Assessment in Learning 2 PDF

**Assessment in Learning 2** **Depeed order No. 8 s. 2015** - Also known as Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program - Effective SY 2015-2016, the Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program shall be implemented...

**Assessment in Learning 2** **Depeed order No. 8 s. 2015** - Also known as Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program - Effective SY 2015-2016, the Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program shall be implemented in public elementary and secondary schools nationwide. **Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program** - Non- DepEd schools are also urged to implement these policy guidelines. - They are permitted to modify the policy guidelines according to school's philosophy, vision and mission with the approval of the appropriate DepED Regional Office. **Theoretical Basis** 1\. Appropriate assessment is committed to a. ensuring learners' success to move from guided to independent display of knowledge, understanding, and skills b\. enabling learners to transfer knowledge, understanding and skills successfully in future situations 2\. Assessment facilitates the development of learners' higher order thinking and 21st-century skills **Assessment in the K to 12 Basic Education Program** Assessment in the K to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom 2\. the need for multiple ways of measuring their varying abilities and learning potentials 3\. the role of learners as co-participants in the assessment process **What is Classroom Assessment?** 1\. Assessment is a joint process that involves both teachers and learners 2\. It should be in unity with instruction 3\. It is used to track learner progress in relation to learning standards and development of 21st-century skills. 4\. It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum. 5\. It promotes self-reflection and personal accountability among students about their own learning. 6\. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do. 7\. Classroom assessment methods should be consistent with curriculum standards. 8\. It measures achievement of competencies by the learners. **Formative Assessment** **Formative assessment** is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners 1\. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF): a. Formative assessment refers to ongoing forms of assessment closely linked to the learning process. It is informal. 2\. It provides immediate feedback to both learner and teacher. 3\. It helps prepare learners for summative assessments. 4\. It is recorded but not included as basis for grading    **Summative Assessment** Summative assessment measures whether learners have met the content and performance standards. Teachers must use methods to measure student learning that have been deliberately designed to assess how well students have learned and are able to apply their learning in different contexts **How are learners assessed in the classroom?** 1\. Summative Assessment may be seen as assessment of learning which occurs at the end of a particular unit. 2\. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner.  **Three Types of Classroom Assessment:** - Assessment for Learning - Assessment of Learning - Assessment as Learning **Assessment for Learning** -occurs when teachers use inferences about student progress to inform their teaching. **Assessment of Learning** occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. **Assessment as Learning** occurs when students reflect on and monitor their progress to inform their future learning goals. Chapter 2: Meaning and Nature of Authentic and Alternative Assessment Authentic Assessment Authentic assessment is the idea of using creative learning experiences to test students\' skills and knowledge in realistic situations. \- Authentic assessment measures students\' success in a way that\'s relevant to the skills required of them once they\'ve finished your course or degree program \- Authentic assessment is where students thoughtfully apply their acquired skills to a new situation or environment. Assessments are authentic if they are: realistic, require judgement and innovation and assess students' ability to effectively use their knowledge or skills to complete a task. \- Give students situation that occur in real-world which require them to apply their relevant skills and knowledge. \- It is often based on performance. \- A form of assessment on which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -John Mueller (2011) **Performance Based or Direct or Alternative assessments** \- From teacher- centered to learner-centered class where the teacher play a major role to helps students to accept responsibility for their learning and become self evaluator. \- Also called Performance Based or Direct or Alternative assessments. \- Mimics real life situations. \- Directly reflects abilities than traditional testing. \- Aligns with transferable outcomes. **Characteristics of Authentic Assessment** -It starts with clear and definite criteria of performance made known to the students. -It is criterion-referenced rather than norm-referenced and so it identifies strengths and weaknesses but does not compare students nor rank their level of performance. -It requires students to make their own answers to questions rather than select from a given options as in multiple choice items and requires then to use higher range of higher order thinking skills (HOTS). -Often emphasizes performance and required students to demonstrate their knowledge skills, or competences in appropriate skills. -It encourages both teachers and students to determine their rate of progress in cooperatively attaining the desired student's learning outcomes. -It does not encourage rote learning and passive thinking of tests. -It does not value only the finished products which are learning outcomes but also the process of learning. **Authentic assessments can include any of the following** \- Observation \- Essays \- Interviews \- Performance tasks \- Exhibitions