Our focus for this Session

Learn and use Effective Assessment that measure specific learning competencies Recognize and create varied assessments of, for, and as engaging learning Maintain focus on developing understanding based classroom through use of learning principles of acquisition, meaning making, and transfer via Assessment Matrix Make a realization on the assessment procedures and rating system

What can I do in relation to Assessment ?

What I understand about Assessment ? What I want to know about Assessment ?

What is assessment?
We use the general term assessment to refer to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities.
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Assessment and feedback are crucial for helping people learn.

Assessment should mirror good instruction; happen continuously as part of instruction; and provide information about the levels of understanding that students are reaching.
In order for learners to gain insight into their learning and their understanding, frequent feedback is critical: students need to monitor their learning and actively evaluate their strategies and their current levels of understanding.
(How People Learn by Bransford, Brown, and Cocking 1999) 6/13/2013
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Responsibilities of Teachers in the Assessment Process: STANDARDS

Choosing Appropriate Assessment method Developing Appropriate Assessment tool Administering, Scoring and Interpreting Results Using results for its intended purpose Grading based on varied sources Communicating correct feedback Recognizing unethical practices

Standards-Based Assessment and Rating System

LEONCIO P. LUMABAN
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DepEd Order No. 73, s. 2012

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF LEARNING OUTCTOMES UNDER THE K TO 12 BASIC EDUCATION CURRICULUM

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KNOWLEDGE
What do we want the students to know? How do we want them to express or provide evidence of what they know? Facts Dates Definitions Rules People Places Vocabulary Information concepts
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PROCESS / SKILLS
Include basic skills in Communication Thinking Analytical Critical Creative Planning Working Evaluating

What do we want students to do with what they know?

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UNDERSTANDING
Big Ideas Essential understandings Important generalizations Principals Theories The point of the discipline or the topic
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What do we want students to understand?

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PRODUCT / PERFORMANCE What products of performances do we want our students to produce as evidence of learning or understanding?

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Think Photo Album Versus Snapshot

Sound assessment requires multiple sources of evidence, collected overtime.

Gather Evidence From a Range of Assessments

authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments

6 Facets of Understanding: evoking better evidence

explanation student theories the why interpretation meaning, stories, translations made by student application of knowledge in (new) context perspective awareness of other points of view, critical stance empathy walk in the shoes of ... self-knowledge wisdom, knowing thyself, aware of ones prejudices and habits of mind.
Understanding by Design, Mc. Tighe and Wiggins

Diagnostic Assessment
Provide information that assist teacher planning and guide differentiated instruction Examples Pre test Survey Skills check K-W-L Film/video analysis Misconception check
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Identifying, diagnosing or eliciting prior knowledge

Brainstormin g / Focused listing / ABC Listing Situational analysis Picture/song/specimen analysis Film / video / document analysis Four corners
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Check for the Prior Knowledge

EXAMPLES:

Write down every thing you know about the RH Bill ?

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Debate Circles Kinesthetic Assessment

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K
What do we know?

W
What do we want to find out?

H
How can we find out what we want to learn?

L
What did we learn?

Attributes or Characteristics we expect to use:

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Song
After listening to the song Kapaligiran, ask the students What are the Environmental Laws and Policies that have been violated in the song?

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Analogies and Metaphors

Topic: Community Directions: Show a drawing of a saltwater fish tank. Ask learners how a community is like a fish tank.

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Graphic Organizers

Ask each student to work with a partner to construct graphic organizer that shows the sources of toxins in the environment.

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Merry was tasked by a political think-tank company to gather pictures about politics. Merry submitted all the pictures in this slide. Do you think the company accepted all of his pictures? Why do you say so? If not, which pictures do you think do not illustrate politics? Explain 6/13/2013 59 your answer.

Mind Map/ Picture Analysis

SITUATION:

Delia was advised by her physical trainer to load up only on fruits as part of his diet. Following his trainers instruction, which of the above items in will she take? What information will you use to answer the question?
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SITUATION:

Delia was advised by her physical trainer to load up only on fruits as part of his diet. In every corner of this room are pictures of the choices available to Delia. Stand in the corner of the room which has the picture of the item that you think Delia can take as part of her diet.

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Formative Assessment
Provide information to guide teaching and learning for improving learning performance Examples: Quiz Questioning Observation Portfolio

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Elements of formative assessment:

The key elements that have emerged form the case studies and related research are:

1. Establishment of a classroom culture that encourages interaction and the use of assessment tools 2. Establishment of learning goals, and tracking of individual student progress towards those goals 3. Use of varied instruction methods to meet diverse student needs
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Cont.
4. Use of varied approaches to assessing student understanding 5. Feedback on student performance and adaptation of instruction to meet identified needs 6. Active involvement of students in the learning process

OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms, OECD publishing

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3 2 1
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THINGS YOU FOUND OUT

3-2-1 Chart

INTERESTING THINGS

QUESTION YOU STILL HAVE

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FOCUSED LISTING
List 5-7 words or short phrases which describes or explain the major concepts of todays class:
1 2 3 4 5 6 7
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Assessment & Rating System : PPt prepared by Joseph R. Jacb

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Opinion-Proof
OPINION PROOF

President Truman was justified in resorting to the use of the atomic bomb in the final days of World War II.

The Japanese government and military had committed to fight to the last man.
The alternative to atomic bombing was an invasion of Japan, which would have resulted in enormous numbers of casualties among U.S. troops. The United States was in a race to develop atomic weapons and had no idea whether or if the Japanese were also developing their own weapons of mass destruction. A continuation of the war indefinitely would cost untold thousands of military and civilian deaths on both sides of the fighting. A continuation of the war indefinitely would continue to drain the resources of the United States and the other Allied Powers. A continuation of the war indefinitely would further 70 delay efforts to rebuild the war-torn nations.

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Summative Assessment
Determine the degree of mastery or proficiency according to identified achievement targets Examples: Test Performance task Culminating project or performance Work portfolio
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On-going Assessment: A Diagnostic Continuum

Feedback and Goal Setting

Preassessment (Finding Out)
Pre-Test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning

Formative Assessment (Keeping Track & Checking-up)

Conference Peer evaluation 3-minute pause Observation Talk around Questioning Exit Card Portfolio Check Quiz Journal Entry Self-evaluation

Summative Assessment (Making Sure)

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

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guide to a tiered model of bridging gaps

Advanced (90% and above) Proficient (85-89%)

Approaching Proficiency
(80-84%) 20-30 mins of in-school remediation every other day Developing (75-79%) 30-45 mins of in-school remediation daily Beginning (74% and below) 1 hr of in-school remediation daily + extra time for off-school practice Tiered Response to Learning Gaps by Level of Performance

The interventions may come in various forms, such as the following:

Cross-age tutorials (i.e., students in the higher grades coaching those in the lower grades) Teacher modeling followed by guided practice and independent practice Summer class/summer camp

Use of Strategic Intervention Materials (SIMs), which are worksheets prepared by teachers targeting the least mastered competencies
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A one-time remediation is often not enough to bridge gaps in learning. Trained professionals may have to be engaged to provide a scientific and systematic approach to intervention.
For students with huge learning gaps, the school head should adopt a more directive approach by mandating the placement of such students in appropriate intervention programs.
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best teachers
The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also enquire their own practice so they might get better at ensuring that their students learn successfully.

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Every teacher and educationist of experience knows that even the best curriculum and the most perfect syllabus remains dead unless quickened in to life by the right method of teaching and the right kind of teachers. -- Secondary
Education Commission