Assessment In Learning 1 Edition PDF

Assessment in Learning 1 Edition  Question #1 It is the process of gathering and analyzing information about student learning. Testing Assessment Measurement  Question #1 It is the process of gathering and analyzing information about student...

Assessment in Learning 1 Edition  Question #1 It is the process of gathering and analyzing information about student learning. Testing Assessment Measurement  Question #1 It is the process of gathering and analyzing information about student learning. Testing Assessment Measurement  Question #2 It is an instrument used to determine the measurement. Test Assessment Evaluation  Question #2 It is an instrument used to determine the measurement. Test Assessment Evaluation  Question #3 It is numerical information or attributes that represent status or describe a situation. Test Measurement Evaluation  Question #3 It is numerical information or attributes that represent status or describe a situation. Test Measurement Evaluation  Question #4 It gives judgment to its worth value. Evaluation Testing Assessment  Question #4 It gives judgment to its worth value. Evaluation Testing Assessment  Question #5 Assessment and the system should be adaptable to the student’s needs or students’ setting; approaches are more versatile. Responsive Flexible Integrated  Question #5 Assessment and the system should be adaptable to the student’s needs or students’ setting; approaches are more versatile. Responsive Flexible Integrated  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Nature and Roles of Assessment Presented by: Group 1  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION st C entu ry 21 Teaching The learners are already at the center of the learning process MANAGEMENT ADMINISTRATION CLASSROOM INSTRUCTION Quality Education  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assessment  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION What is Learning? How does learning happen? LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION st Century 21 Skills All students must master the core literacy and numeracy. Students must think critically and creatively, communicate and collaborate effectively, and work globally to be productive, accountable citizens and leaders. Skills to be honed must be assessed LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION EDUCATORS NEED TO FOCUS ON: WHAT TO TEACH, HOW TO TEACH IT; AND HOW TO ASSESS IT (Greenstein, 2012; Schomaker. 2011). LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Characteristics of 21st Century Assessment  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Design educational programs and resources that meet the RESPONSIVE needs of both students and the school community.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assessments and systems FLEXIBLE should adapt to students’ needs and settings, employing versatile approaches.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Integrate assessments into daily classroom routines, INTEGRATED fostering metacognition and encouraging students to reflect on their thinking.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Clear learning outcomes guide educators in INFORMATIVE supporting students’ achievement.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assessment strategies vary based on the learning MULTIPLE outcomes, with a focus on METHODS authentic and performance- based assessment.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Learners receive regular progress feedback, and COMMUNICATED assessment results are shared with all stakeholders in the 21st century.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Adapt assessments to meet the needs of all learners, TECHNICALLY ensuring knowledge SOUND application is relevant for everyone.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION An assessment system designed to support SYSTEMATIC learning improvements at all levels. LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Nature and Roles of Assessment  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assessment Concept De Guzman & Adamos (2015) Nitko and Brookhart (2007) LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Miller, Linn & Gronlund (2009) Airasian (2007) LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Try it too! In one-half crosswise, create your own concept of assessment. After 5 minutes, share it with your classmates. LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION The Terminologies  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assessment Purposes: To provide feedback to the students. To serve as a diagnostic tool for instruction.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Direction: Each group will be given a task to discuss each terminology. Everyone will have 5 minutes to prepare and at least 2-3 minutes to present. Group 1: Test (discuss) Group 2: Testing (differentiate from test) Group 3: Measurement (discuss) Group 4: Evaluation (act or show a certain scenario)  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Rubrics for discussion Needs Criteria Excellent (5) Good (4) Satisfactory (2) Improvement (1) Thorough and Lacks depth and Content Clear and relevant Basic coverage insightful relevance Logical and Mostly well- Somewhat Organization Disorganized coherent organized organized Unclear and Clarity Clear and precise Mostly clear Some clarity issues confusing Engaging and Presentation Professional Acceptable Unprofessional professional  