This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
The document discusses analytic and holistic assessment. Analytic assessment refers to assessing specific learning outcomes and providing feedback on each aspect of a task. Holistic assessment takes a global approach, where the assessor develops an overall mental response to a student's work and assigns a grade with justification. Holistic assessment can include reflection papers, journals, peer assessment, self-assessment, and group presentations. When applied correctly across various areas of study, holistic assessment is expected to improve student learning outcomes.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses various topics related to assessment of student learning, including:
1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions.
2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps.
3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.
The document outlines the key parts of an effective lesson plan, including objectives, subject matter and sources, materials, behavioral objectives, teaching aids and devices, procedure, and assignment. Objectives should specify goals and expected outcomes, can be general or specific. Subject matter and sources, necessary materials, and teaching aids should also be included. The plan should detail both teacher and pupil activities and assignments to ensure learning objectives are met.
Sources of expected student learning outcomedark191919
The institution's mission statement and government education agency policies are prescribed sources for defining student learning expectations. Expected competencies from professions, businesses, and industries should also be adopted to ensure graduates can perform as expected in their workplaces. International trends and developments should be considered as well when identifying learning outcomes, to promote competitiveness of graduates abroad.
The document outlines 13 principles of good practice in assessing learning outcomes:
1) Assessment should align with the institution's mission and values in evaluating the types of learning it prioritizes.
2) Clear learning objectives aligned with the mission ensure assessable outcomes.
3) Assessment focuses on activities still relevant after school, like writing ability rather than verbal ability.
4) Assessment considers how activities lead to outcomes, not just outcomes alone.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Here are some sample supporting student activities for each learning outcome:
A.
1. Practice calculating areas and perimeters of different shapes
2. Solve word problems involving geometric concepts
3. Do worksheets and assignments on geometry
B.
1. Brainstorm ideas for an outing and write notes
2. Read sample paragraphs written in past tense
3. Peer review and edit each other's paragraphs
C.
1. Learn about different PowerPoint elements and formatting tools
2. Create slides with text, images, and animations
3. Practice delivering presentations and getting feedback
D.
1. Maintain a journal during the community outreach activity
2. Discuss
assessment of student learning in assessment in learning 1Rai Blanquera
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
The document discusses analytic and holistic assessment. Analytic assessment refers to assessing specific learning outcomes and providing feedback on each aspect of a task. Holistic assessment takes a global approach, where the assessor develops an overall mental response to a student's work and assigns a grade with justification. Holistic assessment can include reflection papers, journals, peer assessment, self-assessment, and group presentations. When applied correctly across various areas of study, holistic assessment is expected to improve student learning outcomes.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses various topics related to assessment of student learning, including:
1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions.
2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps.
3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.
The document outlines the key parts of an effective lesson plan, including objectives, subject matter and sources, materials, behavioral objectives, teaching aids and devices, procedure, and assignment. Objectives should specify goals and expected outcomes, can be general or specific. Subject matter and sources, necessary materials, and teaching aids should also be included. The plan should detail both teacher and pupil activities and assignments to ensure learning objectives are met.
Sources of expected student learning outcomedark191919
The institution's mission statement and government education agency policies are prescribed sources for defining student learning expectations. Expected competencies from professions, businesses, and industries should also be adopted to ensure graduates can perform as expected in their workplaces. International trends and developments should be considered as well when identifying learning outcomes, to promote competitiveness of graduates abroad.
The document outlines 13 principles of good practice in assessing learning outcomes:
1) Assessment should align with the institution's mission and values in evaluating the types of learning it prioritizes.
2) Clear learning objectives aligned with the mission ensure assessable outcomes.
3) Assessment focuses on activities still relevant after school, like writing ability rather than verbal ability.
4) Assessment considers how activities lead to outcomes, not just outcomes alone.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Here are some sample supporting student activities for each learning outcome:
A.
1. Practice calculating areas and perimeters of different shapes
2. Solve word problems involving geometric concepts
3. Do worksheets and assignments on geometry
B.
1. Brainstorm ideas for an outing and write notes
2. Read sample paragraphs written in past tense
3. Peer review and edit each other's paragraphs
C.
1. Learn about different PowerPoint elements and formatting tools
2. Create slides with text, images, and animations
3. Practice delivering presentations and getting feedback
D.
1. Maintain a journal during the community outreach activity
2. Discuss
assessment of student learning in assessment in learning 1Rai Blanquera
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
The document discusses student learning assessment. It emphasizes that assessment should be aligned with the institution's vision and values, and have clear learning outcomes. Assessment should focus on observable student activities and skills that will be relevant after schooling, not just abstract concepts. It should be continuous, use multiple assessment methods and sources of data, and provide specific feedback to students. The goal is to assess higher-order thinking and real-world application, not just out-of-context drills.
