assessment of science/mathematics skills

7/31/2019 assessment of science/mathematics skills

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ASSESSMENT OFMATHEMATICS/SCIENCE SKILLS

Republic of the Philippines

MINDANAO STATE UNVERSITYGSC

Graduate Program

By:JUMAR C. MONTERO


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Key Points

Assessment is an ongoingprocess aimed at

understanding andimproving student learning

Multiple methods

Criteria and standards

Evidence

Students know, can do andunderstand

Its more than just collectingdata


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Sequence in Preparing Instructionally

Relevant Assessment

INSTRUCTIONIndicates the learning

outcomes to be attainedby students

LEARNING TASKSpecifies the particular setof learning task(s) to beassessed.

ASSESSMENTProvides a proceduredesigned to measure arepresentative sample ofthe instructionally relevantlearning tasks.

Is thereclose

agreement

?


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What is the Assessment Process?

AIMS

ASSESSMENT

ACTIONADJUSTMENT


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Importance of Assessment

To find out what the students know (knowledge)

To find out what the students can do, and how wellthey can do it (skill; performance)

To find out how students go about the task of doingtheir work (process)

To find out how students feel about their work(motivation, effort)


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What is Student Assessment for?

To help us design and modify programs to

better promote learning and student success. To provide common definitions and

benchmarks for student abilities that willenable us to act more coherently and

effectively to promote student learning.


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What is Student Assessment for?

To provide feedback, guidance, and

mentoring to students so as to help thembetter plan and execute their educationalprograms.

To provide improved feedback about student

learning to support faculty in their work.


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Functions of Assessment

Diagnostic: tell us what the student needs to

learn Formative: tell us how well the student is

doing as work progresses

Summative: tell us how well the student did

at the end of a unit/task


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What can be assessed?

Student learning characteristics

-Ability differences-Learning styles

Student motivational characteristics

-Interest-Self-efficacy

-goal orientation


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What can be assessed? Cont.

Learning

Content knowledge Ability to apply content knowledge

Skills

Dispositions and attitudes

Performances


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How should we assess?

TrueFalse Item

Multiple Choice

Completion

Short Answer

Essay

Practical Exam

Papers/Reports

Projects

Questionnaires

Inventories

Checklist

Peer Rating

Self Rating

Journal

Portfolio

Observations

Discussions

Interviews


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Criteria In Choosing an Assessment

Method

It should be reliable.

It should be valid.

It should be simple tooperate, and should notbe too costly.

It should be seen by

students and society ingeneral.

It should benefit allstudents.


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Who should be involved in assessment?

The teacher

The student

The students peer

Administrator

Parents


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What should we do with the

information from our assessment?

Use it to improve the focus of our teaching

(diagnosis) Use it to focus student attention of strengths

and weaknesses (motivation)

Use it to improve program planning (program

assessment)

Use it for reporting to parents


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Classroom Assessment

Paper and pencil assessments: Ask studentsto respond in writing to questions or problem

-Item level: Assessing lower vs. higher skills

-Knowledge vs. application, analysis,synthesis, and evaluation

-Authentic taskse.g. multiple choice, T/F, matching

(recognition), short answer, essay (recall)


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Paper and Pencil Assessment

Strengths

-Can cover a lot of material reasonably well

-Fair-Effective in assessing declarative knowledge of content

- Easier to construct and administer than performance assessments

Weaknesses

-Require forethought and skill

-Less effective in assessing procedural knowledge and creative

thinking-Construction of good higher level recognition items is difficult

-Recall items that do a good job of assessing higher level thinking(essay questions) are difficult to score.


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Performance Assessments

- assessment that elicits and evaluatesactual student performances

Types of Performances:

1. Products: drawings, science experiments,term papers, poems, solution to authentic

problems2. Behavior: time trial for running a mile,

reciting a poem, acting tryouts, dancing


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Performance assessments

Strengths

-Effective for assessing higher level thinking and authentic

learning-Effective for assessing skill and procedural learning

-Interesting and motivating for students

Weaknesses

-Emphasize depth at the expense of breadth

-Difficult to construct

-Time consuming to administer

-Hard to score fairly


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How can we assess student learning?

Traditional assessment: assess student

knowledge and skills in relative isolation fromreal world context.

Traditional assessment practices reflect whatstudents are able to recall from memory

through various means, such as, multiplechoice, true/false, fill in the blank, andmatching questions.


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How can we assess student learning?

Authentic assessment: assess studentsability to use what theyve learning in taskssimilar to those in the outside world.

