The document discusses assessment and innovative assessment. Assessment is defined as a systematic process of gathering data related to student learning and using that data to improve learning. It aims to understand what students know, can do, and understand as a result of their educational experience. Innovative assessment uses new techniques to improve the quality of student learning. It encourages deep learning, develops skills, and provides formative feedback to students. Innovative assessment methods assess a broader range of skills and are considered fairer than traditional methods.

1. Melchor Ga-ayon Dullao

2. Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of developing a
deep understanding of what students know, understand,
and can do with their knowledge as a result of their
educational experience; the process culminates when
assessment results are used to improve subsequent
learning.
Huba and Freed, 2000

3. • Assessment is an ongoing
process aimed at
understanding and improving
student learning multiple
methods criteria and
standards evidence
Students know, can do
and understand.
It’s more than just
collecting data.

4. IMPORTANCE OF ASSESSMENT
 To find out what the students know (knowledge)
 To find out what the students can do, and how
well they can do it (skill; performance)
 To find out how students go about the task of
doing their work (process)To find out how
students feel about their work (motivation,
effort)

6.  Innovative Assessment could be any form of assessment which
involves the application of a new technique or method….however,
innovative assessment has come to mean more than that; it is a
term we use which encompasses a whole range of different
techniques and methods, not all of which are new inventions. What
Unites them is a common goal; to improve the quality of student
learning” (Mowl 2006)
 Innovative assessment is also about ‘the redistribution of
educational power' when assessment becomes not just something
which is 'done to' learners but also 'done with' and 'done by'
learners (Harris and Bell, 1990).
 Innovative assessment is not just some trendy, new technique
dreamt-up purely to save on the amount of time teachers spend on
marking, it is a genuine attempt to improve the quality of learning in
higher education. (Mowl, 2005)

7. Innovative Assessment aims to produce students who are...
deep rather than surface learners
highly motivated and committed
enterprising
equipped with a range of transferable skills
capable of self-criticism and evaluation
fairly and reliably assessed
active and reactive participants in the learning process, capable
of 'creative dissent' rather than simply passive, uncritical
recipients of other people's knowledge.
(Cowan,2006)

8. Benefits Of Innovative Assessment
 By incorporating a range of different methods innovative assessment
assesses a broader range of skills and as such it is considered to be fairer
and less discriminatory. Consequently, innovative assessment should have
the effect of widening access to Higher Education and perhaps widening
success.
 Innovative assessment is a more reliable assessment of student learning
because it is not dependent on any one method of assessment. Innovative
assessments allow for the fact that all individuals have strengths and
weaknesses, by assessing an individual’s performance across a range of
skills a more balanced and reliable assessment can be obtained.
 Innovative assessment on the whole adopts a more positive approach to
education; by spreading the assessment net more widely, it provides students
with a range of opportunities to demonstrate how much they understand
(Ramsden, 1992), rather than the somewhat negative approach of how little.

9.  Innovative assessment is usually formative and as such is more likely to
facilitate effective, well motivated student learning. Providing timely and
constructive feedback allows misunderstandings to be detected and cleared
up, and students are able to make improvements where necessary. This
process helps maintain student motivation, enabling them to learn more
steadily and fluently. If students genuinely don’t
 know what they are doing wrong, as they are never informed, then this can
lead to frustration and a loss of interest in the subject.
 A range of different techniques and methods should stimulate both staff and
student interest. 6. Students learn and are assessed upon a much greater
variety of skills and in a number of different situations. This should produce
more rounded and more employable graduates. Assessments may include
students demonstrating that they ‘know how to’ rather than just ‘know about’
(Race, 1994).

10. Innovative assessment methods are usually more realistic and
relevant, involving role plays, simulation and work placements;
students develop a better understanding of how their specific skills
and knowledge can be applied both inside and outside the
academic environment.
Innovative assessment is generally regarded as a possible
strategy for facilitating a ‘deep’ rather than a ‘surface’ approach to
learning (Marton and Säljö, 1990; Boyd and Cowan, 1985;
Ramsden, 1992). Brown and Dove (1993) consulted staff from
four different universities who were already using self and peer
assessments, the staff reported: “students using higher levels of
reflection, developing a questioning and self analytic approach to
their professional practice and engaging in deep rather than
surface learning” (Brown and Dove, 1993)

