Fundamentals of Assessment PDF

Fundamentals of Assessment REY JOHN B. REBUCAS, LPT, MAEE  SITUATIONAL ANALYSIS Ms. Ramirez is a dedicated English teacher who has been at her school for 15 years. She is well-liked by her colleagues and students. However, there have been growing concerns about her grading practices....

Fundamentals of Assessment REY JOHN B. REBUCAS, LPT, MAEE  SITUATIONAL ANALYSIS Ms. Ramirez is a dedicated English teacher who has been at her school for 15 years. She is well-liked by her colleagues and students. However, there have been growing concerns about her grading practices. Several students have noticed that Ms. Ramirez seems to give higher grades to students who participate more actively in class discussions, regardless of the quality of their written work. While Ms. Ramirez uses rubrics to assess student writing, some students feel that the rubrics are applied inconsistently. A few students have expressed concerns that Ms. Ramirez's grading is influenced by her personal opinions or  INSTRUCTIONAL OBJECTIVES a. Recognize the nature of assessment; b. Identify the components of assessment; c. A n a l y z e t h e p r i m a r y m e t h o d s o f interpreting results; and d. Discuss the marks of quality and current trends in assessment.  FLOW OF THE DISCUSSION Nature of Components of 01Assessment 02 Assessment Primary Methods Marks of Quality & 03 of Interpreting 04 Current Trends in Results Assessment  NATURE OF 01 ASSESSMENT REMEMBER ME?  LET’S DO IT! It's the end of a unit on World War II. Ms. Ramirez, a dedicated history teacher, has meticulously planned and executed a s e rie s o f e ngagi ng l e s s o ns , incorporating various teaching strategies to cater to diverse learning styles. To evaluate her students' TEST she understanding of the complex historical events, decides to measure their knowledge using a tool/questionnaire.  LET’S DO IT! Teacher Joan has just graded a set of her students’ assignments. Then, they are meticulously tallying up the scores obtained by each student and MEASUREMENT simultaneously noting the types of errors made by the class.  LET’S DO IT! Ms. Chatto compiles all the assessment data she has collected for the quarter. She carefully reviews the data to identify patterns and trends in student performance. Using the school's grading system, Ms. Chatto calculates the final grades for each student based on the collected data. She ensures accuracy and consistency in the computation process. Ms. Ramirez updates her class record with the final grades for each student. She double-checks the EVALUATIO accuracy of the entries to avoid errors as it will be written in the report card. N  LET’S DO IT! Teacher Camella has just completed a unit on Abstract Expressionism. Students have created their own abstract expressionist paintings. As a formative assessment, the TESTING teacher decides to conduct a gallery walk.  LET’S DO IT! Ms. Carolyn, a grade six teacher begins the ecology unit by administering a digital aptitude test to assess students' logical reasoning, spatial visualization, and mathematical skills. to the class. The test is designed to identify students' TEST strengths in areas such as pattern recognition, problem-solving, and data analysis.  LET’S DO IT! Teacher Karlo has just finished teaching a lesson on calculating the area of triangles. To know students' initial understanding, she distributes an exit ticket at the end of the class. The teacher circulates around the classroom while students work on problems, observing ASSESSMEN their problem- solving strategies and offering T support. 02 COMPONENTS OF ASSESSMENT  ASSESSMENT FOR q LEARNING PLACEMENT -done PRIOR to or BEFORE instruction -its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction. -results of this assessment place students in specific learning groups to facilitate teaching and  ASSESSMENT FOR q LEARNING FORMATIVE -done DURING instruction -meant to ensure that learning takes place -provides the teacher with information regarding how well the learning objectives of a given learning activity are being met -feedback improves teaching and learning -results are communicated clearly  ASSESSMENT OF q LEARNING SUMMATIVE ASSESSMENT -done for teachers to understand and perform well their role of assessing FOR and OF learning -results are bases for grades and report to parents -results are communicated to the students, parents, and other stakeholders for decision-making -a powerful factor that could pave the way for educational reforms FEATURE PLACEMENT FORMATIVE DIAGNOSTIC SUMMATIVE During Before/During Timing Before instruction After instruction instruction instruction Determine starting Monitor Identify learning Evaluate overall Purpose point progress difficulties achievement Prior knowledge, Understanding, Root causes of Mastery of Focus skills misconceptions difficulties objectives Examples Pretests, Quizzes, Error analysis, Final exams, readiness tests observations interviews projects Adjusting Targeted Curriculum Impact on Planning, instruction, interventions, planning, program Instruction grouping providing accommodations evaluation feedback  ASSESSMENT AS LEARNING -this is done for teachers to understand and perform well their role of assessing FOR an d OF learning -It requires teachers to undergo training on how to assess learning and be equipped with competencies needed in  TRADITIONAL ASSESSMENT q Includes the paper-and-pencil tests q Paper-and-pencil test are either selected-response type (alternate response, multiple-choice & matching type) or constructed-response type (short answer, essay & problem- solving) q Also known as DECONTEXTUALIZED assessment which focuses on declarative knowledge and/or procedural knowledge in artificial situations detached from the real-world.  AUTHENTIC ASSESSMENT q coined by Grant Wiggins (1993), a leading proponent of reform in testing q also called as PERFORMANCE assessment and NON- TRADITIONAL q also known as CONTEXTUALIZED assessment which requires real-life tasks and require students to utilize higher order thinking skills (HOTS) q it is authentic because students’ knowledge and skill are assessed in a context that approximates the real world or real life closely as possible q it can be in a form of a PROCESS (procedure) or PRODUCT NOTE: AUTHENTIC ASSESSMENT COMPLEMENTS TRADITIONAL ASSESSMENT!  PRIMARY METHODS OF 03 INTERPRETING ASSESSMENT RESULTS  MARKS OF QUALITY & CURRENT TRENDS IN 04 ASSESSMENT  Thank you so much and God bless you all, my dear students!