ASSESSMENT FOR LEARNING IN

CLASSROOM
UNIT - II
 ASSESSMENT FOR LEARNING IN
CLASSROOM
• Student evaluation in transmission-reception (Behaviourist) model of
education - drawbacks
• Changing assessment practices
• Assessment in Constructivist approach
• Continuous and Comprehensive Evaluation
• Projects, Seminars, Assignments, Portfolios
• Grading
• Types of assessment- practice based, evidence based, performance based,
examination based
• Practices of Assessment dialogue, Feedback through marking, peer and self –
assessment.
 INTRODUCTION

• Learning is a relatively permanent change in, or acquisition

of knowledge, understanding or behavior.
• There are three ways of learning
• Transmission,
• Reception and
• Construction.
Student Evaluation in Transmission Reception
(Behaviorist ) Model of Education

• Reception is model of learning where there is transmission of

knowledge from the external source (for example, teacher) to the
receiver (students). So, learning here is being taught.
• The teacher gives students the concept and knowledge while students
are only receiving it purely.
• Transmission is Sending & Receiving messages, knowledge, signals.
Which includes no scope for creativity, Rigidity and Generally method
of teaching is Lecture Method.
 Student Evaluation in Transmission Reception
(Behaviorist ) Model of Education
• Behaviorism Theory of Learning “ Teachers must learn how to teach … they need
only to be taught more effective ways of teaching.” -B. F. Skinner
• Brittaney Behaviorism assumes that a learner is essentially passive, responding to
environmental stimuli.
• Our mind is ‘tabula rasa’ (a blank slate) , and behavior is shaped by positive and
negative reinforcement.
• Behaviorism is primarily concerned with observable behavior, as opposed to
internal events like thinking and emotion.
• Observable (i.e. external) behavior can be objectively and scientifically measured.
Internal events, such as thinking should be explained through behavioral terms (or
eliminated altogether).
 Assessment in Behaviorist Model of Education

• Importance is to assess how much students receive the information transmitted by

the teacher.
• Knowledge transmission cannot be evaluated.
• Indirect methods can be used to assess attention or emotional states.
• Teacher can assess only the success of teaching process.
• More weightage is given to knowledge level and understanding level of attainment
of objectives.
• Traditional bloom’s taxonomy is the base for assessment.
• In this assessment is summative in nature.
 Drawbacks of Assessment in Behaviorist
Model of Education

• Assessment is only about the success of teaching process.

• Students are passive listeners so proper assessment of achievement is not
possible.
• Less importance to psychological aspects of learner.
• More importance to the product achieved by the students.
• No weightage to the mental process of learners.
• No continues assessment of the learner.
• Less importance to co-scholastic achievements.
 Changing assessment Practice

• Today's schools face unprecedented challenges in preparing students for

the unpredictable demands of the future workplace.
• In an effort to meet these challenges, a number of policy reforms have
focused on raising student achievement
 Assessment in Constructivist Model of
Education

• Constructivism is often associated with pedagogic approaches that promote

active learning or learning by doing.
• The view of the learner changed from that of a recipient of knowledge to
that of a constructor of knowledge, an autonomous learner with
metacognitive skills for controlling his or her cognitive process during
learning.
• Learning involves selecting relevant information and interpreting it through
one’s existing knowledge.
• Teacher – participant; Learner - process of shared cognition, (that is, in the
process of constructing meaning in a given situation).
 Assessment in Constructivist Model of
Education
• Concerning instruction, the focus changed from the curriculum to the cognition of
the student.
• Thus, instruction is geared toward helping the student to develop learning and
thinking strategies that are appropriate for working within various subject domains.
• Correspondingly, assessment is qualitative rather than quantitative, determining
how the student structures and process knowledge rather than how much is learned.
• Continuous and comprehensive assessment is one of the main strategy in
constructivist learning.
• In this assessment is formative rather than summative.
• Weightage to learning objectives in the assessment is given based on the revised
blooms taxonomy.
 CONSTRUCTIVIST LEARNING INCLUDES

