How do you measure student performance in your classroom?

to the measure the student is not only base on their acadamic you need also abserve in little their paractical work may be some student cannot understan directly from theory 

Student's performance can be measured by their response like how they react to your question during class time, as well as the home assignments, and surprise quizzes.   

By their attentiveness,participation,Home works,eagerness,comprehensive skill.

By giving an exercise to measure their performance

Student performance is measured through class participation, assigments during the course...course work, and exams at the end of the course. Another method refers to each students ability to understand the course work during the semester...if it takes students a long ot relatively short time to understand the material being taught.

Measures of performance are based from the results of quizzes and other forms of exams. It is also manifested through attendance and participation to classroom activities

Measuring student performance never depends not only upon students academics but also class room behavior,too.

Teachers have various evaluation methods available to them for measuring students' performance in the classroom. Often the type of method used will depend on the content or task being measured, and whether it is a formal or informal evaluation. Evaluations should be fair and valid, taking into consideration the individual student's developmental level, learning disabilities and cultural context. They should also be based on clearly defined learning objectives. Effective evaluation measures the evidence a student presents to demonstrate her understanding of concepts or ability to perform tasks at a level deemed appropriate.

• Write or adopt clearly defined learning objectives. Clear objectives state exactly what students will learn or be able to do, following instruction, and at what level of proficiency. Effective evaluation of students' academic ability relies on effective objectives to ensure that teachers are measuring students' learning and not something else. Researchers Grant Wiggins and Jay McTighe suggest that assessment should be based on the Backward Design model, where teachers begin by establishing goals that determine the desired results of instruction, followed by establishing what criteria that will be accepted as evidence of these goals.

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  Write down the criteria students must demonstrate as acceptable evidence they have proficiently achieved the learning objectives. The criteria should be specific and descriptive. This step will help make designing an assessment or evaluation easier. It will also ensure that you are fairly assessing the students' knowledge based on what was taught, assuming that the instruction is also based on the learning objectives.

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  Construct the assessment or evaluation tools that will be used. Students' performance can be evaluated by informal and formal assessment methods. Traditionally, teachers rely on quizzes, tests, projects, presentations or written papers to formally evaluate learning. But teachers can also gauge student's performance through observations and class or one-on-one discussions.

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  Assess individual students' needs to ensure fair and valid evaluation. Identify learning disabilities or other disadvantages that should be accounted for in the evaluation process. Students with significant learning disabilities may need or qualify for alternate forms of assessment.

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  Administer regular assessment and evaluation methods. Wiggins and McTighe recommend assessing regularly throughout a unit, rather than relying on one assessment at the end of a unit. Regular assessment provides teachers a better understanding of student's performance over time and also provides students with continuous feedback and opportunity for improvement.

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  Score and grade assessments. Tests that have only one correct answer can be graded and scored easily from an answer sheet. Tests that ask open-ended questions or include other descriptive qualities can be scored using a rubric. A rubric establishes a measurement system that can be applied to measurements even though the answers are not criterion-referenced. Rubrics establish grading guidelines by assigning a point system for different levels of quality and demonstrated understanding.