This document discusses revising instructional materials based on formative evaluation data. It covers analyzing different types of data from formative evaluations, including learner comments, performance on tests, and time spent on instruction. Data is analyzed to identify weaknesses in the materials and instruction. Revisions are then made based on the analyzed data, with the goal of improving learner achievement and making the materials more effective. The process of revision involves reexamining objectives, instructional strategies, and other components of the materials in light of the formative evaluation findings.
The document defines rubrics and portfolios, and discusses their uses in assessment. It provides details on developing rubrics, including the advantages of analytic vs holistic rubrics. Portfolio types and guidelines for effective portfolio assessment are also outlined. Performance based assessment is defined as the direct observation of student performance based on predetermined criteria.
The document defines rubrics and their types, outlines steps for developing rubrics, compares portfolios to traditional assessments, lists portfolio types and guidelines, and defines performance-based assessment. Rubrics are scoring scales that assess student work against specific criteria. Developing effective rubrics involves determining learning outcomes, keeping rubrics concise, focusing on measureable skills, and reevaluating rubrics. Portfolios collect student work over time to measure growth, while performance-based assessment directly observes students applying skills through meaningful tasks.
The document discusses assessing student learning outcomes through various assessment methods and tools. It begins by defining outcome assessment as gathering information on whether instruction is achieving desired student learning outcomes. It then provides 13 principles of good practice in assessing outcomes, such as ensuring alignment between outcomes, instruction, and assessment. Various assessment methods and tools are described, including traditional paper-and-pencil tests and authentic assessments involving student products or performances. The concept of constructive alignment between outcomes, instruction, and assessment tasks is also explained.
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
Special topic by Rosalie P. Mabana and Gemma Caranza(Authentic Assessment)yunisay13
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
The document provides an overview of key concepts in curriculum planning and classroom assessment. It discusses educational goals, student profiles, learning outcomes, minimum and higher learning competencies, and their role in curriculum planning. It also covers different types of assessment including formative and summative assessment, informal and formal assessment, and traditional vs contemporary assessment. Classroom assessment strategies, methods, tools, and the purpose of pre, formative, and summative assessment are also summarized.
The document discusses several instructional design models:
- The Kemp model is useful for developing large-scale higher education programs and involves multiple groups in a continuous cycle of planning, design, development and assessment.
- The Dick and Carey model is a linear process useful for both large-scale government projects and small-scale K-12 curriculum development. It involves 9 stages including analyzing instructional goals, designing evaluation instruments, and conducting formative and summative evaluations.
- Gagne's model focuses on different types of learning outcomes that require different internal processes. It identifies routine instructional events like gaining attention and eliciting performance practice.
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
This document discusses performance-based assessment and rubrics. It defines performance-based assessment as a process that assesses students' skills and knowledge through demonstrations and real-world tasks, rather than through traditional tests. Some key benefits of performance-based assessment are that it encourages deeper learning and allows for creativity. The document also discusses how to develop good performance tasks, criteria, rubrics, and how to effectively evaluate student performance using rubrics.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Chapter 10 Designing and Conducting Formative Evaluationscdjhaigler
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
2. Learning Objectives
Explain the principles in assessing learning outcomes
Illustrate constructive alignment with a diagram
Determine whether an assessment task is aligned or not
aligned to a given learning outcome
Make a complete outline of the different assessment
tools and tasks
Construct a scoring rubric – analytic and holistic
Explain the implication of multiple intelligences to
assessment
3. Outcomes assessment
It is the process of gathering information on
whether the instruction, services and activities
that the program provide are producing the
desired student learning outcomes.
4. Principles of Good Practice in Assessing
Learning Outcomes
1.The assessment of student learning starts with the
institution’s mission and core values.
2.Assessment works best when the program has a clear
statement of objectives aligned with the institutional
mission and core values.
3.Outcomes – based assessment focuses on the student
activities that will still be relevant after formal schooling
concludes.
5. 4.Assessment requires attention not only to the outcomes
but also and equally to the activities and experiences
that lead to the attainment of learning outcomes.
5.Assessment works best when it is continuous, ongoing and
not episodic.
6.Begin by specifying clearly and exactly what you want to
asses.
6. 7.The intended learning outcome /
lesson objective NOT CONTENT is the
basis of assessment task.
8.Set your criterion of success or
acceptable standard of success.
