Module-in-ProfEd-7-Assessment-in-Learning-2.docx

CHAPTER 1 ========= Lesson 1: Principles of High-Quality Assessment in the Classroom \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ===================================================================...

CHAPTER 1 ========= Lesson 1: Principles of High-Quality Assessment in the Classroom \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ =================================================================================================================================================================================================================== Course Outcomes: Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum Specific Learning Outcomes:  Entry Ticket ---------------------------------- ~Retrieved\ from:~http://bitly.ws/9Ni [S;](http://bitly.ws/9NiS) http://bitly.ws/9NiT \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_ Fuel your Mind -------------- 1. **Clarity of Learning Targets -** Assessment should be clearly stated and specified and centered on what is truly important. \"Teaching emphasis should parallel testing emphasis.\" - Knowledge - Students' mastery of the content. - Reasoning - Students' ability to use their knowledge. - Skills - Students' ability to demonstrate what they have learned. - Products - Students' ability to create. - Affects - Students' emotional attainments. 2. **Appropriateness of Assessment Methods -** Assessment should utilize assessment methods suitable for a particular learning target. If the learning target is to cultivate: cognitive domain - the activities must be for cognate level; affective domain - enhance the ASSESSMENT METHODS LEARNING TARGETS - Objective Supply Knowledge - Objective Select Knowledge - Essay Reasoning - Performance-based Skills, products - Oral-question Knowledge, reasoning - Observation Knowledge, skills - Self-report Affects 3. **Balance -** Assessment methods should be able to assess all domains of learning (cognitive, affective and psychomotor) and hierarchy of objectives.  4. **Validity --** Assessment should be valid. There are several types of validity that are to be established. The following are: Content Validity, Face Validity, Concurrent Validity, Predictive Validity, Discriminant Validity, Construct Validity. 5. **Reliability -** Assessment should show consistent and stable results. There are methods which can be used to measure and establish reliability. Reliability can be measured using: Test-retake or Retest Method, Split-Half, Parallel-form/Equivalence test, Test of Stability, Measurement of stability & Equivalence, Kuder-Richardson. 6. **Fairness -** Assessment should give equal opportunities for every student. There should be no discrimination of any kind (racial, age, gender, etc.) 8. **Positive Consequences --** Assessment should have a positive effect. It should motivate students to learn and do more and should give way to improve the teacher\'s instruction. 9. **Authenticity -** Assessment should touch real life situations and should emphasize practicability. 10. **Practicality and Efficiency** - Assessment should save time, money, etc. It should be resourceful. 11. **Assessment is a continuous process -** assessment is an integral part of the teaching-learning process, it should be dynamic, continuous, and efficient. It seeks the innovative capabilities of students and student progress in learning. 12. **Ethics -** assessment should not be used to derogate the students. One example of this is the right to confidentiality. **Checkpoint:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Lesson 2: Fun Facts of Authentic Assessment \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ================================================================================================================================================================================================================================================================================================================================================= Course Outcomes: Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum teaching areas. Specific Learning Outcomes: Fuel your Mind ------------------------------------ According to Smaldino (2000), **Traditional Assessment** often focus on Learner's ability of memorization and recall, which are lower level of cognition skills. Best examples of traditional assessment are paper-and-pencil tests or quizzes. These are standardized written assessment wherein it is given as one-time shot. Students are given limited answers to choose from and time bounded. Moreover, traditional assessments are indirect and inauthentic measures of students learning outcomes. **Authentic assessment** is sometimes synonymously known as Performance-based Assessment or Alternative assessment, which gives more opportunities for students to be creative and realistic on their works, based on Herman, Aschbacher, and Winters. However, authentic assessment and performance-based assessment are not completely the same. On the other hand, Stefonek has gathered distinct definitions and interpretations from various experts in the field describing authentic assessment: ༺ ༻ f Methods that emphasize learning and thinking, especially higher order thinking skills such as problem-solving strategies (Collins) f Tasks that focus on students' ability to produce a quality product or performance (Wiggins) f Disciplined inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered (Newmann) f Meaningful tasks at which students should learn to