Badang^J Educ 5 ppt.pptx high quality assessment

CLASSROOM
RULES:
listen carefully
raise your hand to speak
respect one another
participate in any
activities
Exploring creativity

HIGHQUALITY
ASSESSMENT
IN
RETROSPECT
PRESENTED BY Joey C. Badang
UNIT 1: LESSON

Identify and Explain the High-
Quality Assessment
OBJECTIVES
At the end of the
lesson, the
students will be
able to: Demonstrate a commitment to
high-quality assessment practices
by valuing ongoing feedback and
reflecting on the impact of these
practices on educational
outcomes.
Define what is High-Quality
Assessment

Quality Assessment
OBJECTIVES
At the end of the
lesson, the
students will be
able to:
Define what is
High-Quality
Assessment
Demonstrate a commitment to
outcomes.

OBJECTIVES
At the end of the
lesson, the
students will be
able to:
Assessment
Demonstrate a commitment to
outcomes.
Identify and
Explain the
High-Quality
Assessment

OBJECTIVES
At the end of the
lesson, the
students will be
able to:
Assessment
Quality Assessment
Demonstrate a commitment
to high-quality assessment
practices by valuing ongoing
feedback and reflecting on
the impact of these practices
on educational outcomes.

HIGH QUALITY
ASSESSMENTS
Assessment, then is not the final word; rather, it
should be part of an ongoing conversation that helps all
students get exactly what they need to meet learning
standards. (Trach, E. 2018)
High-quality assessments are balanced tools that
provide instructors with ongoing feedback about
student progress. In particular, data gathered from
assessments during the learning process help educators
adjust their instruction based on student needs.

WHAT DO WE KNOW
ABOUT PRINCIPLES
OF HIGH-QUALITY
ASSESSMENT ?
…
urpose
P
Targets
Methods
ccuracy
A
ampling
S

PURPOSE
a. Assessment for Learning (FORMATIVE)
the purpose of formative assessment is to provide
students with feedback on how they are going. The aim
is to help students improve their performance and make
their next piece of assessed work better.

PURPOSE
b. Assessment as Learning
-it involves students in the learning process and
purpose is to monitor their own progress, ask questions,
and practice skills

PURPOSE
c. Assessment of Learning
-the purpose is to gather evidence to make a judgement
about a student level of performance; against the
specified learning objectives.
-usually assessed at the end of an element of learning,
such as the end of the module, mid semester or end of
the semester.

PURPOSE
d. feedback for teaching
-the result from formative and summative assessment
can help you track how your students are going
throughout your success.
closely looking at the result can help you identify any
pattern of difficulties or misunderstanding the students
might have.

this in turn allow you alter your approach to teaching
and adjust your curriculum accordingly.
For example, you may identify that you need to offer
more detailed explanation or provide additional
resources in a particular area.

TARGETS
a. Learning Targets
-a clear description of what students know and able to
do.
-it is an outcome that the teacher wants his/her students
to attain or acquire from his/her teaching.
-this involves: knowledge, reasoning, skills, product,
and effect.

Learning Targets
Knowledge Student’s mastery of the content
Reasoning Student’s ability to use their knowledge
Skills Student’s ability to demonstrate what
they have learned
Product Student’s ability to create
Affect Student’s emotional attainments

TARGETS
b. Cognitive Targets
-As early as 1950 Bloom’s (1954) proposed a hierarchy
of educational objectives at the cognitive level:
Comprehension- refers to the same concept as
understanding.
Knowledge- refers to the acquisition of facts, concept
and theories.

TARGETS
Application- refers to the transfer of knowledge from one
field of study to another from one concept to another concept
on the same discipline
Analysis- refers to the breaking down the concept or idea
into each component and explaining the concept as the
composition of these concept.

TARGETS
Evaluation- refers to valuing and judgement or putting the
“worth” of a concept or principle.
Synthesis- refers to the opposite of analysis and entails of
putting together the components in order to summarize the
concept.

METHODS
a. Appropriateness of assessment method categories:
Written Response Instrument- includes objective test
(multiple choice, true or false, matching or short answer),
test, essay, examination and checklist.
-Assessment should utilize assessment methods suitable
for a particular learning target.

Performance test with performance checklist- used to
determine whether or not an individual behaves in a
certain way when asked to complete a particular task.
Oral Questioning- appropriate assessment method when
the objectives are to assess the students’ stock knowledge
and/or determine the students’ ability to communicate
ideas in coherent verbal sentences.
Product rating scales- used to rate products such as book
reports, notebook, diagram and portfolio.