Occurs when the authenticity of studentlearning has been observed. It requiresinformation from a variety of source such ascontent work samples, observation duringclass activities, and conferences withstudents.


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Informal Assessment: teachersspontaneous, day to day observations ofstudent performances.

Examples

Verbal

-Asking questions-Listening to student discussions

-Conducting student conferences


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Informal Assessment-cont.

Nonverbal

-Observing-Task performances

-On-and off-task behavior

-student choices-student body language


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Informal Assessment

Strengths-Facilitates responsive teaching

-Can be done during teaching-Easy to individualize

Weaknesses-Requires high level of teacher skill

-Is vulnerable to-Bias-Inequities-Mistakes


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Formal assessment: assessment that is planned inadvance and used to assess a predetermined

content and/or skill domain.Strengths

-allows the teacher to evaluate all studentssystematically on the important skills and concepts

-helps teachers determine how well students areprogressing over the entire year

-provides useful information to parents andadministrators.


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Portfolios

A collection of student samples representingor demonstrating student academic growth. Itcan include formative and summativeassessment. It may contain written work,

journals, maps, charts, survey, group reports,peer reviews and other such items.

Portfolios are systematic, purposeful, andmeaningful collections of students work inone or more subject areas.


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Importance of Portfolios

For Students

Shows growth over time Displays students accomplishment

Helps students make choices

Encourages them to take responsibility fortheir work

Demonstrates how students think


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For Teachers

Highlights performance-based activities over year

Provides a framework for organizing students work

Encourages collaboration with students, parents,and teachers

Showcases an ongoing curriculum Facilitates student information for decision making


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For Parents

Offer insight into what their children do in school

Facilitates communication between home and school

Gives the parents an opportunity to react to whattheir child is doing in school and to theirdevelopment

Shows parents how to make a portfolio so they maydo one at home at the same time


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For Administrators

Provides evidence that teacher/school goalsare being met

Shows growth of students and teachers

Provides data from various sources


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What do portfolios contain?

Three basic models:

Showcase model, consisting of work sampleschosen by the student.

Descriptive model, consisting of representative workof the student, with no attempt at evaluation.

Evaluative model, consisting of representativeproducts that have been evaluated by criteria.


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Disadvantages of Portfolio

Require more time for faculty to evaluate than test orsimple-sample assessment.

Require students to compile their own work, usuallyoutside of class.

Do not easily demonstrate lower-level thinking, suchas recall of knowledge.

May threaten students who limit their learning tocramming for doing it at the last minute.


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Rubric

It is a scoring guide that seeks to evaluate astudents performance based on the sum of a

full range of criteria rather than a singlenumerical score.

It is a working guide for students andteachers, usually handed out before theassignment begins in order to get students tothink about the criteria on which their workwill be judged.


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Rubrics are scoring criteria for

Free-response Questions

Scientific reports

Oral or Power pointpresentations

Reflections/Journals

Essay

Laboratory-based

performance tests Article review or reactions

Portfolios

Many others


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Open-ended QuestionDuring a storm, Wendy noticed that she always heard thunder shortlyafter she saw a flash of lighting. Explain why there is a difference a

time between seeing lightning and hearing thunder.

Level of Performance Criteria Sample Answer

4 Response include the fact that lighttravels faster than sound; makes theconnection with scenario

Light is faster than sound.You can see the lightningbolt before sound reachesyou.

3 Response only mentions the fact thatlight is faster than sound; does notrelate the concept of hearing andseeing

Sound travels slowerthan light

2 Response is scientifically incorrect Sound is faster than light

1 Question or parts of questionrestated

Thunder follows lightning

0 No answer or answer erased


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Concept Mapping

It requires students to explorelinks between two or more related

concepts. When making conceptmaps, they clarify in their mindsthe links they have made of theconcepts and having visualrepresentation of these links, theyare better able to rearrange ofform new links when newconcepts are introduced.


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Laboratory Performance

In this format students and teachers knowthe requirements in advance and prepare

them. The teacher judges the studentperformance within a specific time frame andsetting. Students are rated on appropriateand effective use of laboratory equipment,

measuring tools, and safety laboratoryprocedures as well as a hands-on designingof an investigation.


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Inventories

Diagnostic Inventories: Student responses toa series of questions or statements in any

field, either verbally or in writing. Theseresponses may indicate an ability or interestin a particular field.

Interest Inventories: student responses to

questions designed to find out pastexperience and or current interest in a topic,subject or activity.


