LESSON 1_UNIT 1 Authentic Assesment in the classroom.pptx

Republic of the Philippines TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES College of Industrial Education Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000 Telefax (02) 523-2293, Tel Nos. (632)...

Republic of the Philippines TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES College of Industrial Education Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000 Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph Unit 1: Authentic Assessment in the Classroom A. High Quality Assessment in Retrospect B. General Principles of Assessment C. Assessment and the Three Domains of Learning D. Types of Assessment Procedures E. Assessment in Various Levels/Context of Decision- making GROUP ACTIVITY NO. 1 Authentic Assessment in the Classroom 1. High Quality Assessment in Retrospect 2. General Principles of Assessment 3. Assessment and the Three Domains of Learning 4.Types of Assessment Procedures 5. Assessment in Various Levels/Context of Decision- making  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 3 TEACHERS They are particularly interested in determining how much learning a student has acquired compared to a standard (Criterion) in reference to other learners in a group (norm referenced) Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 4 TEACHERS They measures particular elements of learning like their readiness to learn, recall of facts, demonstration of specific skills, or their ability to analyze and solve applied problems. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 5 TEACHERS They use tools or instruments like test, oral presentations, written reports, portfolios and rubrics to obtain pertinent information. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 6 MEASUREMENT From the French word “mesure” which means “ Limit or quantity” It is a quantitative description of an object’s characteristics, or attributes. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 7 It refers to the process of obtaining a numerical MEASUREMENT description of the degree to which an individual possess a particular characteristics. The term is limited to the quantitative descriptions of students performance. Thus, the results are always expressed in numbers Example: out of 15, Mark soldered 12 copper joints correctly. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 8 TESTING Is a formal, systematic procedure for gathering information It is a tool comprised of a set of questions administered during a fixed period of time under a comparable condition for all students. It is an instrument used to measure a construct and make decisions. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 9 ASSESSMENT Any method utilized to gather information about students performance. It pertains to all “activities undertaken by the teachers – and by their students in assessing themselves – that provide information to be used to modify the teaching and learning activities in which they are engaged”. This means that assessment data direct teaching in order to meet the needs of the students. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 10 ASSESSMENT It aid teachers to make informed decisions and judgment to improve teaching and learning. It is a continuous process used to identify and address problems on teaching methods, learning milieu, student mastery and classroom management. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 11 1.Purpose High Quality 2.Targets Assessment 3.Methods in 4.Sampling Retrospect 5.Accuracy Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 12 High Quality Assessment in Purpose Retrospect in designing assessment, the reason behind conducting such action should be stated. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 13 High Quality Assessment in Targets Retrospect assessment should be clearly stated and specified and centered on what is truly important. Learning Target (knowledge, Reasoning, skills, product, affects) Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 14 High Quality Assessment in Methods Retrospect Assessment should utilize assessment methods suitable for a particular learning targets. Assessment methods (Essay, Performance-based, Oral question, Observation, Self-report) Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 15 High Quality Assessment in Sampling Retrospect used to keep the assessment process manageable when the program has large number of students. it keeps the process manageable where there are multiple or lengthy artifacts to review. Sample size considerations (population, Outputs, Teachers, Differences) Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 16 High Quality Assessment in Accuracy Retrospect Assessment should produce data that accurately reflects what an educator is looking to test. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 17 Characteristics of 21 Century Assessment st Responsiv e Systema Flexible tic Technical Characteristics of Integrat ly Sound 21st Century ed Assessment Communic Informati ated ve Multiple Methods Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 18 Characteristics of 21st Century Assessment Responsive  visible performance-based work (as a result of assessment) generates data that inform curriculum and instruction.  Teachers can adjust instructions, leaders can consider additional educational opportunities for students and policymakers can modify programs and resources to cater to the present needs of the school community.  Processes for responding to assessments are thoughtfully developed, incorporating best practices in feedback and formative assessment.  Feedback is to be targeted to the goal and outcome.  Rather than just a single test grade, students are informed of progress toward the attainment of goal.  