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Aligning Classroom Assessments with National and PISA Frameworks for Enhanced Learning Outcomes

Explore principles of assessment literacy, formative and summative assessments, and designing PISA-like classroom tests aligned with national standards to improve student learning and educational accountability.

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ALIGNMENT OF CLASSROOM NATIONAL ASSESSMENTS
INCORPORATING THE NATIONAL ASSESSMENTS FRAMEWORK IN CLASSROOM ASSESSMENT Key Point Formative assessment is very important to prepare learners in summative assessments and quarterly exams. Alignment of Classroom National Assessments
INCORPORATING THE NATIONAL ASSESSMENTS FRAMEWORK IN CLASSROOM ASSESSMENT Main Objective Construct classroom assessment item aligned with the structure, format, and quality of those used in national and international large-scale assessment. Alignment of Classroom National Assessments
TRANSFROMING MINDSETS:RETHINKING ASSESSMENT FOR TOMORROW’S CLASSROOM BY -ANALY L. OCIER PRINCIPLES OF ASSESSMENT LITERACY BEA NEAP -Policy/National Field/Classroom -Field counterparts Increased Learning Outcomes -Learning outcomes Why were chosen as the participants? Alignment of Classroom National Assessments
INCORPORATING THE NATIONAL ASSESSMENTS FRAMEWORK IN CLASSROOM ASSESSMENT Assessment Literacy Refers to the understanding, skills, and competencies teachers need to design, select, interpret, and use assessments effectively to improve students learning and outcomes. What are the components of Assessment Literacy? • Understanding the purpose of Assessment • Assessment Design and Development • Data Analysis and Interpretation • Feedback and Instructional Decision]-Making • Ethical and Fair Use of Assessment Alignment of Classroom National Assessments
An assessment literate teacher must Know and how to assess PRINCIPLES OF ASSESSMENT LITERACY Alignment of Classroom National Assessments
ALIGNMENT OF CLASSROOM NATIONAL ASSESSMENTS What are formative and summative asssessment PRINCIPLES OF ASSESSMENT LITERACY Aspects Fprmative Summative Purpose of Assessment Unplanned, spontaneous, checks for understanding that occurs naturally during the instruction Planned, structures assessment designed to gather evidences learnig against specific objectives Timing and Frequency To quicklu=y gauge students understanding in the moment and adjust teaching accrodingly To systematically monitor student progress and inform fiuture instruction Nature of Assessment Often verbal, observational, or activity- based Often written, performance-based, or product-based Feedback Examples
Four Quadrant Framework For DescribingTypes f Assessment (Susan Brookharts) PRINCIPLES OF ASSESSMENT LITERACY Interim/Benchmark Assessments Common: Formative Assessment (e.g District Contest, MTAP, School Wide Contests) Accountability Assessment (More Larger Scale) e.g., NAT, PISA Classroom Formative Assessment Grading Alignment of Classroom National Assessments
Four Quadrant Framework For Describing Types f Assessment (Susan Brookharts) PRINCIPLES OF ASSESSMENT LITERACY Quadrant Scope Purpose Main Use Examples Classroom Formative Classroom Formative Improve teaching and learning in real time Observations, questioning Classroom Summative Classroom Summative Evaluate and record achievement Summative Tests, projects, report card grades Interim/Benchmark School/District Formative (Shared)/identify trends, monitor curriculum Monitor progress across classes/schools Common formative assessments, quarterly benchmarks Accountability System/ National Summative Measure system performance and ensure accountability NAT, PISA, Accreditation and Equivalency Test, PEPT Alignment of Classroom National Assessments
Classroom Formative Assessment Strategies PRINCIPLES OF ASSESSMENT LITERACY Eliciting Evidence • Check current understanding • Think-pair-share, questioning techniques, whiteboard/blackboard responses, interactive games Providing feedback • Help students how to improve learning styles or learning strategies • Success criteria checklist, comments on drafts Activating Students as Learners • Develop self-regulation and ownership • Peer Assessment, self-assessment, learning logs Adjusting Instruction • Address learning gaps in real time (scaffolding, assist struggling learners ) • Re-teaching, flexible grouping, targeted mini lessons Alignment of Classroom National Assessments
Mandate of Bureau of Education Assessment (BEA) NATIONAL ASSESSMENT AT A GLANCE • Develops and manages a harmonized and standardized assessment mechanisms for student learning outcomes, teacher’s effectiveness, leadership and management competencies, education efficiency and effectiveness • Provide policy recommendations based on assessment results and research to improve curriculum, learning delivery Alignment of Classroom National Assessments
Mandate of Bureau of Education Assessment (BEA) rooted from… • DepEd Order No. 55 (Policy Guidelines on the National Assessment Of Student Learning for the K-12 Basic Education Program) • It aims accountability of education sectors … (research) Alignment of Classroom National Assessments
Mandate of Bureau of Education Assessment (BEA) rooted from.. • DepEd Order NO. 29, s. 2027 (Policy Guidelines on System Assessment for the K-12 Basic Education Program) • Articulate basis of articulation of education programs, provide instructional review of the national and international assessments Alignment of Classroom National Assessments