and demonstrations \- Portfolios \- Journals \- Teacher-created tests **Types of Authentic Tasks** \- Communication activities \- Creative products \- Problems, game simulations \- Portfolio Communication Activities Asynchronous (online discussion, blogs, wikis, journal) -Think, then share ideas -Individual or group responses Synchronous class discussions/ audio video conference -Builds a sense of immediacy -Thinking on your own feet Problems, Games, Simulations -Authentic environment, challenges, constraints and results -Motivational components -Highly engaging for learners but time consuming for instructors **Creative Products** -Content creation -Verify student technology skills in advance -Creativity and Flexibility -Groups or Individuals **Portfolio Assessment** \- Collections of work to demonstrate progress and/or results \- Multiple file formats \- Capstone projects, graduate school or employment applications **Rubrics** \- Scoring matrix to rate varying degrees of mastery according to specific criteria step. \- A guide that articulates the expectations for an assignment and communicates the level of quality. \- It is used to score student's performance on defined criteria and levels of quality, intellectual or skill development. \- Rubrics can be simple or complex, qualitative or quantitative. **Importance of Rubrics in Assessing Student's Performance** 1\. It serves as an assessment tool. 2\. It serves as a mean to improve learning. 3\. It serves as a communication tool. **Authentic assessment vs Traditional Assessment**  **Phases of Authentic Assessment** **Importance of Authentic Assessment** 1\. Authentic assessments are direct measures. Can you think of professions which require direct demonstration of relevant skills before someone can be employed in that field? 2\. Authentic assessments capture Constructive nature of learning. We cannot be simply fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and your own experiences with the world. (Bransfor & Vye, 1989) 3\. Authentic assessments integrate Teaching, Learning and Assessment In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning. 4\. Authentic assessments provides multiple paths to demonstrations. **How to Create Authentic Assessments** STEP 1: Identify the **standards** STEP 2: Select **authentic** tasks STEP 3: Identify the **criteria** for the task STEP 4: Create the **rubric** STEP 1: Identify the standards Standards, like goals, are statements of what students should know and be able to. However, standards are typically more narrow in scope and more amenable to assessment than goals. Students will be able to add two-digit numbers correctly. STEP 2: Select authentic tasks Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it. STEP 3: Identify the criteria for the task **Standard**- The student will conduct banking transactions. **Task-** make deposits, withdrawals or cash checks at the bank **Criteria-** Selects needed form (deposit, withdrawal), Fills in the form with necessary information, Endorses check, Locates open teller, States type of transaction STEP 4: Create the rubric Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically **ASSESSMENT IN LEARNING 2** **CHAPTER 3: Process Oriented Performance Based Assessment** - Is concerned with the actual performance rather than the output or product of the activity - It is an evaluation that depends on teacher's observation. - It is concerned with the actual task performance rather than the output of the activity (Navarro, et.al, 2013) - It evaluates the actual task performance. It does not emphasize on the output or product of the activity. - This assessment aims to know what process a person undergoes when given a task. **LEARNING COMPETENCIES** - Defined as groups or clusters of skills and abilities needed for a particular task. - The learning objectives in process-oriented performance-based assessment are stated indirectly observable behaviours of the students. - The objectives generally focus on behaviours which exemplify a "best practice" for a particular task. - It ranges from a "beginner" or novice level up to the level of an expert. **TASK DESIGNING** - The teacher must ensure that the learning process to be observed contributes to the over-all understanding of the subject or course. - It is a manner of how a task plan and its workflow are organized. **Accepted Standards for Designing a Task** - Identifying an activity that would highlight the competencies to be evaluated. - Identifying activity that would entail more or less the same sets of competencies. If an activity would result in too many possible competencies, then the teacher would have difficulty assessing student's competency on task. - Finding a task that would be interesting and enjoyable to students. **Example of Possible Design Task** - However, with this new normal, process-oriented performance based is quite challenging to us teachers but it can still be possible by letting our students record their actual performance (Navarro, et. al, 2013) **RUBRICS** - Rubric is a scoring scale used to assess students' performance along the task-specific set of criteria. - Authentic assessment is criterion-referenced measured. - A student's aptitude on a task is determined by matching the student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task. **TASK DESIGNING**  **\ ** **Two Types of Rubrics** **Analytic Rubrics** - articulates level of performance for each criterion so the teacher can assess student performance on each criterion - a scoring procedure in which products or performance are evaluated for selected dimensions, with each dimension receiving a separate score. (McTighe & Ferrara) - An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually. **Advantages of using Analytic Rubrics** - Provide useful feedback on areas of strength and weakness. - Criterion can be weighted to reflect the relative importance of each dimension **Disadvantages of using Analytic Rubrics** - Takes more time to create and use than a holistic rubric. - Unless each point for each criterion is