assessment of learning outcome 04142014 copy

ASSESSMENT OF LEARNING OUTCOME

22 APRIL 2014

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Objectives:

DEPARTMENT OF EDUCATION

•Gain a clear and functional understanding of the theories, principles, philosophy, policies, features of assessment as stipulated in DepEd Order No. 73, s. 2012.

•Distinguish between and among assessment of, as, and for learning.

•Develop prototype performance tasks and assessment tools.

•Articulate the importance of viewing assessment as a means to inform instruction and improve teaching.

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“If you don’t know where you are headed, you’ll probably end up

someplace else.” -Douglas J. Eder, Ph.D.-

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ACTIVITY 1


1. Bring out the teacher-made test (periodic test, unit test). Classify/cluster the items according to the levels of assessment. Exchange test paper with another team. If you have no copies of the tests, write sample test questions that would assess students along:

A – Knowledge C - UnderstandingB – Process/Skills D – Product/Performance

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ACTIVITY 2


1. Assign a group who will work on pre- assessment, formative assessment and summative assessment.

2. Use T(hink), P(air), S(hare) so that there will be only one report from each group.

3. Let each group present their outputs.

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ANALYSIS


1. How did you find the task given you?

2. Why is it necessary to assess students before, during and after the lesson?

3. How did you feel when you’re classifying the test items by level?

4. What helped you in classifying the test items? 6

ANALYSIS


5. In cases where the classification/clustering of test items was not the same as your team mates, how did you resolve the situation?

6. How did you feel about the sample assessment tools that you developed?

7. How confident are you in developing assessment tools especially rubrics?

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ANALYSIS


8. Did you encounter difficulty in constructing test items that reflects the four levels of assessment? Why?

9.What are the issues and concerns that you have in constructing test items?

10.What makes a holistic assessment?

11.What have you realized about assessment of learning outcome? 8


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ASSESSMENT

Philosophy

Assessment shall be used primarily as a quality assurance tool to track student

progress in the attainment of standards, promote self-reflection and personal

accountability for one’s learning, and provide a basis for the profiling of student

performance.


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Features

The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.

It is also standard-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards.

The students’ attainment of standards in terms of content and performance is therefore, a critical evidence of learning.


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Being holistic, assessment performs triple functions, namely:

1. Diagnostic (Assessment for learning)

2. Formative/Developmental (Assessment for and assessment as learning)

3. Summative/Evaluative (Assessment of learning/ assessment as learning)


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Being standards-based, assessment seeks to quality assure and evaluate attainment of learning standards in the following areas:

1. Content Standard

2. Performance Standard

Assessment in this area considers what the student knows (knowledge), can do (process or skills, i.e., how the student makes sense of or constructs meanings out of the facts and information), and understands (understandings or meanings made).

Assessment in this area looks into how the student transfers his/her understanding to life situations in the form of products and performances, or through authentic performance tasks.


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Nature of Assessment

1. Assessment for Learning

2. Assessment as Learning

3. Assessment of Learning


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Levels of Assessment

Level of Assessment Percentage Weight

Knowledge 15

Process or Skills 25

Understanding(s) 30

Products/Performances 30

Total 100%


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“Knowledge” refers to the substantive content of the curriculum, the facts and information that the student acquires.

“Process” refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings.

“Understandings” refers to enduring big ideas, principles and generalizations inherent to the discipline, which are assessed using the facets of understanding

“Products/Performances” refers to real-life application of understanding as evidenced by the student’s performance of authentic tasks.

Product/Performance LevelProduct/Performance LevelA good model for assessment at this level is GRASPS ( McTighe and Wiggins, 2005).G—GoalR—Role A—AudienceS—Situation P—Product S—Standards



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SAMPLE GRASPS (MATHEMATICS)

18DEPARTMENT OF EDUCATION

SAMPLE GRASPS (MATHEMATICS)


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Principle of Assessment as Learning

“Students need to learn from the results of the assessment so they know what to

improve further, and then they can plan strategically how they can address any

learning deficiency.”

APPLICATION


Choose a main topic in Grade 9 Mathematics then think of a performance task that would assess knowledge, skills, and understanding of students. Prepare a rubric to rate them objectively.

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SOME THOUGHTS TO PONDER


“If we always do what we’ve always done, we will get what we’ve always got.”

- Adam Urbandi-

“Students can escape bad teaching but they cannot escape bad assessment.”

-David Boud-“The important question is not how assessment is

defined but whether assessment information is used.”

-Palomba & Banta- 21


Thank you.

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assessment of learning outcome 04142014 copy

Documents

constructing

test items

assess students

analysis department

level

students

understanding

assessment