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Assessing

&
Evaluating
Learning
Ray Christopher Tabat
Ianeil Ritch Uy
Zyrah Ziska Zafra

Assessing and evaluating


learning are just as important
as the teaching process. If
we teach but have no way
of knowing if people are
learning, we may find that,
without knowing it, we have
wasted a lot of time. So, it
is worth our while to focus
on how and when to assess
and evaluate learning.

Assessment of Learning
in the sense of formative feedback
that is done simply to find out what and
how well the people are learning what we
teach, without any intent to give a grade.

Evaluation of Learning
will be used to include the
process of measuring the extent of
learning and assigning a grade

CLASSROOM ASSESSMENT

CATs- are in-class, anonymous, short,


nongraded exercises that provide
feedback for both teacher and learner
about the teaching/learning process
PURPOSE- provide the teacher with
quick and timely feedback about the
effectiveness of his or her teaching and
the state of student learning.

Instructors who have


assumed that their
students were learning
what they were trying to
teach them are regularly
faced with disappointing
evidence contrary when
they grade tests and term
papers. (Angelo and
Cross, 2003)

ADVANTAGES
Gaining insight into student learning
while there is still time to make changes.
Demonstrating to learners that the
teacher really care if they are succeeding
Building rapport with learners
Spending only short amounts of time to
gain valuable information
Using the flexibility of CATs to adapt to
the needs of individual classes
Helping learners to monitor their own
learning
Gaining insight into your own teaching

DISADVANTAGES
Although they take little
time, they do take some
class time away from other
activities
They can be overused to
point of frustration of
learners
They do provide some
negative feedback for the
educator

Commonly
Used
Techniques:

One-Minute Paper

Often called Minute Paper


Used in the last 2 or 3 minutes of the
class period
What was the most important thing
you learned today? What important
point remains unclear to you?
The purpose is to help learners
develop metacognitive, analysis and
synthesis skills.

Muddiest Point
It is very simple and quick to use
What was the muddiest point in
todays class?
The teacher discovers which
areas learners struggle with the
most and finds better ways to
deal with the content in the
future

Directed Paraphrasing
Requires learners to put into
their own words something
they have just learned
It provides valuable feedback
into learner understanding
and ability to translate
information

Application Cards
This is useful especially for nursing
After you have taught an essential
principle, theory or body of
information, ask the learners to take a
few minutes and write on an index card
at least one possible application of this
content.
This helps learners to apply the
theoretical material they are being
taught and also helps them to see

Background Knowledge
Probe
Used before teaching new content to discover
what the learners already know about the

material
It is, in a sense, ungraded pretest
You can hand out a few written questions for
students to fill in or choose the answers
Or, you can write the questions on the board
and have the learners write the answers on
their paper.

Misconception/
Preconception Check
Helps to expose mistaken ideas that may
hinder learning
Can people who are clinically depressed
become less depressed by trying very hard
to feel happier?
How did you come by that information?
Sharing the answers from the class and then
discussing them can be a powerful way to
begin the study of various mental ilnesses.

Course-Related Self-Confidence
Survey
Allow learners to express their possible lack
of confidence in learning certain content or
skills
Getting confidence levels out into the open
helps learner focus on improvement and
teachers to focus on assignment that will
build confidence.
For example, nursing students and
refresher course, nurses may feel very
confident with psychomotor skills but lack
confidence in dosage calculations

Very
Confident
1. How
confident do
you feel in
converting
fractions to
decimals?

Somewhat
Confident

Not Very
Confident

Not
Confident
At All

Advices about using CATs


If a published CAT doesnt appeal
to you or fit with your style, dont
use it.
Dont make the use of CATs a
burden. Use them only when they
can enhance the learning process.
Dont use a CAT in class until you
have tried it on yourself
Allow a little more time than you
actually think you will need to
administer a CAT
Be sure to give learners feedback

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