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ASSESSMENT OF STUDENT LEARNING Arlan M. Villanueva, M.A. Commonwealth High School
What is Assessment? ,[object Object],[object Object]
Key Points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement?
What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT
Importance of Assessment ,[object Object],[object Object],[object Object],[object Object]
What is Student Assessment for? ,[object Object],[object Object]
What is Student Assessment for? ,[object Object],[object Object]
Functions of Assessment ,[object Object],[object Object],[object Object]
What can be assessed? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What can be assessed? Cont. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How should we assess? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Criteria In Choosing an Assessment Method ,[object Object],[object Object],[object Object],[object Object],[object Object]
Who should be involved in assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object]
What should we do with the information from our assessment? ,[object Object],[object Object],[object Object],[object Object]
Classroom Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Paper and Pencil Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Performance Assessments ,[object Object],[object Object],[object Object],[object Object]
Performance assessments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How can we assess student learning? ,[object Object],[object Object]
How can we assess student learning? ,[object Object],[object Object]
Classroom Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Informal Assessment-cont. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Informal Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Portfolios ,[object Object],[object Object]
Importance of Portfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Importance of Portfolios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Importance of Portfolios ,[object Object],[object Object],[object Object],[object Object],[object Object]
Importance of Portfolios ,[object Object],[object Object],[object Object],[object Object]
What do portfolios contain? ,[object Object],[object Object],[object Object],[object Object]
Disadvantages of Portfolio ,[object Object],[object Object],[object Object],[object Object]
Rubric ,[object Object],[object Object]
Rubrics are scoring criteria for ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Open-ended Question During a storm, Wendy noticed that she always heard thunder shortly after she saw a flash of lighting. Explain why there is a difference a time between seeing lightning and hearing thunder. No answer or answer erased 0 Thunder follows lightning Question or parts of question restated 1 Sound is faster than light Response is scientifically incorrect 2 Sound travels slower than light Response only mentions the fact that light is faster than sound; does not relate the concept of hearing and seeing 3 Light is faster than sound. You can see the lightning bolt before sound reaches you. Response include the fact that light travels faster than sound; makes the connection with scenario 4 Sample Answer Criteria Level of Performance
Concept Mapping ,[object Object]
Laboratory Performance ,[object Object]
Inventories ,[object Object],[object Object]
Classroom Assessment ,[object Object],[object Object]
Journal Assessment ,[object Object]
REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened?
SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did?
SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened?
Summary ,[object Object],[object Object],[object Object]
Why link assessment with instruction? Better assessment means better teaching. Better  teaching means better  learning . Better learning means better students. Better students mean better opportunities for a better life.
( Read and Take Joy in being a Teacher)   THE CREATION OF A TEACHER Anonymous ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Creation of a Teacher ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Creation of a Teacher ,[object Object],[object Object]
The Creation of a Teacher ,[object Object],[object Object],[object Object]
Maraming salamat po! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Assessment Of Student Learning

  • 1. ASSESSMENT OF STUDENT LEARNING Arlan M. Villanueva, M.A. Commonwealth High School
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  • 4. Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement?
  • 5. What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT
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  • 35. Open-ended Question During a storm, Wendy noticed that she always heard thunder shortly after she saw a flash of lighting. Explain why there is a difference a time between seeing lightning and hearing thunder. No answer or answer erased 0 Thunder follows lightning Question or parts of question restated 1 Sound is faster than light Response is scientifically incorrect 2 Sound travels slower than light Response only mentions the fact that light is faster than sound; does not relate the concept of hearing and seeing 3 Light is faster than sound. You can see the lightning bolt before sound reaches you. Response include the fact that light travels faster than sound; makes the connection with scenario 4 Sample Answer Criteria Level of Performance
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  • 41. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened?
  • 42. SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did?
  • 43. SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened?
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  • 45. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life.
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