AIL Lesson 1-4 Notes PDF

Assessment in Learning 2 ▶ It refers to the wide variety of method and tools that educator use to evaluate, measure, and document the academic readiness, learning progress, skills acquisition, or education need of students Pen and Paper test Performance task Project Observation Recitation...

Assessment in Learning 2 ▶ It refers to the wide variety of method and tools that educator use to evaluate, measure, and document the academic readiness, learning progress, skills acquisition, or education need of students Pen and Paper test Performance task Project Observation Recitation ➤ For students: 1. To clarify what is expected or required of them 2. To help them discuss with the teacher their learning milestones and concerns 3. To evaluate their learning progress 4. To help them plan and achieve the learning objectives 5. To know what they have achieved 6. To know what they have to do 7. To learn from their mistake ➤ For teachers: 1. Make teaching, learning, and assessment activities aligned with each other 2. To determine the learner's progress and milestone 3. To help learners in developing self-assessment skills 4. To identify the support needs of the learners 5. To empower learners to take control of their learning 6, To improve learners motivation and self-esteem 7. to make decision and give feedback ------------------------------------------------------------------------------------------------------------------------------- ▶ Assessment FOR learning = FORMATIVE assessment - Occurs throughout the learning process // teachers use this as an investigative tool to find out what their students know and can do and what confusion, pre conception or gaps they might have. ➤ Traditional practice in AFL: > Can use innovative ways one-minute paper, 3-2-1 countdown 1. Quizzes 2. Recitation 3. Seatworks 4. Board works ❤ 2 things to consider in AFL I. Record keeping II. Giving descriptive feedback // Specific or detailed ▶ Assessment OF learning = SUMMATIVE assessment - Conducted at the END of a unit, a grading period, a semester. or a school year ➤ Traditional practice in AFL: 1. Test / Exam 2. Portfolio, exhibition, performances, presentation, oral, visual written method ▶ Assessment AS learning = - Used in students' self-assessment of their learning progress and achievement // student are more adepth in planning, monitoring and evaluating of their own learning ➤ In AAL. teachers need to: 1. Provide regular and challenging learning opportunities to practice 2. Give descriptive feedback to help them reflect on their own learning progress ▶ DIAGNOSTIC Assessment or Pre-Assessment - It is used to gather information about students' prior knowledge and identifies misconceptions // Given BEFORE the instruction and not graded ▶ FORMATIVE Assessment or On-going Assessment - Used to gather information throughout the learning process // To guide teaching and to improve learning and performance // Feedback to student is a key component but rarely graded ▶ SUMMATIVE Assessment - Used at the END of a unit a grading period, school year, or a project // Determine the level of mastery // Graded ------------------------------------------------------------------------------------------------------------------------------- ❤ Principle of Assessment ▶ VARCS Valid - The assessment is relevant to the learning objectives // Naka set na ang objectives Authentic - The work is done by the learner Reliable - The work is consistent over time Current - The work is still relevant at the time of assessment Sufficient - The work covers all of the requirement at the time ▶ SMART Specific - The activity must relates only to what is being assessed and is clearly stated Measurable - The activity can be quantified to track progess Achievable - The objectives of the assessment activity can be reasonably accomplished Relevant - The assessment activity is suitable to what is being assessed it is also realistic Time-Bound - Target dates are realistic ▶ ER Evaluate - Reviewing and reflecting Revise - Based on evaluation, revise assessment activity as necessary ❤ Other principles' 1. Communication - We must communicate regularly with the learners 2. Equality and Diversity - Ensure all the assessment activities embrace equality, inclusivity, and diversity // Socioeconomic status // Access to devices, and internet connection and electrical supply // Racial, Ethnic and Cultural differences 3. Ethics - Ensuring the assessment process is honest and moral and place to an account confidentiality and integrity // The learners well-fare, health, safety and security is not compromise 4. Fairness - We make sure that the assessment is fit with purpose, planning, decision, feedback justifiable // All learners should have an equal chance of an accurate assessment decision 5. Health and Safety - Something to consider throughout the assessment process 6. Motivation - The assessment activity must be encouraging and supporting our learners to reach maximum potential 7. Quality Assurance - Assessment activity and decision must meet the required standards 8. Record Keeping - Remember that accurate records are maintain through the assessment process 9. Responsibility - Making objective decision, following all organizational or school guidelines keeping records and producing required reports ------------------------------------------------------------------------------------------------------------------------------- Lesson 2 ▶ Affective learning domain( Creating Learning Objectives Focus ) Affective refers to a behavior indicating attitudes, awareness, attention, concern, interest, and responsibility ♞ 5 Level of affective learning domain by Krathwohl ♞ ☞ Receiving - Simple awareness and selective attention ☞ Responding - The focus is on interest, seeking, and enjoyment ☞ Valuing - The focus is on attitudes and appreciation ☞ Organization - The focus is on philosophy of life ☞ Characterization - The focus is on patterns of adjustment How to apply the authentic assessment in affective domain 1. Assess student's affective learning at least twice during a program 2. Utilize an effective assessment tool designed to measure a student professional behavior and soft skills 3. Observe student during activities involving psychomotor skills ♞ Assessment Tools ♞ One-Minute Paper - 60 seconds to measure both cognitive and affective domain of learning // end of learning period Self-report / Written Reflection - To provide an account of student attitude and feelings toward a concept, idea, or people Rating Scale - Set of categories design to elicit information about a quantitative attributes ( Likert Scale ) ( Semantic Differential Scale ) ( Checklist ) Constructed Response Format - A straightforward approach asking student about the effect by responding to simple statement or question ( Essay ) Observation - Educator's observe the students behavior and performance in order to make inferences about their development  Anecdotal Record - A detailed discriptive narrative, recorded after a specific behavior or interaction occurs. To provide information to the families of the students, to identify possible developmental delay ------------------------------------------------------------------------------------------------------------------------------- Lesson 3 ▶ Graphic Organizer and Concept Maps - visual representation of mental maps using important skills such as sequence, comparing, contrasting, and classifying Flowchart Venn Diagram Bubble Map Diagram Story Worm - Story of book Hamburger Diagram PMI Strategy - Plus Minus, Interesting Mrs Potter's Question - Question during and after a task ▶ Performance Product - Serve as a culminating experience in which student can retrieve previous learning, organize important information, and complete assigned activities showing mastery of what they have learned Essay Business Letter Bulletin Book reviews ▶ Live Performance and Presentation - Involve two major assessment factors: the quality of the assigned work and the demonstration of presentation skill 1. Quality of assigned work 2. Demonstration of presentation skills Interviews Video presentation Demo Newscasts Vlogs Radio-broadcast ▶ Performance Based Assessment - Performance of an authentic task that simulate a real-life experience and imitates real-world challenges 1. Scored through rubrics ▶ Learning Logs and Journals - Tools designed to cause students to reflect on what they have learned or are learning. Problem Solving Observation Question about content Homework Assignments ▶ Projects - Allow student to demonstrate a variety of skill including communication, technical, interpersonal, organization, problem solving, and decision making skills ❤ Major Section of a Project Plan Evidence of Progress Final Product Oral Presentation ▶ Self-assessment / Formative Strategy - Reflect on their progress and to determine revision and improvement on a task to meet specific criteria Teacher and students agree on the criteria Student are taught how to use the criteria Teacher provides feedback on a student own assessment Teacher use the assessment data to help student progress ▶ Peer-assessment - Learners assess the work of other learners and the feedback obtained provide information about the quality of their work or output Maybe the part of the grading system ▶ Role-play Scenario - Allows student to take on the role of a persona and to respond as that persona in a scenario Collaborate Collude Debate to an issue ▶ Portfolio Assessment - Require student to document a collection of their works gathered over time E-portfolio -------------------------------------------------------------------------------------------------- Lesson 4 ▶ Scoring rubric - An assessment tool that displace criteria on different levels of quality // Flexible // Can be adopted and fit in anytype of learning product // Used to reduce subjective bias // Increase the objectivity of assessment // Increase consistency of //multiple assessors // Communicate how to achieve a task or output Essays Presentation Lab works Portfolio ▶ Rubrics Elements - ☞ Levels / Scale - Used to differentiate between low, medium, and high quality evaluation // Each level is accompanied by criterion or set of criteria // Descriptor label that defines each level ❤ Analytic Rubrics - Breakdown the performance into two different level of behaviors and assign point values to each, points are then totalled to derived a quantitative of performance Factual Information Vocab Correctness of Language Fluency ❤ Holistic Rubrics - Evaluates the overall performance qualitatively, one common example is by the category: Excellent / Good / Poor Exceed Expectation Meets Expectation Fails to Meet Expectation ▶ Steps in creating a scoring rubrics 1. Decide on the 3-6 most important criteria for a particular learning outcome 2. Consider the specific elements you would want to include in your description of each levels of performance 3. Decide how many levels of performance you want to include 4. Decide on the weight you want to give to each criterion and each level of performance 5. Create a table that includes the list of criteria in the left-hand column, then add another three of four columns depending on how many levels of performance you have chosen ▶ For my records (rubrics) 1. Include the task Learner outcome (objectives) Complex thinking skill required 2. Consider assigning different weights to each criterion if they differ in importance 3. Share the criteria with your students and your reasoning in selecting the criteria 4. Share results with students, emphasizing what they have mastered or learned