Review Quiz PDF

## Identify 1. **Assessment** is the process of collecting qualitative and/or quantitative data to make a decision. 2. **Assessment for learning** refers to the use of assessment to identify students' needs to modify instruction or the classroom's learning activities. 3. **Assessment of learning**...

## Identify 1. **Assessment** is the process of collecting qualitative and/or quantitative data to make a decision. 2. **Assessment for learning** refers to the use of assessment to identify students' needs to modify instruction or the classroom's learning activities. 3. **Assessment of learning** is defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning to make informed decisions relevant to the learners. 4. **Traditional Assessment** refers to the use of conventional assessment strategies or tools to provide information on student learning. Typically, objective (e.g. multiple-choice) and subjective (e.g. essay) paper-and-pencil tests are used to assess students. 5. **Alternative Assessment** refers to using alternative or non-traditional assessment strategies or tools to collect information on student learning. Examples of alternative forms of assessment are performance-oriented and product oriented assessment methods. 6. **Forms of Alternative Assessment** refers to assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one's learning. The focus of the assessment is on providing opportunity for the students to apply what they have learned through task performance and/or product creation. 7. **Portfolio Assessment** pertains to students' construction and use of portfolios in a purposeful and systematic manner in order to document their progress in the attainment of learning targets. A portfolio is a collection of learning and performance artifacts by a student and is typically accompanied with personal narratives and reflections. 8. **Performance Rubrics & Rating Scales and Checklist** Other alternative strategies for assessing learning are assessment of non-cognitive learning outcomes through performance rubrics (for psychomotor outcomes) and rating scales and checklists (for affective or dispositional outcomes). The use of rubrics and scales may also provide opportunities for using self assessment and peer assessment which allow for a more comprehensive assessment of student learning and performance in the classroom. ## 2 Lessons 9. **Educational objectives** are specific statements of learner performance at the end of an instructional unit. Educational objectives are sometimes referred to as behavioral objectives and are typically stated with the use of verbs. 10. **Receiving** Awareness or passive attention to a phenomenon or stimulus. 11. **Responding** Active attention and response to a particular phenomenon or stimulus. 12. **Valuing** Attaching value or worth to a phenomenon or object. Valuing may range from acceptance to commitment. 13. **Organization** Organizing values into priorities by comparing, relating, and synthesizing specific values. 14. **Internalizing values** Having a personal value system that is now a characteristic of the learner. 15. **Perception** The ability to use sensory cues to guide motor activity. 16. **Set** The mental, physical, and emotional sets that predisposes a person's response to different situations. 17. **Guided Response** Demonstration of a complex skill through guided practice like imitation and trial and error. 18. **Mechanism** Learned responses have become habitual and movements can be performed with some degree of confidence and proficiency. 19. **Complex Overt Response** Performance of motor acts that involve complex movement patterns in a quick, accurate, and highly coordinated manner. Characterized by automatic performance and performance without hesitation. 20. **Adaptation** Psychomotor skills are well developed and the person can modify movement patterns to fit special requirements. 21. **Origination:** Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. 22. **learning target** is a statement on what students are supposed to learn and what they can do because of instruction. 23. **Knowledge targets** Refers to factual, conceptual, and procedural information that learners must learn in a subject or content area. 24. **Reasoning targets** Knowledge-based thought processes that learners must learn. It involves application of knowledge in problem-solving, decision-making, and other tasks that require mental skills. 25. **Skills targets** Use of knowledge and/or reasoning to perform or demonstrate physical skills. 26. **Product targets** Use of knowledge, reasoning, and skills in creating a concrete or tangible product. 27. **Affective targets** Refers to affective characteristics that students can develop and demonstrate because of instruction. 28. **Skills** refer to learning targets that require the development and demonstration of behavioral or physical task. To be able to demonstrate skills or act skillfully, students must be able to possess the knowledge and reasoning ability related or relevant to the skills to be demonstrated. 29. **Products** refer to learning targets that require the development of a tangible and high quality product or output. Students are expected to create products that have certain core attributes that will serve as a basis for evaluating its quality. 