MAJOR 16 WEEK 2-3.pdf

LESSON 1 The Purpose of Social Studies Assessment MAJOR 16- Assessment and Evaluation in Social Studies R.M.QUERUBIN  LEARNING OUTCOMES ✓ Explain how social studies ✓ differentiate between formative assessme...

LESSON 1 The Purpose of Social Studies Assessment MAJOR 16- Assessment and Evaluation in Social Studies R.M.QUERUBIN  LEARNING OUTCOMES ✓ Explain how social studies ✓ differentiate between formative assessments help them and summative assessments, understand the connections identify examples of each type between past events, current used in their classroom, and societal issues, and their roles as explain how these assessments informed citizens. help them monitor their learning progress and improve their understanding of the subject matter 2  Assessment in Social Studies Assessment is the primary means by which students can tell if and how they are progressing, and by which teachers can tell if their teaching is ‘working’. Without assessment, students, teachers and parents are in the dark about the depth of learning actually achieved, the rate of progress and particularly the next-steps to take. The New Zealand Curriculum expresses it like this: “The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides.” 3  The Purpose of Social Studies Assessment Social studies assessment plays a crucial role in evaluating students' understanding of historical, geographical, economic, and civic concepts. Its purpose extends beyond mere measurement of knowledge; it encompasses various goals and objectives aimed at enhancing the learning experience and fostering informed, engaged citizens 4  The Purpose of Social Studies Assessment Here’s an overview of the primary purposes of social studies assessment: 1. Evaluate Understanding and Knowledge 7. Provide Feedback for Improvement 2. Monitor Progress and Growth 8. Support Differentiated Instruction 3. Guide Instructional Planning 9. Encourage Self-Assessment and Reflection 4. Promote Critical Thinking and Analytical Skills 10. Inform Stakeholders 5. Enhance Student Engagement 11. Align with Standards and Objectives 6. Develop Civic Competence 12. Facilitate Real-World Skills 5  Purpose: Track student Purpose: Assess students’ development over time to grasp of key concepts, facts, understand their academic and historical events. progress and identify areas of improvement. Example: Tests or quizzes on the causes and effects of the American Example: Comparing students' Revolution. understanding of historical events before and after a unit on ancient civilizations. 1. Evaluate Understanding 2. Monitor Progress and and Knowledge Growth 6 Purpose: Use assessment data Purpose: Encourage students to to inform and adjust teaching engage in higher-order thinking strategies, ensuring that by analyzing, interpreting, and instruction meets the needs of evaluating information. all students. Example: Identifying topics where Example: Essay assignments that require students are struggling and modifying students to analyze the impact of lessons or providing additional industrialization on society. resources accordingly. 3. Guide Instructional 4. Promote Critical Thinking Planning and Analytical Skills 7 Purpose: Design assessments Purpose: Assess students’ that motivate and engage understanding of civic students by making learning responsibilities, government relevant and meaningful. functions, and the role of Example: Project-based assessments citizens in a democratic society. that involve real-world issues and allow students to explore their interests within Example: Evaluating students’ knowledge the social studies curriculum. and opinions on current events or their ability to participate in mock elections. 5. Enhance Student 6. Develop Civic Competence Engagement 8 Purpose: Offer constructive Purpose: Use assessment feedback that helps students results to tailor instruction to understand their strengths and diverse learning needs and areas for growth, guiding their styles. learning process. Example: Offering varied assessment Example: Providing detailed feedback formats, such as oral presentations, written on a research paper about historical reports, or creative projects, to figures, highlighting strengths and accommodate different learning suggesting areas for further exploration. preferences. 7. Provide Feedback for 8. Support Differentiated Improvement Instruction 9  Purpose: Foster self-awareness Purpose: Communicate students’ and reflective practices among progress and achievement to students regarding their own parents, guardians, and other learning and performance. stakeholders. Example: Self-assessment tools or Example: Reporting student performance reflective journals where students on social studies assessments during parent- evaluate their understanding of key teacher conferences to discuss academic concepts and set personal learning goals. growth and areas needing support. 9. Encourage Self- 10. Inform Stakeholders Assessment and Reflection 10 Purpose: Ensure that Purpose: Assess skills that are assessments are aligned with applicable beyond the classroom, curriculum standards and such as research, analysis, and educational objectives, providing communication skills. a measure of how well students Example: A research project that requires are meeting these expectations. students to gather and synthesize Example: Designing assessments that information from various sources, reflecting reflect state or national standards for social real-world research practices. studies education. 11. Align with Standards and 12. Facilitate Real-World Objectives Skills 11  LESSON 2 CLASSROOM ASSESSMENT MAJOR 16- Assessment and Evaluation in Social Studies  What is Classroom Assessment A classroom assessment is a method used by educators to evaluate and understand students' learning progress and needs within the classroom setting. It involves gathering information about students' knowledge, skills, attitudes, and understanding through various techniques. It is the process of collection, interpretation and use of information to help teachers make better decisions.  Primary Goals of Classroom Assessment The primary goals of classroom assessment are to: 1. Inform Instruction: Help teachers adjust their teaching strategies and methods based on how well students are grasping the material. 2. Guide Student Learning: Provide feedback to students about their performance, helping them understand their strengths and areas for improvement. 3. Monitor Progress: Track students' progress over time to ensure they are meeting learning objectives and to identify any issues early on. 4. Evaluate Learning Outcomes: Determine whether students have achieved the learning goals set for the course or lesson. 14  Components of Classroom Assessment PURPOSE MEASUREMENT EVALUATION USE Why am I What techniques How will I How will I use doing this should I use to interpret the the results? gather results? assessment? information? 15  Components of Classroom Assessment BASIC GUIDE QUESTIONS PURPOSE ✓ Will your assessment deliberately improve student performance or simply to audit them? ✓ Has the assessment motivated students to Why am I learn? doing this ✓ Do the assessment provide a realistic assessment? estimation of what the students are able to do? 16  Components of Classroom Assessment MEASUREMENT ✓It is a device or instrument that is used to measure students’ achievement, skills, attitude, What techniques intelligence, personality or anything should I use to that can be expressed quantitatively. gather information? 17  Components of Classroom Assessment EVALUATION ✓It is the process of summing up the results of measurements or tests, giving them some meaning based on value judgment. How will I interpret the ✓It is a systematic process of results? determining the extent to which instructional objectives are achieved by the students (Grondlund, 1981) 18  Components of Classroom Assessment USE GRADING How will I use DIAGNOSIS the results? INSTRUCTION 19  Forms of Classroom Assessment ❑ Formative Assessments: These are ongoing assessments used during the learning process, such as quizzes, discussions, or observations, aimed at improving and guiding instruction and learning. ❑ Summative Assessments: These occur at the end of an instructional period, such as final exams or projects, to evaluate what students have learned overall. ❑ Diagnostic Assessments: These are used to identify students' existing knowledge and skills before instruction begins, helping to tailor the learning experience to their needs. ❑ Performance-Based Assessments: These require students to demonstrate their knowledge and skills through practical tasks or projects. 20