Bureau of Education Assessment (BEA) Managed Assessments ELNA • Key Stage 1 (K-G3) • Measures Early Language Literacy and Numeracy NAT G6, A&E Test (Elementary) • Key Stage 2 (Grades 4-6) NCAE, NATG10, A&E Test • Key Stage 3 (Grades 7-10) NAT 12 • Key Stage 4 Alignment of Classroom National Assessments
Purpose of National Assessment (based on Dos) • Monitor the Philippine education system and schools for public accountability • Assess the effectiveness and efficiency of the delivery of education services using learning outcomes as indicators, • Determine if learners are meeting the learning standards of the curriculum • Measure student’s aptitude and occupational interest for guidance and assess prior learning for placement, accreditation and equivalency Alignment of Classroom National Assessments
Overview of Assessments Purpose National Assessment Classroom Assessment Measures attainment of learning standards in key subject areas (i.e. quizzes, performance tasks, and quarterly exams) measures individual learners progress in mastering curriculum competencies Provides system-level data for educational quality Administered nationwide by BEA Supports teaching and learning decisions Developed ,curated, and administered by teachers and may be used for either or both formative or summative purposes Alignment of Classroom National Assessments
Overview of Assessments Key Features National Assessment Classroom Assessment Standardized, multiple-choice format Varied formats(multiple- choice, performance tasks, etc.) Focus on knowledge, process and understanding Administered for a key stage Flexible (adjust and adapt, reflection) and contextualized Focus on formative and summative purposes Alignment of Classroom National Assessments
Session 3: Crafting Better Tests: The Art of Item Writing for Classroom-Based Assessment Alignment of Classroom National Assessments • Item (Single Question/Task)
Session 3: Crafting Better Tests: The Art of Item Writing for Classroom-Based Assessment Alignment of Classroom National Assessments Item Domain Competency
Session 4: Crafting Test Items (canva file) Alignment of Classroom National Assessments Item Domain Competency
Session 6: Designing PISA-like Classroom Assessments Alignment of Classroom National Assessments Overarching Training Goal Internalize PISA-like design principles such that teachers can teach others how to create classroom assessments that reflect the PISA-like philosophy and assessements
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Objectives: Explain the foundational design principles and philosophy behind the PISA assessment Distinguish the different features of PISA-like assessments What is PISA? -it assesses 15-year-old students’ ability to apply their knowledge and skills in real-life situations Knowledge/Content (what students know) + Skill/Process (Cognitive) (what students can do with what they know)
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Knowledge/Content (what students know) + Skill/Process (Cognitive) (what students can do with what they know)
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Activity 2: Comparing PISA and Classroom Assessments
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments What is unique about PISA items compared to typical classroom assessment? Knowledge/Content (what students know) + Skill/Process (Cognitive) (what students can do with what they know) Real-life contexts
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Features of PISA items? 1. Students need to apply what they know (knowledge) to solve a problem or complete a task (skill). 2. The knowledge and skill are assessed within a purposelysituated, real-life contexts
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments How can we adapt PISA’s methodology in designing classroom assessments? Design classroom assessments that require students to apply what they know in meaningful, real- life contexts while remaining aligned with the curriculum.
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Operational Definition of PISA-like Classroom assessments PISA-like classroom assessments are curriculum-based tasks modeled after the PISA framework, designed to measure student’s ability to apply their knowledge and skills to solve real-life context- based problems. *Insert triangle model Theory of Listening and Knowing Assessment Assessment Instruction
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments How to select learning outcomes fit for PISA-like assessments? Feature of PISA Item Students to need to apply what they know to solve a problem or complete a task The knowledge and skill are assessed in purposely situated real-life context Feature of Learning Outcome Fit for PISA-like Assessement It goes beyond recall The application of knowledge and skills can be assessed through purposeful use of real-life sitautions.
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments How to select learning outcomes fit for PISA-like assessments? Feature of PISA Item Students to need to apply what they know to solve a problem or complete a task The knowledge and skill are assessed in purposely situated real-life context Feature of Learning Outcome Fit for PISA-like Assessement It goes beyond recall The application of knowledge and skills can be assessed through purposeful use of real-life situations.
