Classroom Management
Cited by James H. Stronge in his book “ Qualities Of Effective Teacher”

10. Make good use of every instructional

moment. Minimize discipline time to maximize
instructional time.

• Minimize discipline time to have more time

for instruction.
1. Give 2 adjectives of proactive classroom
management style.
2. Why is establishing routines considered as one
effective practice in classroom management?
3. What is mean by this statement. “Restlessness is the
father of classroom disciplinary problems.”
4. Explain the “ripple effect” of classroom
misdemeanor.
References
Prepared by:
Balmeo , Janelyn Aiza
Embradura, Ivy Claire
Excija, Renz
Magcawas, Rex
Ocampo, Josephine
Quillope, Nimfa