Allow teachers tomeasure how well students have understood a topic.
CONCEPT TESTS/MAPS CONCEPT TEST. Conceptual multiple- choice questions that are useful in large classes. CONCEPT MAP. A ...
KNOWLEDGE      SURVEYStudents answer whetherthey could answer a surveyof course content questions.
ORAL PRESENTATIONS ORAL FLUENCY. An informal assessment     of reading to determine oral reading         errors or assess...
ASSIGNMENTSRefers to tasks assigned tostudents by their teachers to completed outside of class.
POSTER    PRESENTATIONS     A poster session/posterpresentation is the presentation of    research information by an indi...
PEER REVIEW/FOCUSED       GROUPHaving students assessthemselves & each other.
PORTFOLIOSA collection of evidence to demonstrate mastery of a   given set of concepts.
OBSERVATIONS An informal assessment technique ofwatching students to identify strengths &   weaknesses, patterns of behav...
RubricsA set of evaluation criteria based on learning goals &   student performance.
PERFORMANCE BASED-TASKS     Maybe administered as either  dependent/independent activities. A s dependent activities/perf...
LABORATORY METHODEducating students in a laboratory performing a hands-on-experiments.
8 STEP PROCESS SCHOOLS CANUSE TO ASSESS STUDENTLEARNING: 1. DECIDE what skill cluster to assess &   select a broad assessm...
3. SHARE the task & scoring criteria with                staff. 4. ADMISTER the task to students in a         similar time...
6. RATE the student’s paper. It is often useful  to have the papers noted by a teacher who is     not the student’s own in...
there’s no one “true  way” to measure or assess different     abilities or learning outcomes.
GOD blessed us!!!
Ppt 101 ferdinand and mujar
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Ppt 101 ferdinand and mujar

  1. 1. Allow teachers tomeasure how well students have understood a topic.
  2. 2. CONCEPT TESTS/MAPS CONCEPT TEST. Conceptual multiple- choice questions that are useful in large classes. CONCEPT MAP. A diagramming technique for assessing how well students see the “big picture”.
  3. 3. KNOWLEDGE SURVEYStudents answer whetherthey could answer a surveyof course content questions.
  4. 4. ORAL PRESENTATIONS ORAL FLUENCY. An informal assessment of reading to determine oral reading errors or assessment miscues. ORAL READING. An oral & silent reading assessment used for diagnosing student’s assessment developmental literacy levels through oral retelling & an individual reading inventory.
  5. 5. ASSIGNMENTSRefers to tasks assigned tostudents by their teachers to completed outside of class.
  6. 6. POSTER PRESENTATIONS A poster session/posterpresentation is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed.
  7. 7. PEER REVIEW/FOCUSED GROUPHaving students assessthemselves & each other.
  8. 8. PORTFOLIOSA collection of evidence to demonstrate mastery of a given set of concepts.
  9. 9. OBSERVATIONS An informal assessment technique ofwatching students to identify strengths & weaknesses, patterns of behavior & cognitive strategies. Observations help determine which student’s need additional support & how to adjust instruction to encourage more & better learning.
  10. 10. RubricsA set of evaluation criteria based on learning goals & student performance.
  11. 11. PERFORMANCE BASED-TASKS  Maybe administered as either dependent/independent activities. A s dependent activities/performance tasks are accompanied by selected response &or constructed response items that set thestage & provide context for the creation of a resulting product or performance.
  12. 12. LABORATORY METHODEducating students in a laboratory performing a hands-on-experiments.
  13. 13. 8 STEP PROCESS SCHOOLS CANUSE TO ASSESS STUDENTLEARNING: 1. DECIDE what skill cluster to assess & select a broad assessment that captures more than one attribute of the domain. 2. CONSTRUCT or use existing scoring guides or rubrics for the task.
  14. 14. 3. SHARE the task & scoring criteria with staff. 4. ADMISTER the task to students in a similar time frame. 5. SPEND TIME discussing the scoring criteria and agreeing on anchor paper.
  15. 15. 6. RATE the student’s paper. It is often useful to have the papers noted by a teacher who is not the student’s own instructor for the subject. 7. COMPARE ratings, discuss & formulate implications for instructional delivery. 8. DATA can be reported in terms of the percentage of students meeting the criteria at the various points.
  16. 16. there’s no one “true way” to measure or assess different abilities or learning outcomes.
  17. 17. GOD blessed us!!!

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