Ed 104 Assessment In Learning 1 PDF

Ed 104- Assessment in Learning 1 Nature of Educational Assessment BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnIncl...

Ed 104- Assessment in Learning 1 Nature of Educational Assessment BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 At the end of the chapter, the students should be able to: 1. explain the basic concepts in assessment; 2. discuss the principles, mode, and purpose of assessment; 3. discuss the trends in educational assessment; 4. analyze the policy guidelines on classroom assessment in K to 12 program; and 5. describe assessment in the context of the MATATAG Curriculum. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 1. Testing- Refers to the use of test to collect information on student learning over a specific period of time. 2. Test- an instrument designed to measure any characteristics, quality, ability, knowledge or skill. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Types of Tests 1. Non-Standardized Test- developed by the classroom teacher. 2. Standardized Test- developed by test specialists, and is administered, scored, and interpreted using a certain standard condition. 3. Objective Test- a test in which two or more evaluators give an examinee the same score. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 4. Subjective Test- a test in which the scores are influenced by the judgement of the evaluators, meaning there is no one correct answer. 5. Speed Test- consists of easy items that need to be completed within a time limit. 6. Power Test- consists of items with increasing level of difficulty, but the time is sufficient to complete the whole test. a BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 3. Measurement is a process of quantifying the degree to which someone/something possess a given trait. Types of Measurement 1. Objective- in terms of testing 2. Subjective- in terms of perception BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Assessment- is a system and process of collecting evidence about student learning. The primary purpose of assessment is to improve students' learning and teachers' teaching as both respond to the information it provides. Modes of Assessment 1. Traditional Assessment- uses paper-and-pencil test in assessing knowledge and skills. 2. Performance-Based Assessment- requires actual demonstration of skills or creation of products of learning. 3. Portfolio-Based Assessment- the systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated to the same criteria. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Approaches in Interpreting Assessment Information 1. Norm referenced assessment compares the student to the expected performance against that of peers within a cohort with similar training and experience. 2. Criterion referenced assessment focuses on the candidate's performance of the task against a set of criteria related to the knowledge, skills, or attributes that the candidate is developing. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 5. Evaluation- A process of systematic interpretation, analysis, appraisal or judgement of the worth of organized data as basis for decision-making. 6. Grading- The process of assigning value to the performance or achievement of a learner based on specified criteria or standards. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 The students should be able to: 1. explain the basic concepts in assessment; 2. discuss the principles, mode, and purpose of assessment; 3. discuss the trends in educational assessment; 4. analyze the policy guidelines on classroom assessment in K to 12 program; and 5. describe assessment in the context of the MATATAG Curriculum. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Assessment Principles 1. Assessment should have a clear purpose. 2. Assessment should address learning targets/curricular goals. 3. Assessment is an ongoing, continuous, and a formative process. 4. Assessment is both process- and product-oriented. 5. Assessment requires the use of appropriate measures. 6. Assessment result must be interpreted and communicated meaningfully 7. Assessment is learner-centered. 8. Assessment should be authentic as possible. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Assessment Principles based on DepEd Order No. 31, s. 20202-Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 In a learner-centered education system, assessments are aligned with the critical knowledge, skills, and dispositions to guide each learner towards mastery of agreed upon competencies. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 The students should be able to: 1. explain the basic concepts in assessment; 2. discuss the principles, mode, and purpose of assessment; 3. discuss the trends in educational assessment; 4. analyze the policy guidelines on classroom assessment in K to 12 program; and 5. describe assessment in the context of the MATATAG Curriculum. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Recent Trends in Educational Assessment 1. Congruence of assessment and instructional objectives. It occurs when both the behavior and content in the objective and in the test item are similar. 2. Shift from discrete-point test to integrative assessment. Modern assessment does not focus on the specific point of the cognitive domain only but also on the other two domains. The use of alternative assessment procedures should be utilized. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 3. Shift from paper-pencil to authentic assessment. The use of authentic skills assessment considers individual pacing and growth of each student. Authentic skills assessment requires utilization of different types of measuring instruments such as checklists, interview guides, diaries, journals and simulation games. 