12.  “Writings or drawings that have been scribbled, scratched or sprayed illicitly on a wall or other surface in a
public place.”
 The graffiti wall is fun activity for students and gives you a visual representation of what your students have
learned during a unit of study.
 Using the graffiti wall activity partway through a unit provides you with information for further planning of
instruction. If there appear to be gaps in your students’ learning, you can target those areas and further
assess to see if there is indeed a deficit that you need to focus on in future lessons. Students may have
made connections that you were not expecting or hadn’t even thought of when planning the unit. The
information you collect from the graffiti wall is valuable formative assessment data. Leave the graffiti wall up
during the remainder of the unit and students can continue to add comments and drawings.

13. Step One: Preparation
1. Cover a part of a wall with white paper or manila paper.
2. Prepare pencils,markers,pens, crayons and other things used in drawing.

14. Step Two: Contracting
5. Before the activity begins contract with the students in terms of what an
appropriate response is and how to express one's discomfort with something in
an appropriate way.
6. Make sure that the students work silently.
7. Students can write their own response to the prompt as well as respond to the
questions and ideas that other students have written.
8. They should draw lines connecting their comments to those of other students.
Step Three: Invite Students to the Board
9. Encourage students to write comments, questions or draw what they have learned
about a topic on the graffiti board.
10. Students can jot down facts, write personal opinions, connect their learning to
other areas of study, etc.

15. GRAFFITI WALL ACTIVITY
Layunin ng gawaing ito na matukoy ang kaalaman ng mga mag-aaral tungkol sa heograpiya ng
daigdig. Makatutulong ito sa isasagawang talakayan sa bahagi ng Paunlarin.
1. Gumamit ng manila paper o cartolina bilang graffiti wall.
2. Maaaring pangkatan o pambuong klase ang gawaing ito.
3. Ipasagot sa mga mag-aaral ang tanong na nasa graffiti wall. Masasagot ito sa pamamagitan ng
pangungusap o guhit.
4. Paalalahanan ang mga mag-aaral na malayang maihahayag ang kanilang mga kasagutan sapagkat mga
dating kaalaman o iskema ang hinihingi sa gawain. .
5. Bigyan ng pagkakataon ang mga mag-aaral na basahin ang kanilang mga inilagay sa graffiti wall.
6. Mahalagang magkaroon ng paglalagom sa mga impormasyong ibinigay ng mga mag-aaral upang maging
lunsaran sa susunod na bahagi ng aralin, ang PAUNLARIN.
7. Itabi muna ang graffiti wall at muling ipakita kapag tapos na ang bahagi ng
PAGNILAYAN. Layon nito na masagot ang mga tanong at maiwasto ang mga konseptong naitala sa graffiti
wall.

16. Gawain: Isulat sa Graffiti Wall ang iyong sariling ideya tungkol sa tanong
sa ibaba. Masasagot ito sa anyo ng pangungusap o guhit.
Sa pagbabalik-tanaw sa mga nalalaman mo tungkol sa daigdig, sisimulan
ang pagtalakay sa mga konsepto at klasipikasyon ng heograpiya bilang
asignatura. Bukod dito,tatalakayin ang katangiang heograpikal ng daigdig
bilang planeta at tirahan ng lahat ng organismo, kabilang ang tao.
Sasagutan mo rin ang mga mapanghamong gawaing magbibigay ng
karagdagan at wastong kaalaman tungkol sa heograpiya ng daigdig.
Paano maipapakita ang pag-unawa sa
kahalagahan ng mga pamanang
ipinagkaloob ng mga sinaunang
kabihasnang nagtagumpay sa hamong
dulot ng kapaligiran nito?

17. 2.Geography Checklist

18. Reflection journals are notebooks that students use when
writing about their own thoughts. This encourages the
development of metacognitive skills by helping students
sort what they know from what they don't know.
is a means of recording ideas, personal thoughts and
experiences, as well as reflections and insights a student
have in the learning process of a course.
REFLECTION JOURNAL

19. GAWAIN : Reflection Journal
Nasa ibaba ang larawan ng nagpapakita ng epekto ng Ikalawang Digmaang Pandaigdig. Isipin mong
nanirahan ka sa mga lugar na ito. Ano ang mararamdaman mo? Gumawa ng reflection journal at
isulat doon ang iyong damdamin.

21. Story Map