excel (Wiggins) f Challenges that require knowledge in good sense and good judgement (Wiggins) f A new type of positive interaction between the assessor and assessee (Wiggins) f An examination of differences between trivial school tasks (e.g., giving definitions of biological terms) and more meaningful performance in non-school settings (e.g., completing a field survey of wild life)(Newmann) f Involvement that demystifies tasks and Standards (Wiggins) (as cited in Stefonek,1991) ༺ ༻ Frey (2012) stated there are dimensions of authenticity grouped into three broad categories: A. The Context of the Assessment -------------------------------- - Realistic activity or context - The task is performance-based - The task is cognitively complex B. The Role of the Student -------------------------- - A defense of the answer or product is required. - The assessment is formative. - Students collaborate with each other or with the teacher. ### C. The Scoring - The scoring criteria are known or student-developed. - Multiple indicators or portfolios are used for scoring. ▪ The performance expectation is mastery. In general, below are the best uses of authentic assessment as claimed by Mueller (2010): 1. **Authentic assessment are direct measures --** to use the acquired knowledge and skills in the real world. (e.g. Science experiment, developing feasibility study, calculating savings) 2. **Authentic assessments capture constructive nature of learning --** constructivists believed that learners should create knowledge and meaning based from schemata. 3. **Authentic assessments integrate teaching, learning, and assessment --** students' applying meaningful concepts. Best exemplified example is problem solving and decision-making skills. 4. **Authentic assessments provide multiple paths to demonstration --** students demonstrate what they have learned in their most creative and original ways considering the criteria for good performance set by the teacher. +-----------------------+-----------------------+-----------------------+ | | | **Performance | | | | Assessment** | +=======================+=======================+=======================+ | Assessment | Selecting a response | Performing a task | | | | | | Activity | | | +-----------------------+-----------------------+-----------------------+ | Nature of | Contrived activity | Activity emulates | | | | real life | | Activity | | | +-----------------------+-----------------------+-----------------------+ | Cognitive | Knowledge/comprehensi | Application/analysis/ | | | on | synthesis | | Level | | | +-----------------------+-----------------------+-----------------------+ | Development | Teacher-structured | Student-structured | | | | | | of Solution | | | +-----------------------+-----------------------+-----------------------+ | Objectivity of | Easily achieved | Difficult to achieve | | | | | | Scoring | | | +-----------------------+-----------------------+-----------------------+ | Evidence of | Indirect evidence | Direct evidence | | | | | | Mastery | | | +-----------------------+-----------------------+-----------------------+ **Liskin-Gasparo (1997), Mueller (2008) & Wren (2009)** In the classroom, when the teacher gives a specific task to students to accomplish it is an intended learning outcome that must be done after the instruction. Every classroom activity is a necessity to enrich the cognitive, affective, and psychomotor (CAP) domain of each learner. The teacher can monitor that there is progress to students through administering thorough assessment procedure. Assessment can be done formally and informally. It can be done in a paper-andpen activity and much more efficient if there is a corresponding performance activity given. Upon teacher's assessment, rubric is needed to give grades to the work done by the students. Immediate feedback to students on their work is significant for their improvement. Assessment focuses to deliver a quality check both the best and needs improvement output of the students. It means that through assessment, it should encourage the learners to do more in the academe. Opening tons of opportunities for them to innovate to meet the desired learning outcomes set by the teacher in the course. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Lesson 3: Performance-Based Assessment in the Classroom \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ============================================================================================================================================================================================================================================================================================================================================================= Course Outcomes: Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum teaching areas. Specific Learning Outcomes: Analyze the nature and characteristics of performance-based assessment. [This Photo b](http://www.pngall.com/note-png)y Unknown Author is licensed unde[r CC BY-NC](https://creativecommons.org/licenses/by-nc/3.0/) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Fuel your Mind** Defining the purpose of assessment is the first step in designing performance-based assessment. In this way, proper selection of performance criteria and scoring procedures can be established. Skills that need to be carried out through, requires to examine the process on doing and making things, and the final product through the exerted efforts of the students. Independent and sound