4. Focus on group assessment rather than on individual assessment. When students work in small groups, opportunities to develop communications skills, leadership, followership and decision-making skills are enhanced. When students learn as a group, cooperation and team building are fostered. 5. Use of Portfolio A portfolio is a collection of student’s learning experiences assembled over time. Its content may show only the best work, evidences of individual work, or evidences of group work. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 The students should be able to: 1. explain the basic concepts in assessment; 2. discuss the principles, mode, and purpose of assessment; 3. discuss the trends in educational assessment; 4. analyze the policy guidelines on classroom assessment in K to 12 program; and 5. describe assessment in the context of the MATATAG Curriculum. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Policy Guidelines on Classroom Assessment in K to 12 Program In line with the implementation of the K to 12 program, The Department of Education adopted the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (DepEd Order 8. s, 2015). In the policy, classroom assessment refers to an ongoing process of identifying, gathering, organizing, and interpreting qualitative and quantitative information about what learners know and can do. It also stresses the importance of teachers informing learners about lesson objectives to encourage the latter to meet or even exceed the standards. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 The policy state that classroom assessment; 1.Recognizes Vygotsky’s Zone of Proximal Development 2. Describes formative and summative assessment as the types of classroom assessment used to know what learners know and can do. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 3. Explains the learning standards and Cognitive Process Dimensions to be used in the classroom 4. Discusses the processes and measures for assessing, including the new Grading System BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 The students should be able to: 1. explain the basic concepts in assessment; 2. discuss the principles, mode, and purpose of assessment; 3. discuss the trends in educational assessment; 4. analyze the policy guidelines on classroom assessment in K to 12 program; and 5. describe assessment in the context of the MATATAG Curriculum. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Assessment in the MATATAG Curriculum Pedagogy And Assessment Curriculum, pedagogy, and assessment are the three equally important aspects of the teaching and learning process. These educational terms broadly describe the content of instruction, the processes involved in teaching-learning, and the assessment of the acquired knowledge and skills of learners, respectively. Teachers’ understanding of how these three concepts interplay in educational practice predicts the success of both teaching and learning in the classroom. Consequently, the Department of Education is equitably putting curriculum, pedagogy, and assessment as important considerations in designing the educational landscape for Filipino teachers and learners BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Assessment, Feedback, and Reflection Assessment in the instructional delivery process is crucial as it gauges the level of mastery of expected competencies and development of skills according to learning standards. As outlined in DepEd Order No. 8, s. 2015 or the “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”, classroom assessment is an ongoing process, carried out at any point in a lesson, to gather and interpret data about learners' knowledge and skills. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Formative assessment, involving real-time feedback for learning adjustment and self-reflection, is crucial, and learner-to-learner feedback is highly encouraged to enhance learning experiences and growth areas identification. This formative assessment helps learners become independent, and capable of managing and assessing their own learning progress. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 On the other hand, summative assessment is conducted at the end of a learning duration or episode to measure the attainment of learning standards and learners' application of their knowledge in various situations. The results communicate learners' achievements to them, their parents or guardians, school heads, succeeding grade teachers, and guidance counselors. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Feedback is essential information about learners' performance from assessments, aimed at facilitating their growth and improvement. Feedback can be either positive or negative but should always be presented in a supportive, respectful, and constructive manner. It can also come from learners to teachers, informing them about the effectiveness of their teaching strategies. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 Reflection, a critical part of assessment, involves learners identifying areas of improvement and progress in their learning experiences. It aids learners in making connections between theory and practice, exploring their experiences' complexities, and developing higher-order thinking skills. BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS  Ed 104- Assessment in Learning 1 BATANGAS STATE UNIVERSITY Foundations Asst. of Special Prof. Michaeland JohnInclusive Education V. Francisco ARASOF – NASUGBU CAMPUS