Self-reflection, peer feedback and opportunities for revision will be a natural outcome. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 19 Characteristics of 21st Century Assessment Flexible  Lesson design, curriculum, and assessment require flexibility, suppleness, and adaptability.  Assessment and responses may not be fitted to expected answers.  Assessment need to be adaptable to student’s settings. Rather than the identical approach that works in traditional assessment, 21st century approaches are more versatile.  These approaches best fit for the demands of the learning environment at present since as students’ decisions, actions and application vary, the assessment and the system need to be flexible, too. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 20 Characteristics of 21st Century Assessment Integrated  Assessment are to be incorporated into day to day practice rather than add- ons at the end of instructions or during a single specified week of the school calendar.  Assessment are enriched by metacognition.  Assessment is about simulating thinking building on prior learning, constructing meaning, and thinking about one’s thinking.  It offers opportunities for students to consider their choices, identify alternative strategies, transfer earlier learning and responsive knowledge though different means. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 21 Characteristics of 21st Century Assessment Informative  the desired 21st century goals and objectives are clearly stated and explicitly taught.  Students display their range of emerging knowledge and skills. Exemplars routinely guide students towards achievement of targets.  Learning objectives, instructional strategies, assessment methods and reporting process are clearly aligned. Complex learning takes time. Students have opportunities to build on prior learning in a logical sequence.  As students, develop and build skills, i.e. learning and innovation skills., information, communication and technology skills, and life and career skills; the works gets progressively more rigorous.  Demonstration of 21st century skills are evident and support learning. Students show the steps they go through and display their thought processes for peer and teacher review Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 22 Characteristics of 21st Century Assessment Multiple Methods  An Assessment continuum that includes a spectrum of strategies is the norm. Students demonstrate knowledge and skills through relevant task, projects, and performances. Authentic and performance-based assessment is emphasized. There is a recognition of and appreciation for the processes and product of learning. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 23 Characteristics of 21st Century Assessment Communicated  communication of assessment data is clear and transparent for all stakeholders. Results are routinely posted to a database along with the standard based commentary, both of which must be available and comprehensible at all levels. Students receive routine feedback on their progress, and parents are kept informed through access to visible progress reports and assessment data. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 24 Characteristics of 21st Century Assessment Technically Sound  Adjustment and accommodations are made in the assessment process to meet the students’ needs and fairness. students demonstrate what they know and how they can apply that knowledge in ways that are relevant and appropriate for them.  to be valid, the assessment must measure the stated objectives and 21st century skills with legitimacy and integrity.  To be reliable, the assessment must be precise and technically sound so that the users are consistent in their administration and interpretation of data. They Produce accurate information for decision making in all relevant circumstances. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 25 Characteristics of 21st Century Assessment 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. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 26 Note: These eight characteristics of 21st century assessment, are essential guide for the preparation of assessment activities by educators. It is necessary to refer to these characteristics to ensure that the learners are being assessed towards the skills and demand of the 21st century. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 27 General Principles of Assessment 1. Assessment should be based on clearly stated learning target 2. Assessment methods should be balanced, appropriate and relevant to the characteristics or performance being measured. 3. Assessment instrument should be valid in that it should measure what it intends to measure. 4. Assessment results should be reliable 5. Assessment practices should be fair to all students 6. Assessment should lead to positive consequences 7. Assessment procedure should be practical and efficient 8. Assessment practice should be ethical Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 28 Principles of Effective Assessment Assessment must align with the curriculum and relate directly to the content and performance standards and competencies Assessment should focus on tracking learners’ progress in relation to the content and performance standards in the curriculum, along with development of twenty-first- century skills. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 29 Principles of Effective Assessment Assessment must be valid Assessment should assess what the learners actually learn in the classroom. Validity ensures that the assessment activities and assessment criteria accurately measure the extent to which learners develop the required competencies and meet the standards for their grade level. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 30 Principles of Effective Assessment Assessment must be reliable and consistent. Reliable assessment requires that clear and consistent processes be followed in developing assessment activities. This is to ensure that if you repeat an assessment activity with the same learners, or conduct it at another time, or if another teacher conducts the same activity with different learners, you should still get the same result Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 31 Principles of Effective Assessment Assessment must be fair and inclusive Assessment activities should consider the learners’ race, gender, learning needs, learning style, language of learning, abilities/disabilities, cultural background, and socioeconomic status. They must never exclude, take advantage of, or disadvantage any individual or group of learners. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 32 Principles of Effective Assessment Assessment must be manageable for both learners and teachers Learners need time to process new knowledge and practice new skills. This means that assessments should be developed and implemented at appropriate times in the learning process. Assessment must be manageable for teachers, even in large classes, so that evidence of new learning is gathered over time and in diverse ways Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 33 Principles of Effective Assessment Assessment must give learners a range of ways to demonstrate their achievements Teachers must use a range of assessment methods and activities to give learners many opportunities to demonstrate their learning on the knowledge, understanding, skills, and values defined in the curriculum. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 34 Principles of Effective Assessment Assessment must be part of a transparent ongoing process where learners’ progress is monitored over time. Teachers use assessment criteria that are based on the curriculum standards and competencies to gather evidence of learners’ achievements over time. These criteria should be clear to the learners as they learn and before they carry out the assessment activities Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 35 Principles of Effective Assessment Teachers and learners must use feedback effectively to improve learning and reflect on the teaching and learning process Teachers give ongoing and explicit feedback to learners throughout the learning and assessment process, telling them what they have done well, where they need to improve, and how to improve. Teachers also use assessment data to reflect on, modify, and improve their teaching practice. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 36 Assessment and the Three Domains of Learning Technological University of the Philippines - Manila DOMAINS OF LEARNING  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 38 Domains of Learning Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 39 Cognitive Domain o in 1950, Bloom and his associate s proposed a taxonomy in the cognitive domain. o This taxonomy has six level of complexity starting from the knowledge level at the base up to the evaluation level at the top. o the taxonomy is hierarchical which means that the complexity increases as the hierarchy goes up. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 40 Cognitive Domain In 2001, Anderson and Krathwohl published a revised taxonomy. This new version is described as two dimensional with knowledge and cognitive process dimensions. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 41 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 42 a. Knowledge  at this level, objectives are only focused on recalling facts, terminologies, principles or theories.  it is the foundation of all other cognitive levels.  Examples i. recalling major events that took place in the development of computer systems, ii. the names of the common hand tool used in electronics.  Verbs: state. select. define, describe, identify, label. list, match, name, enumerate Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 43 b. Comprehension  Objectives at this level requires more than just recalling but rather, it is focused on understanding.  Comprehension involves awareness of how the known facts or concepts relates with each other.  Example: i. Explaining the basics of how computer operates  Verbs: distinguish, explain, extend, generalize, interpret, paraphrase, summarize Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 44 c. Application  Objectives at this level requires students to transfer or use concepts and principles to a new field or situation.  Example: i. Draw a schematic diagram of a full wave. ii.bridge type power supply  Verbs: apply, construct, demonstrate, manipulate, modify, solve, use, prepare, relate Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 45 a.Analysis  Objectives at this level involves the task of breaking down the whole of a concept or idea to parts that constitute it.  Example: i. distinguish the sub-processes involve in the operation of power supply. Verbs: analyse, compare, contrast, differentiate, distinguish, identify, illustrate, in Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 46 Synthesis  Objectives at this level are opposite of those in the analysis level.  This level requires students to put together various components to make a new whole.  Example: classify nail care implements according to their use.  Verbs: categorize, combine, compose, create, devise, design, explain, revise, rewrite Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 47 Evaluation  The highest in the cognitive domain  objective at this level requires students to make value judgment.  This means that students are asked to put “worth” on a concept or an idea.  