judgment, critical thinking and decisionmaking are best assessed with performance-based assessment. McMillan (2007) asserted that performance-based assessment is when the teachers observes and makes a judgment about students' demonstration of a skill or competency of inventing one-of a kind product, constructing own responses and draw up presentations. It focuses on what they know and what they can do specifically hands-on experiences (e.g. exhibits, projects, and work samples). Best activities include: demonstrations, speech, skit, role playing, conducting seminars/forums/orientations, and creating music-video presentation. Performance-based assessment Task (Musial, 2009): - Solving a problem o Completing an inquiry o Determining a position o Demonstration task o Developing exhibits o Presentation task - Capstone performances +-----------------------------------+-----------------------------------+ | **Strengths** | **Limitations** | +===================================+===================================+ | Performance assessment clearly | Development of high-quality | | identifies and clarifies learning | performance assessment is a | | targets | tedious process. | +-----------------------------------+-----------------------------------+ | Performance assessment allows | Performance assessment requires a | | students to | considerable amount of time to | | | administer. | | exhibit their own skills, | | | talents, and expertise | | +-----------------------------------+-----------------------------------+ | Performance assessment advocates | Performance assessment takes a | | constructivist principle of | great deal of time to score. | | learning. | | +-----------------------------------+-----------------------------------+ | Performance assessment uses a | Performance task score may have | | variety of approaches to student | lower reliability. | | evaluation | | +-----------------------------------+-----------------------------------+ | Performance assessment allows the | Performance task completion may | | teachers to explore the main goal | be discouraging to less able | | and processes of teaching and | students. | | learning process | | +-----------------------------------+-----------------------------------+ **Summary of PBA Strengths and Weaknesses** --------------------------------------------- -- 2 kinds of Performance-based Assessment **Process-Oriented Assessment** Evaluates the actual tasks of the student. Refers to observable on the-spot performance to be assessed. The objectives focus on the **behaviors** which exemplify "best practice" for the particular task. It is the **HOW** of the learning target. Examples: writing a poem, handwriting strokes, Manner of Shading or applying colors, baking a cake, the techniques used in a PowerPoint presentation. Rubrics are used to evaluate performances. ### Product-Oriented Assessment Sample: Process-oriented performance-based assessment **Problem-Solving and Decision-making Performance Task** *Adapted from Educational Planning, Portland Public Schools* Key Competencies: a. Uses reading skills and strategies to comprehend and interpret what is read. b. demonstrate competence in speaking and listening as tools for learning. c. construct complex sentences. Your friend is going through a difficult time. You have tried talking about the issue but to no avail. After much thought you recall a book you had read where the character went through a similar experience as your friend. How might the book help your friend deal with the problem? What other sources of information or resources could you find to help your friend? What might be some strategies your friend could use? Use your writing skills to compose a letter to your friend as to why he should read the book or resources you have collected. Be sure your letter contains examples from the readings, your feelings and encouragement. As a problem solver, devise a plan to meet with your friend to identify possible solutions to the problem after he has read the materials. be sure you are considerate of feelings and outline steps you'll take to make sure your discussion is one of collaboration. You will be assessed on your ability to make informed decisions, your ability to create a letter with complex sentences, your ability to solve problem and your ability to work collaboratively with a peer. Sample: Product-oriented performance-based assessment **Competency: Prepare Useful Solution (Performance task)** *Taken from Enclosure No. 4, DepEd Order No. 73, s. 2012* Barangay Luntian is celebrating its 50^th^ anniversary with the theme *"Kalikasan* *Ko, Mahal Ko."* The barangay captain called for a council meeting to discuss the preparations for the program. As a councilor, you are asked to take charge of the preparation of *"Natural Beverage"* for the guests. This healthful drink should promote your locally produced fruits or vegetables as well as health and wellness. On your next council meeting, you will present your plan for the preparation of the drink and let the council member do the taste testing. The council members will rate your drink based on the following criteria: Practicality, Preparation, Availability of materials, composition of Alcohol. Explore the Analytic Rubric and Holistic Rubric sample:  A. **Instruction:** Write the letter of the best answer on the space provided. If the answer is not found among the options, kindly write E. (1 point each) \_\_\_\_\_\_\_\_1. Ms. R is doing a performance-based assessment in web site development with the use