9.Make use of varied tools for
assessment data-gathering and
multiple sources of assessment data.
7. 10.Learners must be given feedback about their performance.
Example: You observed rules on subject-verb agreement and variety
of sentences, three of your commas were misplaced.
11.Assessment should be on a real-world application and not on out-
of-context drills.
12.Emphasize on the assessment of higher-order thinking.
13.Provide opportunities for self-assessment.
8. Sample of Supporting Student Activities
Student Learning
Outcomes
Supporting Activities
1. Students can
organized information
from secondary
sources as basis of a
research topic.
1. Practice differentiation source materials and one’s opinion
2. Reading articles and formulating an original paragraph from
quotes, paraphrases and summaries
3. Writing of essays to develop the topic
4. Integrating bibliographic entries in appropriate format
2. Student apply
principles of logical
thinking and
persuasive argument
in writing.
1. Forming opinion about the topic
2. Researching and writing about a variety of perspectives
3. Adapting style to the identified audience
4. Employing clear argument in writing
11. Activity: Determine whether or not the assessment task is
aligned to the learning outcomes
Learning Outcome Assessment Task
Dance Tango Trace the history of tango
Interpret a given poem What is your favorite line in the poem? Why is it your favorite
line?
Present a report with power point Demonstrate how to do a power point presentation
Derive the meaning of at least 5 words by
means of context clues
Solve a given problem
Match the meaning of the words in column 1 with those in
column 2
Determine what are given and what is asked
Pronounce short /a/ sound correctly Encircle the words with short /a/ sound
Trace the historical development of the
Philippine basic education curriculum
Trace the historical development of the Philippines basic
education curriculum with the use of an appropriate
graphic organizer
12. Variety of Assessment methods, Tools and
Tasks
Assessment
Method
Traditional
Assess learning in a
cognitive domain
(Bloom) /declarative
knowledge (Kendall
and Marzano, 2012)
Inadequate to
measure all forms of
learning
Authentic /
Alternative
Assessment
Psychomotor
Learning (Kendall
and Marzano, 2012)
or procedural
knowledge
Learning proven by
product and by
performance
13. Assessment Tools for Cognitive Domain
(Declarative knowledge)
Selected-response
Alternative response
Matching type
Multiple Choice
Constructed-response
Completion
Short Answer
Essay-restricted or non-
restricted
Problem solving
14. Authentic Assessment
Product
Product output e.g,
reports, papers, research
projects, reviews
Visual – e.g., graph,
collage, reflective
journal
Performance
Performance Task
e.g, experiments, oral
presentation,
dramatization
Executing steps of
tango, delivering a
keynote speech,
opening a computer,
demonstration teaching
15. PORTFOLIO
Working
portfolio
Display,
showcase,
or Best
Works
portfolios
Assessment
or
Evaluation
Portfolios
It is a project “in the works,”
containing work in progress as
well as finished samples of work
The main function is to document
what a student has learned based on
the standards and competencies
expected of students at each grade
level.
Portfolio is a purposeful collection of
student work or documented
performance that tells the story of
student achievement or growth
Display of the students best
work. Students exhibit their
best work and interpret its
meaning
16. Scoring Rubrics
A rubric is a coherent set of criteria for student’s work
that includes descriptions of levels of performance
quality on the criteria.
The main purpose of rubrics is to assess performance
made evident in process and products.
It can serve as a scoring guide that seeks to evaluate
a student’s performance in many different tasks based
on a full range of criteria rather than a single numerical
score.
17. Major parts of
Rubrics
Coherent sets of
Criteria (Brookhart &
Susan, 2013)
Description of levels
of performance for
the given criteria
18. Types of
Rubrics
Analytic
Each criterion, (dimension,
trait) is evaluated separately
Good for formative
assessment, and it is also
adaptable to summative
assessment
Holistic
All criteria (dimension, trait) id
evaluated simultaneously.
Scoring is faster, it is good for
summative assessment
25. 1. Teachers should employ assessment methods that are consistent with the standards.
2. Teachers must employ formative and summative assessment both individually and
collaboratively.
3. Grades are a function of written work, performance tasks and quarterly test.
4. The cognitive process of dimensions given by Krathwohl and Anderson (2001) governs
formulation of assessment tasks
26. Self-reflection
Explain the principles in assessing learning outcomes
Illustrate constructive alignment with a diagram
Determine whether an assessment task is aligned or not
aligned to a given learning outcome
Make a complete outline of the different assessment
tools and tasks
Construct a scoring rubric – analytic and holistic
Explain the implication of multiple intelligences to
assessment