assessment of student learning


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assessment of student learning

  1. 1. Traditional Vs. Authentic Assessment
  2. 2. Assessment:
  3. 3. Traditional Assessment Definition: Traditional assessment are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. Standardized tests, most state achievement test, and high school graduation examination are also examples of traditional assessment.
  4. 4. Authentic Assessment Definition: An assessment that is performanceoriented, the thinking goes, with the assessment that aims to measure not only the correctness of the response, but also the thought process involved in arriving at the response, and that encourage students to reflect their own learning in both depth and breadth, the belief is that instruction will be pushed into a more thoughtful, more reflexive, richer mode as well.
  5. 5. Alternative Names for Authentic Assessment Performance Assessment Alternative Assessment Direct Assessment
  6. 6. Other Definitions: Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. Richard J. Stiggins
  7. 7. Other Definitions: A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller
  8. 8. Traditional Assessment vs. Authentic Assessment: Traditional Assessment (TA) Multiple choice Gap fill True-false Matching
  9. 9. Traditional Assessment vs. Authentic Assessment: Authentic Assessment (AA) Inventories Peer rating / Self rating Journals Portfolios Discussions Interviews
  10. 10. Traditional Assessment vs. Authentic Assessment:
  11. 11. Traditional Assessment vs. Authentic Assessment:
  12. 12. Traditional Assessment vs. Authentic Assessment:
  13. 13. How to Create Authentic Assessments Step 1: Identify the standards Step 2: Select an authentic task Step 3: Identify the criteria for the task Step 4: Create the rubric
  14. 14. STEP 1: Identify the Standards Standards, like goals, are statements of what students should know and be able to do. However, standards are typically more narrow in scope and more amenable to assessment than goals. “Students will be able to add two-digit numbers correctly.”
  15. 15. STEP 2: Select an Authentic Task Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it.
  16. 16. STEP 3: Identify the Criteria for the Task Ask "What does good performance on this task look like?" or "How will I know they have done a good job on this task?" • Criteria: Indicators of good performance on a task
  17. 17. STEP 3: Identify the Criteria for the Task Characteristics of a Good Criterion clearly stated brief observable statement of behavior written in a language students understand
  18. 18. STEP 3: Identify the Criteria for the Task Standard The student will be able to divide two-digit numbers correctly. Task Calculate the given math problems without using the calculator and answer it in the board. Explain their answers. Criteria The proper use of the step-by-step process in solving the problem. Correctness of the final answer. The way they explain and deliver the reason of how they arrive with the final answer.
  19. 19. STEP 4: Create the Rubric Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically.
  20. 20. Holistic Rubric (Accent) Score Level Criteria 4 The student’s accent has no trace of first language influence. Accent is fairly Standard American. 3 The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation. 2 The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable. 1 The student’s accent is very much affected by L1 intonation and it is difficult to understand.
  21. 21. Analytic Rubric (Composition Writing) Criteria Organization Wt 4 3 2 1 x2 Information in logical, interesting sequence which reader can follow. Student presents information in logical sequence which reader can follow. Reader has difficulty following work because student jumps around. Sequence of information is difficult to follow. Content x2 Student demonstrates full knowledge (more than required). Student is at ease with content, but fails to elaborate. Student is uncomfortable with content and is able to demonstrate basic concepts. Student does not have grasp of information; student cannot answer questions about subject. Vocabulary x1 Few errors; precise and appropriate Fairly broad vocabulary; some errors Adequate but repetitive ; invented words Words don’t fit the context; hard to understand Neatness x1 Work is neatly done. Work has one or two areas that are sloppy. Work has three or four areas that are sloppy. Work is Illegible.
  22. 22. Experts Say… “For many students, assessment is not an educational experience in itself, but a process of ‘guessing what the teacher wants.’” (McLaughlin & Simpson, 2004)
  23. 23. Bibliography: ••
  24. 24. Prepared by: Ruby Ester C. Abueg BEEd - III