Colorful-Aesthetic-Simple-Thesis-Defense-Presentation.pdf

PAGE 01 AUTHENTIC ASSESSMENT:MEANING, METHODS AND TOOLS CHAPTER 4  Objectives PAGE 02 01 explain the meaning of authentic assessment and non-test assessment; 02 give example of transversal competencies;...

PAGE 01 AUTHENTIC ASSESSMENT:MEANING, METHODS AND TOOLS CHAPTER 4  Objectives PAGE 02 01 explain the meaning of authentic assessment and non-test assessment; 02 give example of transversal competencies; 03 state the 2Ist Century skills based on P-I2 Framework;  Objectives PAGE 03 describe the features of authentic assessment and 2Ist 04 Century assessments and 05 discuss the complementary relationship of authentic and traditional assessments  Introduction PAGE 04 The first three-unit course on assessment dwelt on traditional assessment. This course is focused on authentic assessment which is also referred to as performance assessment or alternative assessment. Others refer to it also as non-test assessment because it is a departure from the use only of written tests to assess learning.  Meaning of Authentic Assessment PAGE 05 Mueller (2011) Wiggins (1987) Authentic Assessment is a “form of it is engaging in worthy assessment in which students are problems or questions of asked to perform real-world tasks importance in which students that demonstrate meaningful must use knowledge to fashion application of essential knowledge performance effectively and and skills” creatively. Traditional Assessment VS Authentic Assessment PAGE 06 MUELLER(2008)  Non-Test Assessment of Learning PAGE 07 an alternative assessment in the sense that is diverts from the paper-and-pencil test, which is the only test known to many that measure student’s abilities directly with real task also refers to formative assessment which is an on-going process to give feedback to student to increase their competence  Examples of Non-Test Assessment PAGE 08 Portfolio Journal Teacher Observation Games Slates or Hand Signals Project Daily Assignment Debates  Examples of Non-Test Assessment PAGE 09 Checklist Panel Discussion Cartooning Demonstration Models Problem Solving Notes Discussion Authentic Assessment Compliments Traditional Assessment PAGE 10 with authentic assessment, you may be made to think we know how to junk traditional assessment both traditional and authentic assessment are necessary mastery of knowledge is the focus of traditional assessment and must be encourage among learners mastery of basic knowledge and skills is the foundation of learner’s ability to perform tasks  A New Taxonomy of Educational Objectives (2000) PAGE 11 Robert Marzano (2000) 21st Century Skills Framework PAGE 12  Non-Test Indicators PAGE 13 Schools ought to teach and assess learners not only cognitive skills but also other skills for them to lead productive, successful and fulfilled lives in the 21st Century. Schools must therefore teach transversal competencies. These transversal competencies are much more than mere information, knowledge of mental and physical skills in the knowledge domain of Marzano's taxononomy).  Transversal Competencies PAGE 14 01 02 03 -competencies that are Transversal competencies Third slide In 2008, Fisch et transferable between job are not job and sector- al wrote: “We are currently -also called transferable specific skills -they are a preparing students for jobs competencies set of competencies that don’t yet exist …using -people use to call them technologies that haven’t related to related to: experience, soft skills, been invented… in order to Knowing how to be solve problems we don’t even emotional intelligence, (attitudes and values) know are problems yet” and employability skills. Know how (procedures) (Fisch, McLeod, and Brenman, 2008)  Below is the list of transversal competencies that the 2013 Asia- Pacific Education Research Insitutes Network (ERI-Net) researched on and reported on PAGE 15 in its Phase 1 Regional Synthesis Report.  Below is the list of transversal competencies that the 2013 Asia- Pacific Education Research Insitutes Network (ERI-Net) researched on and reported on PAGE 16 in its Phase 1 Regional Synthesis Report.  Below is the list of transversal competencies that the 2013 Asia- Pacific Education Research Insitutes Network (ERI-Net) researched on and reported on PAGE 17 in its Phase 1 Regional Synthesis Report. Mapping of 2lst Century Skills Framework PAGE 18  Features of Authentic/Performance Assessment (Hambleton,1996) PAGE 19 1. An emphasis on 'doing 'open-ended activities for which there is no correct, objective answer and that may assess higher thinking. -In many performance assessments, there is no correct objective answer unlike in a true-false test or a multiple-choice test. 2. Direct methods of evaluation. -Use direct method such as judging demonstration of a dance step, oral presentations to assess speaking rather than asking students to enumerate the dance steps in order to describe good oral presentation in a paper-and pencil test. 3. Self-assessment. -Students may be given the opportunity to assess their performance with the use of scoring rubrics.  Features of Authentic/Performance Assessment (Hambleton,1996) PAGE 20 4. Assessment of group performance. -As well as individual performance. Some performance/authentic assessments evaluate how students perform individually and how they perform as a group 5. Extended period of time for assessment. -In contrast to traditional assessment, performance/authentic assessment usually requires an extended period.  Characteristics of 2lst Century Assessment PAGE 21 21st-century assessment is essential for creating authentic assessment activities. It ensures that learners are assessed based on the skills and demands of the 21st century.  Features of Authentic Assessment PAGE 22 -Responsive - Visible performance-based work (as a result of assessment) generates data that inform curriculum and instruction. -Flexible - Assessment needs to be adaptable to students' settings. Rather than the identical approach that works in traditional assessment, 21st century approaches are more versatile. -Integrated - Assessments are to be incorporated into the day-to-day practice rather than as add-ons at the end of instruction or during a single specified week of the school calendar.  Features of Authentic Assessment PAGE 23 - Informative - The assessment results give information on whether or not the desired and targeted 21st century skills which are clearly stated and explicitly taught are realized. -Multiple Methods - An assessment continuum that includes a spectrum of assessment strategies is the norm. -Communicated - Communication of assessment data is clear and transparent for all stakeholders.  Features of Authentic Assessment PAGE 23 - Technically Sound - For fairness, adjustments and accommodations are made in the assessment process to meet students' needs. - Systematic - 21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.  Authentic Assessment: Process- Oriented/Product-Oriented PAGE 24 Process-Oriented Product-Oriented Assessment Assessment Focuses on Focuses on the demonstrating the student's product. process or procedure. PAGE 25  DepEd’s Emphasis on Performance Assessment PAGE 26 DepEd Order s. 2015-08 includes 3 components of summative assessment: 1) written work, 2) performance tasks, and 3) quarterly assessment -The quarterly assessment consists of objective tests (written), performance-based assessment or a combination thereof.  GRASPS (Wiggins and McTighe ,2004) PAGE 27 G-Goal R-Role A-Audience S-Situation P-Product S-Standards and Criteria Indicators  Guidelines for Performance Assessment PAGE 28 Airasian & Russell (2008) cited four issues that must be considered in the use of performance assessment, namely: 1) establishing a clear purpose; 2) identifying observable criteria, 3) providing an appropriate setting; and 4) judging or scoring the performance. THANK YOU SO MUCH