Objective Supply
Objective Select
Essay
Performance-based
Oral-Question
Learning Targets
Knowledge
Assessment Method
Knowledge
Reasoning
Skills, Products
Knowledge, reasoning
Observation knowledge, skills
Self-Report Affects

METHODS
b. Properties and Methods
*Validity- A valid test is one that measures what it is
supposed to measure.
*Reliability- a reliable test is consistent measure of what
it is supposed to measure.
*Fairness- the concept that assessment should be “fair”
covers a number of aspects.

*Positive Consequences- learning assessments
provide students with effective feedback and
potentially improve their self-esteem.
*Practicality and Efficiency- a practical test is one
which can be practically administered.
*Ethics in Assessment- “right and wrong”
conforming to the standards of conduct of a given
group.

Assessment

1. If a teacher only uses summative
assessment at the end of the
semester, what possible learning
gaps might remain unnoticed? Can
you analyze why formative
assessment is necessary alongside
summative assessment?
Assessment
Question

2. Imagine you are teaching Grade 9
students a lesson on Philippine
history. Which assessment method
would you choose to evaluate their
reasoning skills, and why?
Assessment
Question

3. Between validity and reliability,
which do you think is more
critical in ensuring high-quality
assessment? Defend your answer
with an example?
Assessment
Question

4. Design a simple assessment plan
for a 1-hour lesson in your major.
Specify the purpose, learning
target, and method. Then explain
why your chosen method is the
most appropriate?
Assessment
Question

5. As a learner yourself, which
type of assessment (for learning,
as learning, of learning) do you
find most effective in improving
your performance, and why? Can
you give a personal example?
Assessment
Question

Group activity
The class will be group into 4
groups. Each team will choose a
representative to play the game
and the first group that will be
able raise their flag has the
chance to answer, but if the
answer is incorrect the other
groups will be given a chance to
answer.

Question no. 1
1. Which of the
following best
describes the main
purpose of an
assessment in
education?
a. To punish students for
mistakes
b. To measure learning
and progress
c. To motivate students to
study harder
d. To grade teachers’
performance

Question no. 2
2. When a teacher
gives a short quiz after
a lesson, this is an
example of:
b. Summative assessment
a. Formative assessment
c. Diagnostic assessment
d. Practice to boost student
confidence

Question no. 3
3. A pre-test given
at the beginning of
a unit is mainly
intended to:
b. Decide who will pass or
fail
d. Measure what students
already know
c. Assign final grades
a. Motivate students to
review past lessons

Question no. 4
4. Which type of
assessment is usually
done at the end of a
grading period to
evaluate overall
achievement?
b. Diagnostic
c. Summative
d. Assessment to inspire
future improvement
a. Formative

Question no. 5
5. When students are
asked to reflect on
their own learning and
identify strengths and
weaknesses, this is an
example of:
b. Teacher assessment
d. Self-assessment
c. Activity that builds
responsibility in learning
a. Peer assessment

Question no. 6
6. Which of the
following is NOT
considered a tool
for assessment?
a. Rubric
b. Teaching guide to make
lessons effective
c. Report Card
d. Examination

Question no. 9
9. Assessment can
be considered
“authentic” when:
c. It motivates learners to
think critically
b. It measures real-life
skills and application
d. It requires multiple-
choice tests only
a. It asks students to
memorize definitions only

Question no. 7
7. Why is feedback
important in the
assessment
process?
b. To encourage students to
reflect on their progress
c. To guide students in
improving their learning
d. To shorten class
discussions
a. To embarrass students
publicly

Question no. 8
8. Which of the
following best shows
the difference
between testing and
assessment?
b. Testing is easier, while
assessment is harder
a. Testing is one way of
measuring, while assessment
includes many strategies
c. Testing is informal, while
assessment is broader and
ongoing
d. There is no difference
between the two

Question no. 10
10. A teacher who
observes group
discussions to check if
students can apply
concepts is using what
type of assessment?
b. Standardized assessment
d. Observation to encourage
teamwork and cooperation
c. Summative assessment
a. Informal assessment

Badang^J Educ 5 ppt.pptx high quality assessment

More Related Content

Similar to Badang^J Educ 5 ppt.pptx high quality assessment

Recently uploaded

Badang^J Educ 5 ppt.pptx high quality assessment