2. To capacitate SHs in the enhancement of assessments
using the Alternative Instructional Resources – Learner
Modules (AIRs – LMs)
Specifically,
a. Align the MELCs with the module activities and
assessment items.
b. Unpack the identified MELCs into learning objectives
and tasks.
c. Identify and create activities appropriate for the
learning objectives.
d. Construct assessment items appropriate to the
learning tasks and objectives created.
e. Acquire competencies in giving technical assistance to
teachers in utilizing the AIRs – LMs, crafting
Assessment items, and Test Questions.
3.
4. You will need the following:
Printed Copy
Curriculum
Guide/MELCs
Laptop
5. You can download the Workshop Files here
↓
https://bit.ly/3mrvmR8
22. Let us take a look back! Watch and listen to
this!
23.
24. Formative assessment is when
“evidence about student achievement is
elicited, interpreted, and used by
teachers, learners or their peers, to
make decisions about the next steps
in instruction that are likely to be better or better
founded than the decisions they would have taken in the
absence ofthe evidence that was elicited”
(Black & Wiliam, 2009, p. 9)
25.
26.
27. Teachers using the AIR - LMs have to
carefully incorporate formative
assessment to ensure learners can follow
the modules.
Teachers must show learners how to
interpret the information generated, and
have to plan carefully to enable learners
in this way.
28. For formative assessment to be incorporated
in the AIRs - LMs, the modules MUST meet
fundamental principles of alignment and
accessibility.
Together with the 3 Processes of
Formative Assessment Practice
• eliciting
• interpreting
• using
29. Eliciting involves evidence of what learners
do, say, make and write.
Interpreting makes meaning from the
evidence.
Using makes changes to the experience of
learners based on the evidence.
31. Our Guideposts
Most Essential Learning Competencies
(MELC/s)
The MELC/s being taught are explicitly stated within
the module
Basic alignment
The assessments and learning activities address
skills and knowledge learners require to be
competent of the MELC/s.
32. Our Guideposts
Language expectations
The vocabulary, expression and sentence
structure used within the AIR - LM is matched
to the expectations in the previous grade level
of the curriculum for the language of
instruction.
Inclusivity
The materials promote inclusivity with
respect to gender, culture and disability
33. Our Guideposts
Time and resources
The time allocated to the learning activities in
the AIR - LM and the resources available to
learners are sufficient for the learner to
complete each activity.
34. You will have your hands full!
Workshop 1: Aligning of MELCs
Workshop 2: Unpacking of
MELCs
Workshop 3: Constructing
Assessment Items
