Classroom based assessment tools

Feb 10, 2020Download as PPTX, PDF0 likes205 views

This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.

RACHEL PEREZ-TULING
CLASSROOM-
BASED
ASSESSMENT
TOOLS

Activity 1: Answer the following questions
1. How do you use assessment inside the
classroom?
2. What are the different forms of assessment
you use when you teach?
3. What is classroom assessment?

Activity 2:
A Closer Look !
Analyze and list down different kinds of assessment tools
used in the classroom.
Specify what part of assessment tool used in the given
timeline.

Assessment in the K to 12 Basic
Education Program recognizes:
1. Diversity of learners inside the classroom.
2. The need for multiple ways of measuring their
varied abilities and learning potentials.
3. The role of learners as co-participants in the
assessment process.

1. Assessment is a joint process that involves both
teachers and learners.
2. It should be in line with the instruction.

3. It is used to track learners` progress in
relation to learning standards and
development of 21st century skills.
4. It provides bases for the profiling of
student performances on the learning
competencies and standards of the
curriculum.
5. It promotes self-reflection and personal
accountability among students about their
own learning.

6. Classroom assessment is a process of
identifying, gathering, organizing and
interpreting quantitative and qualitative
information about what learners know and
can do.
7. Classroom assessment method shoud be
consistent with curriculum standards.
8. It measures achievement of competencies
by the learners.

Assessment in the classroom aimed at helping pupils
perform well in relation to the learning standards.

What is Formative Assessment?
WHAT IS NOT FA?
• Formative Assessment is not
an instrument, or event
• It is not for grading!
• A technique to help the
pupils optimize learning
WHAT IS FA?
• Collection of practices that all
leads to pupils learning
improvement
• Tools for the teachers to
determine what they need to
do to move the learner
forward.
• It is not use as punishment
for pupils if they misbehave.

• May be seen as assessment of learning which
occurs at the end of a particular unit.
• It usually occurs towards the end of a period of
learning in order to describe the standard
reached by the learner.
• Results of summative assessment are recorded
and are included in the computation of the final
grade.

Express skills and
concepts in written from
Quizzes, long
tests, essays,
written reports
Show and demonstrate
what learners can do
Demonstration, group
presentations, oral
work, multimedia
presentation,
research projects
Measure pupils learning
at the end of the quarter
Objective tests
and performance-
based assessment

Write shop
Make sample assessment tool for
formative or summative assessment.
( Topics based on the curriculum guide)
Present the output by group.

“The important question is
not how assessment is
defined but whether
assessment information is
used”.
- Palomba and Banta

We should use the information we gather during the
assessment period so that we can give remediation,
enrichment or reinforcement activities. Let us all believe that
our children can perform better, soar higher and achieve
Success! The challenge is in our hands to help them realize
their dreams.

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This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust. Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards. The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks. The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration. Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.

Essentials of a Good PMO, presented by Aalok SonawalaAssociation for Project Management

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APM event hosted by the South Wales and West of England Network (SWWE Network) Speaker: Aalok Sonawala The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance. Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence. PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams. For further information about the event please click here.

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Classroom based assessment tools

1. RACHEL PEREZ-TULING CLASSROOM- BASED ASSESSMENT TOOLS

2. Activity 1: Answer the following questions 1. How do you use assessment inside the classroom? 2. What are the different forms of assessment you use when you teach? 3. What is classroom assessment?

3. Activity 2: A Closer Look ! Analyze and list down different kinds of assessment tools used in the classroom. Specify what part of assessment tool used in the given timeline.

5. Assessment in the K to 12 Basic Education Program recognizes: 1. Diversity of learners inside the classroom. 2. The need for multiple ways of measuring their varied abilities and learning potentials. 3. The role of learners as co-participants in the assessment process.

6. 1. Assessment is a joint process that involves both teachers and learners. 2. It should be in line with the instruction.

7. 3. It is used to track learners` progress in relation to learning standards and development of 21st century skills. 4. It provides bases for the profiling of student performances on the learning competencies and standards of the curriculum. 5. It promotes self-reflection and personal accountability among students about their own learning.

8. 6. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do. 7. Classroom assessment method shoud be consistent with curriculum standards. 8. It measures achievement of competencies by the learners.

9. Assessment in the classroom aimed at helping pupils perform well in relation to the learning standards.

12. What is Formative Assessment? WHAT IS NOT FA? • Formative Assessment is not an instrument, or event • It is not for grading! • A technique to help the pupils optimize learning WHAT IS FA? • Collection of practices that all leads to pupils learning improvement • Tools for the teachers to determine what they need to do to move the learner forward. • It is not use as punishment for pupils if they misbehave.

18. • May be seen as assessment of learning which occurs at the end of a particular unit. • It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner. • Results of summative assessment are recorded and are included in the computation of the final grade.

19. Express skills and concepts in written from Quizzes, long tests, essays, written reports Show and demonstrate what learners can do Demonstration, group presentations, oral work, multimedia presentation, research projects Measure pupils learning at the end of the quarter Objective tests and performance- based assessment

20. 10 8 7 5 3 10 10 8 8 7 7 5 5 3 3

21. 10 9 7 5 3 10 9 7 5 3

22. Write shop Make sample assessment tool for formative or summative assessment. ( Topics based on the curriculum guide) Present the output by group.

23. “The important question is not how assessment is defined but whether assessment information is used”. - Palomba and Banta

25. We should use the information we gather during the assessment period so that we can give remediation, enrichment or reinforcement activities. Let us all believe that our children can perform better, soar higher and achieve Success! The challenge is in our hands to help them realize their dreams.

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Classroom based assessment tools

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