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Rubrics for dramatization Needs Criteria Excellent (5) Good (4) Satisfactory (2) Improvement (1) Thorough and Lacks depth and Content Clear and relevant Basic coverage insightful relevance Actively engages Engages most Engages some Fails to engage Engagement all participants participants participants participants Highly creative and Creative and Creativity Some creativity Lacks creativity original interesting Seamless and Mostly smooth Some interaction Interaction dynamic Poor interactions interactions issues interactions LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION TEST  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION TESTING  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Measurement  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Evaluation LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Nature of Assessment MAXIMUM TYPICAL PERFROMANCE PERFORMACE what what individuals can individuals will do performing do under natural at their best conditions.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION MAXIMUM TYPICAL VS PERFROMANCE PERFORMACE QUARTERLY EXAMINATION MAXIMUM CHECKLIST TYPICAL PERSONALITY INVENTORIES TYPICAL QUIZZES MAXIMUM LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION PURPOSE OF ASSESSMENT LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Relationship Among Measurement, Test, and Evaluation  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION INTERRELATIONSHIP TEST MEASUREMENT EVALUATION Pass or Fail Judgment given Scores obtained by the teacher Paper and Pencil by a student from depends if the Test the given test measurement reaches the given standard.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION EXAMPLE: “ESSAY WRITING” Test CRITICIZE OR EVALUATE AND MAKE A JUDGMENT ABOUT STRENGTHS AND WEAKNESSES, POSITIVE OR NEGATIVE ASPECTS OF THE STORY.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Measurement EXAMPLE: Content 20% - Relevance to the given topic Organization 20 - Ideas should be fluently expressed and clearly stated Vocabulary 20 - It should be sophisticated in range Grammar 20 - Virtually no spelling, punctuation or grammatical errors Mechanics 20 - Show mastery of convention  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Evaluation  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Activity By Partner/Pair After the fraction unit test in math class, the teachers observe that the majority of their students do badly. As a teacher, how would you be able to make decisions that would aid in the improvement of your teaching tactics and students' learning? LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Relevance of Assessment  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Activity In one whole sheet of paper differentiate between Assessment, Testing, Measurement, and Evaluation.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assignment List down three (3) activities or processes involved in each of the following: Measurement Assessment Evaluation LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION The shift of Educational Focus From content to Learning Outcomes LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Education “educare” or “educere” which meant “to draw out”. “pouring in” “educated” LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Outcomes-based: Matching Intentions with Accomplishments  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Words in the cup! Each student draws a rolled paper from a disposable cup. Each rolled paper will have a word written on it, and selected students must explain their  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION The Outcome of Education  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Two types of outcomes (Navarro, Santos, Corpuz, 2017): Competencies/skills acquired upon completion of a IMMEDIATE subject, a grade level, a segment of the program, or of the OUTCOMES program itself.  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION EXAMPLES  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Two types of outcomes (Navarro, Santos, Corpuz, 2017): The ability to apply cognitive, DEFERRED psychomotor, and affective OUTCOMES skills/competencies in various situations many years after completion  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION EXAMPLES LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Institutional, Program, Course, and Learning Outcomes  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Institutional outcomes Outcomes in Outcomes-Based Program outcomes Education (OBE) come on different Course or subject outcomes levels: Learning or instructional outcomes LEYTE NORMAL UNIVERSITY Activity COLLEGE OF EDUCATION Explain the meaning of each term and give examples for justification. Write your answer in a one half crosswise. Institutional Program outcomes outcomes Course or subject outcomes LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Learning or instructional Immediate outcomes outcomes Deferred outcomes  LEYTE NORMAL UNIVERSITY COLLEGE OF EDUCATION Assignment Create learning outcomes for the given learning objective of the subject: Elementary Science (K to 12). Educational Objective Learning Outcomes To provide instruction that will enable the pupils The pupils can to understand their immediate physical environment by using their senses, questioning, sharing ideas and identifying simple cause-effect The pupils can relationships.  ES2-1 Group 1 THANK YOU