Teaching English in the Elementary Grades
ASSESSMENT
STRATEGIES FOR
ENGLISH Allyson Kenchi Salvo, LPT
Course Instructor
ASSESSMEN
T
FORMATIVE
SUMMATIVE
TRADITIONA
L
AUTHENTIC
1
1
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
2
2
Three
Assessment for
learning
Lenses
Assessment as
learning is more
Assessment of
learning is a more
determines the learner-centered. traditional view of
learners’ This lets learners learning that
background reflect on the measures the
knowledge and results of their learners’
skills, and tracks progress and plans attainment of the
their progress and the next steps to learning objectives
understanding. improve. or goals
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3
What is
Content
Standards are
assessed?
Performance
Standards are
Learning
Competencies
Concept
Development is a
the essential the abilities and are knowledge, measure of how
understandings skills that learners skills, and the learners are
that the learners must be able to attitudes that able to progress in
should learn. It demonstrate in learners have to the attainment of
basically answers, relation to the demonstrate in the standards.
“What should the content. every lesson or
learners know?” activity.
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4
How are learners
assessed?
The main purpose here is to gather evidence of the learners’
learning through the daily activities the teacher provides by the
things that they say, write, and do. Assessment follows a cycle
of: define learning outcomes, create assessment activities and
assess the learning outcomes, analyze the learners’ results,
and make adjustments to the next lessons based on the results
analyzed.
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1
Formative Assessment
Assessment is formative when teachers use it to check
on the progress of their students, to see how far they
have mastered what they should have learned, to see
how far they have mastered what they should have
learned, and then use this information to modify their
future teaching plans (Hughes, 2003).
2
2
Where am I going?
Learners must be able to know what the learning
objectives are or what the general goal of the lesson is to
give them an idea of what is expected of them in the
lesson or unit. The learning objectives must describe the
knowledge, skills, and understandings that the learners
will learn.
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3
Where am I now?
This should be able to give learners an idea where
they are in reaching the learning objective and they
should be given regular checks on progress on their
way. These checks need not be formal nor left at the
end of the unit, lesson, or year. Some examples are:
oral recitation, questioning, project outputs, writing
activities, etc.
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4
What can I do to get where I
need
Teachers provide the learnersto
withgo?
a plan and activities to
help them attain the learning objectives. Using data from
these assessments, teachers can now use them to plan, to
improve instruction or adjust their strategies and help
learners improve.
1
1
Summative
Assessment
The purpose of this assessment in the
traditional sense is to evaluate learner
performance usually at the end of the quarter,
term, or year. It provides the teacher an
understanding of how learners fare against the
set standards in the curriculum.
2
2
Formative Assessment
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
3
3
Formative Assessment
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
4
4
Formative Assessment
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
1
1
Traditional
Assessment
This refers to conventional methods of testing
the understanding of the learners. It usually
produces a written document such as quizzes,
exams, or papers—including standardized test,
achievement tests, or final examinations.
2
2
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
3
3
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
4
4
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
1
1
Authentic
Assessment
Also called ‘alternative assessments’, these use
activities that help show what learners can do,
especially with the learnings they have gained
in the lessons. Learners are asked to perform
real-world tasks that demonstrate the
knowledge and skills they learned.
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2
Creating Authentic
Identify
standards /Assessments
Select an
authentic task
Identify the
criteria for the
Create the
rubric for
objectives Find a task that task scoring
These are can demonstrate This will help the The rubric will
statements of their learners help the learners
what the learners understanding of determine the rate their own
should know and the lesson to meet level of performance in
be able to do. the standard. competence the task.
needed.
3
3
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
4
4
Assessm
ent
Assessment is conducted to
determine whether the learners
know, understand, and are able to
perform knowledge and
competencies required of them.