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Presentation: a presentation by one student or by agroup of students to demonstrate the skills used inthe completion of an activity or the acquisition ofcurricular outcomes/expectations. The presentationcan take the form of a skit, lecture, lab presentation,debate etc. Computers can also be used forpresentation when using such software asHyperstudio, Powerpoint or Corel presentations.

Peer Evaluation: judgments by students about oneanothers performance relative to stated criteria andprogram outcomes


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Journal Assessment

This refer to students ongoing record of expressionsexperiences and reflections on a given topic. There

are two types: one in which students write withminimal direction what he/she is thinking and orfeeling and the other requires students to compete aspecific written assignment and establishesrestrictions and guidelines necessary to accurately

accomplish the assignment. Journals can evolvedifferent types of reflecting writing, drawing, painting,and role playing.


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REFLECTIVE JOURNAL

What happened? How do I feelabout it?

What did I learn?


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SYNTHESIS JOURNAL

What IDid?

What Ilearned?

How Ican Use

It?


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SPECULATION ABOUT EFFECTS JOURNAL

What happened? What could happen

because of this?


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Summary

A fair assessment is one in which students are givenequitable opportunities to demonstrate what they

know and can do. Classroom assessment is not only for grading or

ranking purposes. Its goal is to inform instruction byproviding teachers with information to help themmake good educational decisions.

Assessment is integrated with students day-to-daylearning experiences rather than a series of an end-of-course tests.


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Why link assessment with instruction?

Better assessmentmeans better teaching.

Betterteaching

meansbetter

learning.

Better learning

meansbetter students.

Betterstudents

mean betteropportunities

for a betterlife.

(R d d T k J i b i T h )


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(Read and Take Joy in being a Teacher)THE CREATION OF A TEACHER

AnonymousThe Good Lord was creating teachers. It was His sixth day of

overtime and He knew that this was a tremendous responsibilityfor teachers would touch the lives of so many impressionable

young children. An angel appeared to Him and said, You aretaking a long time to figure this one out.Yes, said the Lord, but have you read the specs on this order?TEACHER:must stand above all students, yet be on their levelmust be able to do 180 things not connected with the subject being

taughtmust run on coffee and leftovers,must communicate vital knowledge to all students daily and be

right most of the time


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The Creation of a Teacher

must have more time for others than for herself/himselfmust have a smile that can endure through pay cuts, problematic

children, and worried parentsmust go on teaching when parents question every move and others are

not supportivemust have 6 pair of hands.Six pair of hands, said the angel, thats impossibleWell, said the Lord, it is not the hands that are the problem. It is the

three pairs of eyes that are presenting the most difficulty!The angel looked incredulous, Three pairs of eyeson a standard

model?

The Lord nodded His head, One pair can see a student for what he is andnot what others have labeled him as. Another pair of eyes is in theback of the teachers head to see what should not be seen, but whatmust be known. The eyes in the front are only to look at the child ashe/she acts out in order to reflect, I understand and I still believe inyou, without so much as saying a word to the child. Lord, said theangel, this is a very large project and I think you should work on it

tomorrow.


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I cant, said the Lord, for I have come very close to creating somethingmuch like Myself. I have one that comes to work when he/she issickteachers a class of children that do not want to learn has aspecial place in his/her heart for children who are not his/herownunderstands the struggles of those who have difficultynever

takes the students for grantedThe angel looked closely at the model the Lord was creating. It is too

soft-hearted, said the angel. Yes, said the Lord, but also tough, Youcan not imagine what this teacher can endure or do, if necessary.Can this teacher think? asked the angel. Not only think, said theLord,. but reason and compromise. The angel cam closer to have abetter look at the model and ran his finger over the teachers cheek.

Well, Lord, said the angel, your job looks fine but there is a leak. Itold you that you were putting too much into this model. You can notimagine the stress that will be placed upon the teacher. The Lordmoved in closer and lifted the drop of moisture from the teacherscheek. It shone and glistened in the light. It is not a leak, He said, Itis a tear.


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A tear? What is that? asked the angel, What is a tearfor? The Lord replied with great thought, It is forthe joy and pride of seeing a child accomplish eventhe smallest task. It is for the loneliness of childrenwho have a hard time to fit in and it is forcompassion for the feelings of their parents. It comesfrom the pain of not being able to reach somechildren and the disappointment those children feel inthemselves. It comes often when a teacher has been

with a class for a year and must say good- bye tothose students and get ready to welcome a newclass.

My, said the angel, "The tear thing is a greatideaYou are a genius!

The Lord looked somber, I didnt put it there.


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Maraming salamat po!

THANK

YOU

VERY

MUCH!

Please visit:

www.scimathics.weebly.com

assessment of science/mathematics skills

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