Classroom Assessment

                             Classroom Assessment

 Assessment is an ongoing process which identifies the effects of teaching on students. There are two main purposes of assessment:


·         It tries to find out the changes brought about in their knowledge, abilities, skills and attitudes.

·        It diagnoses the strengths and weaknesses of students after they have learnt something.                                                 There are two forms of classroom assessment.


    1.     Formative Assessment

Classroom Assessment

It is the assessment that takes place during the delivery of a course of study / chapter / concept/ lesson, as an integral part of the learning process. It provides feedback to both teacher and learner about how the course is going and how can learning be improved during the course.

2.     Summative Assessment

It is the assessment that takes place at the end of a course of study / chapter / lesson, as an integral part the learning process. It provides information about level of completion of instructional activity.

         Principles of Assessment


1.       Validity
Assessment should be valid. Validity ensures that assessment tasks and associated criteria effectively measure students’ attainment of the intended learning outcomes at the appropriate level.
2.      Reliability
There is a need for assessment to be reliable and this requires clear and consistent processes for the construction of test, marking and grading.
3.       Accessibility
Information about assessment should be explicit, accessible and transparent, clear, accurate, consistent and timely information on assessment tasks and procedures should be made available to students, parents, staff and other stake holders.
4.      Unbiased
Assessment should be inclusive and equitable. As far as possible, assessment task and procedure should not disadvantage any group or individual without compromising academic standards.
5.      Assessment for instruction
Assessment should be an integral part of classroom instruction. Assessment tasks should primarily reflect the nature of the discipline or subject taught (instruction) but should also ensure that students have the opportunity to develop a range of generic skills and capabilities.
6.       Manageable
The amount of assessed work should be manageable. The scheduling of assignment / homework and the amount of assessed work required should provide a reliable and valid profile of achievement without over loading staff and students.
7.      Assessment for and of Learning
Formative and summative assessment should be incorporated into all subjects to ensure that the purposes of assessment are adequately addressed.
8.       Feedback
Timely feedback should be an integral part of the assessment process. Students and parents are entitled to feedback on tasks submitted for formative assessment and on summative assessment, where appropriate. The nature, extent and timing of feedback for each assessment task should be made clear to students in advance so that their learning can be improved.
9.       Professionalism
Staff development policy and strategy should include assessment. All those involved in the assessment of students must be competent to undertake their roles and responsibilities. So assessment should be a part of staff development policy and strategy.

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