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