Session 6: Designing PISA (Program for International Student Assessment)-like Classroom Assessments Alignment of Classroom National Assessments Example:
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments Objectives: 1. Explain what context means in PISA-like assessments 2. Apply the criteria for selecting meaningful for PISA-like Assessments 3. Translate context to test stimulus
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments PISA purposefully situates assessment tasks within realistic and meaningful contexts that relate to students’ lives and future challenges (OECD 2016;2023)
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments Criteria in Selecting Meaningful Real-life contexts: 1. Authentic: Reflects real-life use of knowledge 2. Cognitively appropriate: Support the skills being assessed 3. Relevant: Connects to students, experience 4. Developmentally appropriate: Matches students’ background (e.g. age, year-level) 5. Culturally sensitive: Avoids bias and stereotypes
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments WORKSHOP 2 Real-world Theme Learning Competency Knowledge Cognitive Skill Theme (Scenario, Situation) SCIENCE: Explain the difference between distance and displacement in everyday situations in relation to a reference point Difference between distance and displacement Explaining Daily Commute SCIENCE: Apply the appropriate steps of a scientific investigation Scientific Method Applying
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments 4 Main Context Categories Personal Societal Global Occupation Science Health and Disease Recycling Greenhouse Effect Food Scientist Mathematics Personal Finance Public Transport Population Growth Design/ Architectur e Reading (English) Biography Website Announcem ents Information Of Public Events Job Searching Using Classified
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments WORKSHOP 2 Real-world Theme Learning Competency Knowledge Cognitive Skill Theme (Scenario, Situation) Changes of State Analyzing Washing Ratio of a Solute in a Solvent/Concentration Applying
Session 7: Designing Meaningful Contexts for PISA-like Assessments Alignment of Classroom National Assessments WORKSHOP 2 Real-world Theme Learning Competency Knowledge Cognitive Skill Theme (Scenario/Situation) ENGLISH:Analyze literary texts as expressions of individual or communal values within point of view and narrative techniques Literary texts as expressions of individual or communal values Analyzing COOKING SCIENCE: Explain the changes of state in terms of particle arrangement and energy changes Changes of state Explaining SCIENCE: Express quantitatively the amount of solute present in a given volume of solvent Ratio of solute in a solvent/concentration Expressing/Computing MATHEMATICS: Deduce the relationship between the exterior angle and adjacent interior angle of a polygon Relationship between the exterior angle and adjacent interior angle of a polygon Deducing/Inferring MATHEMATICS: Determine the measures of angles and the number of sides of polygons Angle-side relationship Determining
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments Objectives: 1. Identify the key principles and guidelines used in writing PISA assessment items Learning Competency Knowledge Cognitive Skill Theme (Scenario/Situation) ENGLISH:Analyze literary texts as expressions of individual or communal values within point of view and narrative techniques Literary texts as expressions of individual or communal values Analyzing COOKING SCIENCE: Explain the changes of state in terms of particle arrangement and energy changes Changes of state Explaining SCIENCE: Express quantitatively the amount of solute present in a given volume of solvent Ratio of solute in a solvent/concentration Expressing/Computing MATHEMATICS: Deduce the relationship between the exterior angle and adjacent interior angle of a polygon Relationship between the exterior angle and adjacent interior angle of a polygon Deducing/Inferring MATHEMATICS: Determine the measures of angles and the number of sides of polygons Angle-side relationship Determining
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments Steps in Designing PISA-like Classroom Assessments Step 1: Identify the learning outcomes Start with a learning outcome you want to assess. Identify the outcomes to be assessed Ex. Science 7 Matatag Learning outcome 1: Explain the changes of state in terms of particle arrangement and energy changes. Learning Outcome 2: Express quantitatively the amount of solute present in a given volume of solute
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments 2. Select a real-world context Person al Societa l Global Occupa tion Science Health and Disease Recycli ng Greenh ouse Effect Food Scientis t Mathema tics Persona l Finance Public Transpo rt Populati on Growth Design/ Architec ture Reading (English ) Biograp hy Website Announ cements Informa tion Of Public Job Searchi ng
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments 3. Gather or develop appropriate stimulus materials Gather or create stimulus material based on selected context (e.g. texts, graphs, tables, infographs, maps, diagrams)
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments Step 4: Formulate PISA –like tasks or questions. a. Use a clear assessment framework (TOS) b. Use simple language c. Design each item you assess one predominant knowledge and skill d. Avoid inter-item independency e. Maintain a balanced range of item difficulty Tip: Use item formats: simple multiple-choice, complex multiple-choice, and constructed response items
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments Step 5: Develop a scoring guide or rubric Develop a scoring guide or rubric for constructed-response items
Session 8: Principles and Guidelines in Writing PISA-like Items Alignment of Classroom National Assessments Step 6: Review the tasks continuously for quality Item development does not end once the test question is drafted. a. Check if the item is still aligned based on the intended knowledge and skill b. Check if the criteria in selected meaningful contexts is satisfied c. Seeks peer review
Session 9: Item Review and Critiquing Alignment of Classroom National Assessments Objective: To review and define drafted PISA items based on established quality criteria
Session 9: Item Review and Critiquing Alignment of Classroom National Assessments Common Pitfalls 1. Learning outcomes do not match the cognitive demand of the question. 2. Contexts are conceptually invalid and unrealistic or too realistic. 3. Contexts do not match student’s background. 4. Use of stimulus-prompts that lack authenticity and reference to the real-world. 5. Window dressing is used. 6. Irresponsible use of Chat GPT.