of different programming system in her Information Technology course. Which of the following will most likely happen? A. B. C. D. \_\_\_\_\_\_\_\_2. Teacher K assessed her students in terms of appropriate and effective use of some equipment and tools in Technology and Livelihood Education. What mode of assessment should Teacher K use? A. B. C. D. \_\_\_\_\_\_\_\_3. What should be considered in planning for performance-based assessment? A. The table of specifications of the tasks. B. The purpose of assessment. C. The level of cognitive domains to be measured. D. Available paper-and-pencil tests. \_\_\_\_\_\_\_\_4. Which statement about performance-based assessment is FALSE? A. B. C. D. \_\_\_\_\_\_\_\_5. Ms. A, a business management professor, makes sure that he includes performance tasks at the end of the course study that will enable the students to practice and apply what they have learned in the real world of business. Which task is being practiced by Ms. A? A. Capstone Performance B. Completing an Inquiry C. Solving a Problem D. Presentation Tasks \_\_\_\_\_\_\_\_6. Teacher X wants to maximize the amount of time spent for performancebased assessment, which of the following must he consider? A. B. C. D. \_\_\_\_\_\_\_\_7. Which kind of rubric is BEST for rating students' "PhotoFolio"? A. Holistic B. Analytic C. Both Holistic and Analytic D. Either Holistic or Analytic \_\_\_\_\_\_\_\_8. Which could be seen in a rubric? I. Objective in a high level of cognitive level. II. Scale for Assessment III. Dimensions of the quality IV. Description of dimensions A. I and II only B. II, III, and IV C.I, II, and III D. I, II, III, and IV \_\_\_\_\_\_\_\_9. If the students are to be assessed individually on their mastery of reciting *Panatang Makabayan,* what kind of rubric should teacher A used in rating the performance of his 25 students for only one period of time engagement? A. Holistic B. Analytic C. Both Holistic and Analytic D. Either Holistic or Analytic \_\_\_\_\_\_\_\_10. What is the first step in planning for a performance-based assessment? A. Preparing a scoring rubric B. Evaluate the performance C. Identify performance tasks D. Determine the purpose of assessment \_\_\_\_\_\_\_\_11. Which of the following best describes performance assessment classroom practice? A. Teacher U based his final rating on the results of students' examination. B. Teacher L collects examination results and journal of students. C. Teacher O includes related portfolio and activities requiring process and product. D. Teacher R based his assessment on oral recitation and attendance. \_\_\_\_\_\_\_\_12. Which of the following types of performance tasks utilizes the students (use) knowledge and skills in completing well-defined, complex tasks? A. Paper-and-pencil task B. Unstructured Tasks C. Demonstration D. Role Playing \_\_\_\_\_\_\_\_13. Which is NOT a measure of effective rating of performance? A. Characteristics of performance and points of scale are clearly defined. B. Rating procedures are appropriate for the purpose of assessment. C. Characteristics of performance are indirectly observable. D. Performance are educationally significant. \_\_\_\_\_\_\_\_14. Which is a performance task for process-oriented activity? A. Recite a poem B. Design a project plan C. Develop a website for an instruction D. Construct a nipa hut using cogon grass \_\_\_\_\_\_\_\_15. The following are techniques to be used for students' performancebased assessment, EXCEPT? A. Interviews B. Anecdotal Records C. Paper-and-Pencil Test D. Student Constructed Responses \_\_\_\_\_\_\_\_16. Which is the first step to consider in defining the performance tasks in developing a scoring rubric? A. Rating the rubrics B. Formulating the description task C. Identifying the purpose of assessment D. Describing the dimensions of performance \_\_\_\_\_\_\_\_17. During the parent-teacher conference, the mother of one of the students of Teacher E complained about the grade received by his child as part of the performance-based assessment in Science. The grade was 78 and it was found out that it should be 81. What should teacher E do? A. Change the grade if parent asks to change the grade. B. Change some entries of the computation of the grade to make it exactly C. Change the grade and explain what went wrong with the process. D. Tell the parent that the additional three points will be added to the grade in the next performance assessment. \_\_\_\_\_\_\_\_18. Which of the following statements describes performance-based assessment? A. It requires students to create product or demonstrate process. B. It uses paper-and-pencil as an assessment approach. C. It is done only for physical education courses. D. It directly measures a number of skills. \_\_\_\_\_\_\_\_19. What is the main purpose of follow-up conference with students regarding their performance rating? A. It clarifies misbehavior done by students. B. It is an avenue for establishing rapport with the students. C. It identifies the strengths and limitations of the students. D. it serves as a venue to change the given grades to the students. \_\_\_\_\_\_\_\_20. Which should Teacher P consider in constructing performance tasks? A. focus on learning outcomes that require limited cognitive skills. B. construct multiple tasks directions to indicate clearly the students' tasks. C. Communicate performance expectations to the class president who will relay to his classmates. D. Provide the necessary scaffolding for students to understand the task and what is expected.