• Learners construct their own meaning

• New learning builds on prior knowledge
• Learning is enhanced by social interaction
• Meaningful learning develops through “authentic” tasks
Outcome Assessment Plan
Constructivist Learning & Traditional Approaches of
Learning - Difference
 Continuous and Comprehensive Evaluation
(CCE)

• School based assessment that covers all aspects Continuous and

Comprehensive evaluation of student’s development.
• It emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based
learning.
• Behavioral out come.
 Continuous and Comprehensive Evaluation
(CCE)

• Continuous and comprehensive evaluation is a process of assessment,

mandated by the Right to Education Act, of India.
• This approach to assessment has been introduced by state
governments in India, as well as by the Central Board of Secondary
Education in India.
• The main aim of CCE is to evaluate every aspect of the child during
their presence at the school.
 Continuous and Comprehensive Evaluation
(CCE)

• To reduce the pressure on the child during/before examinations

• The CCE method is claimed to bring enormous changes from the traditional
chalk and talk method of teaching, provided it is implemented accurately.
• Student's marks will be replaced by grades which will be evaluated through a
series of curricular and extra-curricular evaluations along with academics.
 Continuous and Comprehensive Evaluation
(CCE)

• Only Grades are awarded to students based on work experience skills, dexterity,
innovation, steadiness, teamwork, public speaking, behavior, etc. to evaluate
and present an overall measure of the student's ability.
• This helps the students who are not good in academics to show their talent in
other fields such as arts, humanities, sports, music, athletics, and also helps to
motivate the students who have a thirst of knowledge.
 FEATURES OF CCE
Continuous
• Continual—from the beginning and during the instructional process
• Periodicity—frequency /term
Comprehensive
• Scholastic - Subject specific areas.
Academic, Work experience, Physical and Health Education, Art Education
• Co-Scholastic - Life skills, attitudes & values and other co curricular
activities
Life Skills, Attitudes and Values, Outdoor Activities
• Includes a variety of tools and techniques for assessment of the learners.
 SCHOLASTIC EVALUATION

Formative Assessment:
• Assessment which is carried throughout the year by the teacher formally
and informally
• It is diagnostic and remedial
Summative Assessment:
• End of term or end of the year exams
• Feedback on learning (assessment of learning) to teacher and parents
 Formative Assessment (FA)
Formative Assessment is the continuous assessment of students’ learning in
scholastic and co-scholastic activities by the teacher both in the classroom
and in the extended learning environment.
This method of assessment
• Takes place during the course of learning.
• Provides continuous feedback for teachers & learners to fill in the learning
gap.
• Facilitates and encourages the learner to reflect on his learning experiences.
• Encourages self assessment and enables improvement.
• Encourages peer group learning.
• Facilitates diagnostic and remedial measures.
• Is flexible with reference to time and space.
 Formative Assessment (FA)

Formative Assessment is carried out in two different modes namely,

• FA (a)- Activity Mode
• FA (b)- Test Mode
 Formative Assessment FA (a)

• FA (a) is a measure of the learner’s active participation in a spectrum of

learning activities.
• It can be conducted during the course of learning in each unit.
• This may also include group evaluation wherever appropriate.
• It is assessment based on the teacher’s observation / student’s
participation /presentation / creative expression and other techniques
 Salient Features Formative Assessment (a)

• Self Evaluation is possible for every child.

• Gives room for remedial measures.
• Through Group activities student can attain skills such as decision making,
problem solving, cordial relationship, convergent thinking and effective
communication.
• Teachers can design the activities according to the learning pace of the
student.
• Each student should complete atleast 4 activities. At the end of each term,
best 2 will be taken for grading.(2 activities x 10 marks = 20 marks)
 Formative Assessment (a) – Suggested
Activities

• Projects • Interpretation

• Learning by doing • Investigation

• Problem solving • Estimation and approximation

• Assignments • Puzzles

• Data Collection • Mathematical Communication

• Games • Observation

• Concept mapping • Higher order thinking Questions

• Visualization
 Formative Assessment FA (b)

• It focuses on the assessment of the learners’ written work carried out during
specified periods in the course of learning.
• The questions may be of various types, and the format may include puzzles
and riddles in written mode.
• Formative Assessment (b) is to be conducted at the end of the concept
/lesson / unit in shorter period (5 to 10 minutes) by slip test.
 Salient of Features of FA (b)

• Each student learning level is analyzed or estimated individually.