Example: Justify the use of filter in a power supply circuit  Verbs: Compare, Conclude, contrast, critique, evaluate, explain, justify, appraise Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 48 Psychomotor Domain Involves physical movement and motor skill coordination performed with certain degree of accuracy. The learning process under this domain starts with invitation and gradually moves along practice, habit, competence and then demonstrating an expert level of performance. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 49 Psychomotor Domain o Learning outcomes under this domain are usually measured in terms of speed, precision, distance, adherence to the specified procedure and techniques in the performance of task. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 50 Affective Domain o This domain focuses on the manner in which students deal with things emotionally. o it involves feelings, values, appreciation, enthusiasm, motivation, and attitudes. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 51 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 52 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 53 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 54 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 55 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 56 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 57 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 58 Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 59 Types of Assessment Procedures 1.Traditional And Authentic Assessment 2.Formative And Summative Evaluation 3.Norm And Criterion Referenced Assessment 4.Contextualized And Decontextualized Assessment 5.Analytic And Holistic Assessment Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 60 TRADITIONAL AND AUTHENTIC ASSESSMENT TRADITIONAL ASSESSMENT  pen and paper test are best example  mainly describe and measure student learning outcomes.  a single occasion test which measure what learners can do at a particular time. (Law & Eckes, 1995)  indirect and inauthentic measures of students learning outcomes.  this kind of assessment is standardized and for that reason, they are one shot, speed based and norm referenced (Bailey, 1998)  it often focuses on learner’s ability of memorization and recall, which are the lower level of cognition skills (Smaldino, 2000). Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 61 AUTHENTIC ASSESSMENT  it focuses on the analytical and creative thinking skills, students to work cooperatively and that reflect student learning, student achievement and student attitudes of relevant activities.  Assessment is authentic when it measures performances or products which have realistic meaning that can be attributed to the success of the school.  Activities, questions and problems with “real world” satisfy the criterion that it needs to be an authentic intellectual work within the given situation or contextual realism of the tasks. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 62 Three broad categories on dimensions of authenticity The context of the Assessment i. Realistic activity or context ii. the task is performance based iii. the task is cognitively complex The role of the students i. A defense of the product is required ii. The assessment is formative iii. Students collaborate with each other or with the teacher. i. The scoring criteria are known or student developed The scoring ii. Multiple indicators or portfolios are used for scoring iii. The performance expectation is mastery Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 63 FOUR BASIC CHARACTERISTICS OF AUTHENTIC ASSESSMENT 1.the task should be representative of performance in the field. 2.Attention should be paid to teaching and learning the criteria for assessment 3.Self-assessment should play a great role 4.when possible, students should present their work publicly and defend it. Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 64 BEST USES OF AUTHENTIC ASSESSMENT 1. Authentic assessment are direct measures 2. Authentic assessment capture constructive nature of learning 3. Authentic assessment integrate teaching, learning and assessment. 4. Authentic assessment provides multiple paths to demonstration Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 65 TRADITIONAL AND AUTHENTIC ASSESSMENT Attribute Traditional Performance Assessment Assessment Assessment Selecting a response Performing a task Activity Nature of Activity Contrived Activity Activity emulates real life Cognitive level Knowledge/ Application/analysis/ Comprehension synthesis Development of Teacher Structured Student structured Solution Objectivity of Easily Achieved Difficult to achieved Scoring Evidence of Indirect evidence Direct evidence mastery Technological University of the Philippines - Manila  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 66 FORMATIVE AND SUMMATIVE EVALUATION Characteristics of Formative and summative Assessment Characteristics Formative Summative Purpose To provide ongoing To document student feedback and adjustment learning at the end of an to instruction instructional segment When conducted During instruction and after After instruction instruction Student Involvement Encouraged Discouraged Student Motivation Intrinsic, mastery oriented Extrinsic, performance oriented Teachers Role To provide immediate, To measure student specific feedback and achievement and give instructional correctives grades Learning Emphasis Deep understanding, Knowledge and application and reasoning comprehension Level of Specificity Highly specific and General and group oriented individual Structure Flexible, adaptable Rigid, Highly structured Techniques Informal Formal Impact on Technological Learning University of the Philippines - Strong, Manila positive, long Weak and Fleeting  REF-SPP-AAA-BBB-CCC-DDD-I01-R00-09262020 | 67 Technological University of the Philippines - Manila