30. **Affect/Disposition** encompasses a broad range of non-cognitive attributes beyond attitude that may affect learning and performance, including motivation, interest, and other affective states. The development of affect/disposition simultaneously occurs as a student learns concepts and skills in the classroom. ## 3 Lessons 31. **Performance assessment** is a form of testing that requires students to perform a task rather than select an answer from a set of alternatives or options. It allows students to demonstrate what they know and can do through application of the real world skills, and thus, may be a more valid indicator of students' knowledge and abilities. 32. **Product-based** is an assessment activity or set of activities that requires students to generate products or performances that provide direct or indirect evidence of their knowledge, skills, and abilities in an academic content domain. 33. **Performance-based assessments** "represent a set of strategies for the . . application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students" (hibbard and others, 1996, p. 5). 34. **Process (performance) assessment** specifically targets procedures used by students to solve problems. 35. **Product assessment** results in tangible outcomes. 36. **Visual Products** charts, illustrations, graphs, collages, murals, maps, timeline flows, diagrams, posters, advertisements, video presentations, art exhibit 37. **Kinesthetic Products** diorama, puzzles, games, sculpture, exhibits, dance recital 38. **Written Products** journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems, story, movie/tv scripts, portfolio, essay, article report, research paper, thesis 39. **Verbal Products** audiotapes, debates, lectures, voice recording, scripts 40. **Oral Presentations/ Demonstrations** paper presentation, poster presentation, individual or group report on assigned topic, skills demonstration such as baking, teaching, problem solving. 41. **Dramatic/Creative Performances** dance, recital, dramatic enactment, prose or poetry interpretation, role playing, playing musical instruments 42. **Public Speaking** debates, mock trial, simulations, interviews, panel discussion, story-telling, poem reading 43. **Athletic Skills Demo/Competition** playing basketball, baseball, soccer, volleyball, and other sports 44. **Content criteria** – to evaluate the degree of a student's knowledge and understanding of facts, concepts and principles related to the course. 45. **Process criteria** – to evaluate the proficiency level of performance of a skill or process. 46. **Quality criteria** - to evaluate the quality of a product or performance. 47. **Impact criteria** - to evaluate the overall results or effects of a product or performance. ## Enumeration ### 5 Body 1. Evaluation 2. Measurement 3. Assessment 4. Test 5. Marks ### 2 Assessment 1. Traditional Assessment 2. Alternative Assessment ### 3 Forms of Alternative Assessment 1. Forms of Alternative Assessment 2. Portfolio Assessment 3. Performance Rubrics & Rating Scales and Checklist ### 6 Different Principles in Assessing Learning 1. Assessment is both processes- and product-oriented. 2. Assessment should focus on higher-order cognitive outcomes. 3. Assessment can include a measure of non-cognitive 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. ### Sources of SLO 1. Institution's Mission 2. Basic General Education Competencies 3. Government's Policies and Standards 4. Other Professions' Competencies 5. Thrusts and Dev't Goals of NG 6. International Trends and Dev't ### 5 Taxonomy of Educational Objectives in the Affective Domain 1. Receiving 2. Responding 3. Valuing 4. Organization 5. Internalizing values ### 7 Taxonomy of Educational Objectives in the Psychomotor Domain 1. Perception 2. Set 3. Guided Response 4. Mechanism 5. Complex Overt Response 6. Adaptation 7. Origination ### 5 Types of Learning Targets 1. Knowledge targets 2. Reasoning targets 3. Skills targets 4. Product targets 5. Affective targets Three types of learning targets can be best assessed using alternative assessments. 1. Skills refer to learning targets 2. Products refer to learning targets 3. Affect/Disposition ### 2 Performance Assessment 1. Performance-based 2. Product-based Consist of two components: 1. Performance task 2. Scoring rubric ### 4 Product-Based Assessment 1. Visual Products 2. Kinesthetic Products 3. Written Products 4. Verbal Products ### 4 Performance-Based Assessment 1. Oral Presentations/ Demonstrations 2. Dramatic/Creative Performances 3. Public Speaking 4. Athletic Skills Demo/Competition ### 4 Define Criteria 1.Content criteria 2. Process criteria 3. Quality criteria 4. Impact criteria Determine whether each of the following assessment activities/strategies is traditional (TA )or authentic ( AA) 1. Dramatizing a story (AA) 2. Writing business letters for various purpose (AA) 3. Administering a multiple choice test (TA) 4. Requiring memorization of historical facts (TA) 5. Keeping and updating a portfolio (AA) 6. Drawing the parts of a microscope (AA) 7. Writing the multiplication tables 7,8, and 9 (AA) 8. Submitting a report on observations of insects in a field trip (AA) 9. Interviewing the barangay chairman about the problems of the community and reporting on the findings (AA) 10. Providing the answers to fill in the blanks assignment (ΤΑ)