• Students can improve themselves through self-analysis.
• It guides teachers to take remedial measures.
• Through individual activities the life skills such as self-analysis, convergent
thinking, creativity and problem solving are improved.
• Each student should complete at least 4 activities for each term. The best 2
of them will be carried out for grading.(2 activities x 10 marks = 20 marks)
 Some question patterns for Formative
Assessment (b)

• Multiple choice • Sequencing

• Short answer Questions • Recalling mathematical concepts
• Fill in the blanks • Graphic organizers
• Mental sums • Very short answer Questions
• Match the following • Higher order thinking questions
 Summative Assessment (SA)

• Summative Assessment (SA) is the assessment of learners’ scholastic attainment at the end
of each term. This assessment is based on a blue print comprising of knowledge,
understanding, comprehension, application, analysis etc., •
• It is a formal assessment
• It reflects the achievement of the learner at the end of the Term.
• It is a blue–print based, written test.
• It is time-scheduled
• Summative Assessment should be conducted at the end of each term for 60 marks.
 TYPES OF ACTIVITIES

Individual Activity:
• Individual activity is very important to analyze each student through
Continuous and Comprehensive Evaluation.
• This is feasible when the students’ strength is less.
• While designing individual activities, teacher should ensure that there is no
loophole in assessment.
• Learning through individual activity is long lost and more interesting.
 TYPES OF ACTIVITIES
Pair Work:
• When the students’ strength is very low, they can be made to work in pairs. Same
way we can evaluate their level of understanding too.
Small Group Activity:
• If the classroom strength is more, small groups will be formed to administer for
learning activities.
• The teacher should ensure that the materials are available and enough before
conducting them.
• The teacher should maintain conducive atmosphere for learning and ensure that all
the students should participate and no one should be passive.
Whole Class Activity:
• Teacher can explain some concepts through observation, explanation by
considering the whole class as one group
 Grading System
• Fundamentally grade is a score.
• Students level of performance are classified into a few classificatory unit
using letter grades
• Grading in education is the process of applying standardized measurements of
varying levels of achievement in a course.
• Grading system is primarily a method of communicating the measure of
achievement.
• Another way the grade point average (GPA) can be determined is through
extra curricular activities.
• Grades can be assigned as letters (generally A through F), as a range (for
example 1 to 6), as a percentage of a total number of questions answered
correctly, or as a number out of a possible total (for example out of 20 or
100).
 GRADING SYSTEM

• Grading is a process where in subjects or pupils may be classified on the

basis of predefined standards and aimed at minimizing misclassification.
• Students are categorized into a few ability groups on the basis of their
performance and proficiency.
• Set of specialized symbols or numerals whose meaning ought to be clearly
defined
• Uniformly understood by the students, teachers, parents and all other
stakeholders.
 Types of Grading

Grading

Direct Indirect
Grading Grading

Absolute Relative
Grading Grading
Grading system
Functions of Grading and Reporting Systems

Improve students’ learning by:

• clarifying instructional objectives for them
• showing students’ strengths & weaknesses
• providing information on personal-social development
• enhancing students’ motivation (e.g., short-term goals)
• indicating where teaching might be modified
 Remedial Teaching

Those who do not complete the FA (a) or FA (b) activities with involvement need
remedial teaching.
• Teacher gives them remedial activity using the same (or) simplified activity (or)
an alternative activity until they reach their attainment level.
Academic year will have 3 terms –
• FIRST TERM :June to September
• SECOND TERM: October to December
• Third Term :January to April
 TYPES OF ASSESSMENT

✓ PRACTICE BASED ASSESSMENT

✓ EVIDENCE BASED ASSESSMENT
✓ PERFORMANCE BASED ASSESSMENT
✓ EXAMINATION BASED ASSESSMENT