Session 11: From Classroom to Regions Alignment of Classroom National Assessments Objective: To describe the international large-scale assessmenyts that the department took part to assess the effectiveness of the ed system Describe the performance of Fili students int previous inter large scale ass What variables contributed o studn under performance in ILSAS
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM (Southeast Asia Primary Learning Metrics For Grade 5 learners Southeast Asia Measure learning outcomes/Assessed reading, writing, mathematics Endeavors a common approach that would help the SEAMEO member countries better understand the status of student learning achievement, to further improve quality of their education system.
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM 2019 National Results
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM 2019 National Results
Session 11: From Classroom to Regions Alignment of Classroom National Assessments Utilization of SEA-PLM 2019 Regional Data 1. System level monitoring of educational wuality and equity 2. 2. Eca=xamine factors associates with the differences in performance within countries across the region 3. Inform discussion and plans for harmonization acorss nations for 4. 4. Build technical and analytical capacities of national examination and assessment staff
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM Assessemnt Cycles 2019-Pilot implementation of SEA PLM assessment across region 6 countries participates (Kiangdom of Cambodia, Laos’s People’s Republic, Malaysia, Mysanmar, Republic of the Philippines and Vietnam) 2024-Second cycle Participating countries is 7 (Kiangdom of Cambodia, Laos’s People’s Republic, Malaysia, Mysanmar, Republic of the Philippines and Timor Leste, Viet Nam)
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM INstruments Cognitive Booklets -Assessess’s students Assess students learnining in reading , writing, and mathematics Contextual Quastionnaires Gathers information/wuestions about srudents, parents and school, teachers
Session 11: From Classroom to Regions Alignment of Classroom National Assessments SEA-PLM Assessment Framework and National Results Reading-refers to understanding, using, and responding to range of written texts in order to meet the societal, personal, economic and civic needs. -used in preferences to the word reading to emphasize that what is being assessed goes beyond simple decoding of words though it a Reading Framework
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments The Trends in International Mathematics and Science Study (TIMSS) is a premier, quadrennial international assessment, conducted since 1995 (initial data set up) by the IEA, measuring student achievement in mathematics and science at 4th and 8th grades. It provides critical, long-term trend data to over 70 countries to inform educational policies. The latest assessment is TIMSS 2023. Managed by IEA (International Association for the Evaluation of Educational Achievement Taken every 4 years
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments 1997-G7 took the test; 36/38 in both Math and Science 2003- 41/45 countries (Grade 8) in Mathematics 43rd out of 46 in Science significant increase 2007-lowest average- need for improvement 2019- (G4)Philippines rank the lowest among 58 countries in both Science and Math
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments TIMSS Assessment Category Category Year Conducted Target Population Domains Assessed 01 Fourth Grade Since 1995 Grade 4 Mathematics and Science 02 Eight Grade Since 1995 Grade 8 Mathematics and Science 03 TIMSS Advanced (G12) 1995, 2008 Grade 12 Advance Mathematics and Physics
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments TIMSS Curriculum Model-illustrates progression from policy level expectation to real world instructions and student outcome Intended Curriculum-students expected to learn Implemented Curriculum –actually taught Attained Curriculum-students have learned
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments Content and Context for Learning Mathematics and Science TIMSS uses the curriculum, broadly defined, as the major organizing concept in considering how education opportunities are provided to students and the factors that influence how students use these opportunities.
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments TIMSS Contextual data Provide information/data for revisions and improvement of curriculum
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments Utilization of TIMSS International data 1. Monitor system-level achievement trends in a global context. 2. Use TIMSS results to inform educational policy, and monitor the impact of new or revised policies. 3. Pinpoint any underperforming areas, and stimulate curriculum reform; 4. See how the fourth-grade cohort from a previous cycle performs at the eight grade in the next cycles obtain important information about the home and school contexts for teaching and learning in relation to students’ achievement in Mathematics and Science.
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments TIMSS Assessment Framework http;//files.eric.ed.gov/fulltext/ED596167pdf
Session 12: Bridging Global Assessments and Local Classrooms: The TIMSS Connection Alignment of Classroom National Assessments