well-defined raters may not arrive at the same score **Holistic Rubrics** - A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. **Advantages of Holistic Rubrics** - Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do. - Saves time by minimizing the number of decisions raters make. - Can be applied consistently by trained raters increasing reliability **Disadvantages of Holistic Rubrics** - Does not provide specific feedback for improvement. - When student work is at varying levels spanning the criteria points it can be difficult to select the single best description. - Criteria cannot be weighted. **ANALYTIC VS HOLISTIC RUBRICS** **Characteristics of Strong Rubric** - Focuses on skill acquisition, not task completion - Creates a common, consistent language to ensure comprehension and facilitate conferencing (student-teacher, parent-teacher, PLCs, etc.) - Serves as a formative evaluation resource allowing teachers to plan lessons and tailor instruction around greatest areas of student need **Descriptors** - It spells out what is expected of the student at each level of performance for each criterion. - It tells students what performance looks like at each level and how their work may be distinguished from the work of others for each criterion. **Why include levels of performance?**1.Clearer Expectations- Students know what is expected of them and teachers know what to look for in student's performance.- Students better understand what good performance on the task looks like if levels of performance are identified\ 2. More consistent and objective assessment3. Better feedback **CHAPTER 4: Product Oriented Performance Based Assessment\ ** **Performance Based Assessment** - Sometimes referred as "authentic assessment" or "alternative assessment". - An alternative form of assessing the performance of the students that represents a set of strategies for the application of knowledge, skills and work habits through the performance of tasks that are meaningful and engaging to them. - It is a direct and systematic observation of the actual performance of students based on the predetermined performance criteria. **Product Oriented Performance Based Assessment** - Kind of assessment wherein the teacher views and score the final product made and not on the actual performance of making that product. - It is concern alone and not on the process. It is more concern to the outcome or the performance of the learner. It also focuses on achievement of the learner. - "Product" is the actual creation that can be viewed or touched by teachers. - An assessment where the actual students' performance such as completed project or work that demonstrates level of task achievement. - Examples: Poems, essays, charts, drawings, maps, etc. **Students Performances** - Targeted tasks that lead to a product or over-all learning outcome **Target Tasks** - Behavior expectations targeting complex tasks that students are expected to achieve. - Include a wide range of student works that target specific skills. - Product Oriented Learning Competencies - Learning competencies associated with products or outputs are linked with an assessment of the level of "expertise" manifested by the product. - It targeted at least three (3) levels **a. Novice or Beginner's Levelb. Skilled Levelc. Expert Level** **Level 1**Does the finished product or project illustrate the minimum expected parts or functions? **(Beginner)** **Level 2**Does the finished product or project contain additional parts and functions on top of the minimum requirements which tend to enhance the final output? **(Skilled Level)** **Level 3**Does the finished product contain the basic minimum parts and functions, have the additional features on top of the minimum and is aesthetically pleasing**(Expert Level)Example**: The desired product is representation of a cubic prism made of cardboard in an elementary geometry class**Learning competencies: The final product submitted by the students must possess.**1.Possess the correct dimensions (5"x5"x5") **(Beginner Level)**2.Be sturdy, made of durable cardboard and properly fastened together **(Skilled Level)**3.Be pleasing to the observer, preferably properly colored for aesthetic purposes. **(Expert Level)** **TASK DESIGNING** The design of the tasks depends on what the teacher desires to observe as outputs of the students. The following should be considered in making a Task Design:\ **a. Complexity**The level of complexity of the project needs to be within the range of the ability of the students.\ **b. Appeal**The project or activity must be appealing to the students and should lead to self-discovery of information by the students.\ **c. Creativity**The project needs to encourage students to exercise creativity and divergent thinking.\ **d. Goal-based**\ The project is produced to attain a learning objective, thus reinforcing learning.\ **SCORING RUBRIC**\ -A coherent set of criteria for students' work that includes descriptions of level of performance quality on the criteria.-A descriptive scoring scheme developed by teachers or other educators to guide the analyses of the processes or products of students' efforts (Brookhart, 1999). **PROCESS vs PRODUCT**  **Difference of Scoring Rubric between Process-Oriented and Product Oriented**\ \ **Process Oriented -- Criteria Settings** Example: Criteria for Recitation\ 1.Number of appropriate hand gestures\ 2. Appropriate facial expression\ 3.Voice inflection\ 4.Incorporate proper ambiance through feelings in the voice **Product Oriented -- Criteria Settings** 1. Quality the totality of features and characteristics of a product that bears on its ability to satisfy given task. 2. Creativity the use of imagination of original ideas, especially on the production of artistic work. 3. Comprehensiveness the completeness of the product, including everything that is necessary. 4. Accuracy the quality of state of being correct or precise. 5. Aesthetic the artistic of beautiful qualities of a product. **Types of Products that can be assessed with Scoring Rubrics** **\ Sample Scoring Rubrics**