CLASSROOM ASSESSMENT

CHAPTER

10

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Classroom
Assessment

LE ARNI NG OUTCOMES
After studying this chapter, you should be able to:
1.

Define assessment;

2.

Explain the basic concepts in assessment;

3.

Explain how to plan for assessment;

4.

Describe types of assessment in the classroom;

5.

Explain what is teacher-made tests;

6.

Describe what is standardized tests; and

7.

Explain what is authentic assessment.

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CHAPTER 10 l CLASSROOM ASSESSMENT

INTRODUCTION
One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress.
It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests.

According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004):

i.

It facilitates teachers in decision making about learning progress through systematic information gathering.

Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests.

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CHAPTER 10

Definition of Measurement, Evaluation,
Assessment and Test
Assessment, evaluation, measurement and test: all four terms have to do with the systematic process of collecting data and analysing those data to make decisions. These four terms may all mean the same thing, but there are some important differences among them, especially to teachers who engage in