Roles of Assessment in Classroom Instruction

Assessment enhances learning in the instructional processes if the result provides

feedbacks to both students and teachers. The information obtained from the
assessment is used to evaluate the teaching methodologies and strategies of the
teacher.
It is also used to make teaching decisions. The result of assessment is used to
diagnose the learning problems of the students.
The Four Roles of Assessment used in Instructional Process
Beginning of Instruction
This kind of assessment is concerned with the entry performance and typically
focuses on the questions:
Does the Learner possess the knowledge and skills needed to begin the planned
instruction?
To what extent has the learner already developed the understanding and skills that
are goals of planned objectives?
To what extent do the student’s interest, work habits and personality indicate that
one mode of instruction might be better than the other?
• Placement Assessment – The purpose of placement assessment is to determine
the prerequisite skills, degree of mastery of the course the best mode of learning.
During Instruction
• Formative Assessment It is a type of assessment used to monitor the learning
progress of the students during instruction. The purpose of formative assessment
are the following:
1. Immediate feedback
2. Identify learning errors
3. Modifying instruction
4. Improve both learning and instruction
• Diagnostic Assessment- It is a type of assessment given at the beginning of the
instruction. It aims to identify the strengths and weaknesses of the students
regarding the topics to be discussed.
• Summative Assessment- A type of assessment usually given at the end of a
course unit. The purposes of summative assessment are to determine the following:
1. Instructional objectives achieved
2. Certify the student’s mastery
3. Provide information for judging
4. Effectiveness of instruction End of Instruction
GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT Improvement of
student learning is the main purpose of classroom assessment. This can be done if
assessment is integrated with good instruction and is guided by certain principles.
Gronlund (1998) provided the general guidelines for using student assessment
effectively.
• Effective assessment requires a clear concept of all intended learning outcomes.
• Effective assessment requires that a variety of assessment procedures should be
used.
• Effective assessment requires that the instructional relevance of the procedure
should be considered.
• Effective assessment requires an adequate sample of student performance.
• Effective assessment requires that the procedures must be fair to everyone.
• Effective assessment requires specifications of criteria for judging successful
performance.
• Effective performance requires feedback to students emphasizing strengths of
performance and weaknesses to be corrected.
• Effective assessment must be supported by comprehensive grading and reporting
system.
Conclusion

Assessment in classroom is really important. With the different kinds of

assessment, the teacher is able to evaluate in an ongoing process with the aim to
provide feedback for developing better instruction.

Reference
“Teaching and Learning are reciprocal processes that depend on and affect one
another (Swearingen 2002 and Kellough, 1999).”
https://www.slideshare.net/villacorteza/james-robert-villacorteza-final-report
https://www.slideshare.net/kaycesaliendrez/role-of-assessment-in-instructional-
decision-kaye?next_slideshow=1
http://www.deped.gov.ph/2015/05/26/classroom-assessment-guidelines/