Ed 109 Assessment in Learning 2 PDF
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Summary
This document provides an overview of classroom assessment, including its definition, theoretical basis, and different types of assessment, such as assessment of learning, assessment as learning, and assessment for learning. It also touches upon authentic and alternative assessment.
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Ed 109 - Assessment in Learning 2 I. A Closer Look at Classroom Assessment for the K-12 Basic Education Program DepEd Order No. 8, series of 2015 − Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program a. Cla...
Ed 109 - Assessment in Learning 2 I. A Closer Look at Classroom Assessment for the K-12 Basic Education Program DepEd Order No. 8, series of 2015 − Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program a. Classroom Assessment Definition − a joint process that involves both teachers and learners. − an integral part of teaching and learning. − teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process. Theoretical Basis − Lev Vygotsky’s Zone of Proximal Development b. Assessment Of, As, For Learning Assessment of Learning o Summative Assessment − end of a particular unit − recorded and graded Assessment as Learning − students are their own assessors Assessment for Learning o Formative Assessment − ongoing (before, during, after the lesson) − informal, recorded but not graded ▪ Individual and Collaborative ▪ Three Components 1. Written Work (WW) 2. Performance Task (PT) 3. Quarterly Assessment (QA) c. Content and Performance Standards, Learning Competencies Content Standards − essential knowledge and understanding that should be learned. Performance Standards − abilities and skills that learners are expected to demonstrate. Learning Competencies − knowledge, understanding, skills, and attitude in every lesson. d. Additional Levels of Assessment o Knowledge o Process / Skills o Understanding o Performance / Product II. Authentic and Alternative Assessment: Meaning/Nature a. Authentic Assessment − requires learners to apply their knowledge and skills in a real-world context. b. Traditional Assessment − paper-and-pencil tests. c. Alternative Assessment − non-traditional. Features 1. based on authentic tasks. 2. focus on communication, not on right and wrong answers. 3. learners help set the criteria for successful completion. 4. learners have opportunities to assess themselves and their peers. Ed 109 - Assessment in Learning 2 Methods o Performance Assessment (Process- / Product-Oriented) o Portfolio Assessment Strategies o Performance Rubrics - set of criteria o Rating Scales - degree or frequency o Checklist - usually yes / no Different Models o Emergent - effects o Authentic - real-world o Developmental - extent, pre-test and post-test method Principles in Assessing Learning 1. Assessment is both process- and product-oriented. 2. Assessment should focus on higher-order cognitive outcomes. 3. Assessment can include a measure of noncognitive learning outcomes. 4. Assessment should reflect real-life or real-world contexts. 5. Assessment must be comprehensive and holistic. 6. Assessment should lead to student learning.
