This document discusses assessment and provides information about various assessment topics. It begins by outlining an agenda for a workshop on assessment competencies, knowledge, process, understanding and product/performance. It then defines key terms related to assessment such as authentic assessment, alternative assessment, and performance assessment. The document discusses the shift toward alternative and performance-based assessments that measure higher-order skills through open-ended tasks rather than lower-level discrete skills. It provides characteristics and examples of performance-based assessments and discusses constructing performance-based tasks.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
The aim of the present report is to provide a guide for educators in assessing knowledge (K), process (P), understanding (U), and product/performance (P) as part of the reform in assessment in the K to 12 basic education. The Philippines recently changed their basic education system to a one year of kindergarten and 12 year basic education known as the K to 12 Enhanced Basic Education. Part of the educational reform is a guide on how to conduct assessment in schools within a framework of Standards-Based Assessment. The new assessment system established a nomenclature of skills to be assessed among students that includes assessment of knowledge, process, understanding, and product/performance. The present report further defines and clarifies the domains of the nomenclature. The specific dimensions of these skills are outlined with some examples of assessment protocols under each.
The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
This slide describes self-regulated learning based on the components derived by Magno (2010). Different ways of teaching it inside the classroom are presented
Assessment in the Social Studies CurriculumCarlo Magno
This presentation contains two assessment competencies of teachers in social studies: (1) Constructive alignment and (2) and making decisions as to give written works or performance-based assessment in class. Some guidelines in making paper and pencil items and performance-based task are presented.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
Chapter 4: Using Bloom Taxonomy to Improve Student Learning_Questioning.pptxVATHVARY
Understand the levels of Bloom’s Taxonomy within the cognitive domain and how they can be applied to questioning techniques in teaching.
Develop effective questioning strategies that align with different levels of Bloom’s Taxonomy to enhance student learning and critical thinking skills.
Practice creating questions that target specific cognitive processes such as remembering, understanding, applying, analyzing, evaluating, and creating.
Evaluate the effectiveness of different types of questions in promoting deeper understanding and retention of course material among students.
Apply Bloom’s Taxonomy principles to design assessments that incorporate various levels of cognitive complexity through well-crafted questions.
205. PBL Facilitation- Workshop Example Lesson Plans
This session will focus on how to successfully facilitate a PBL style lesson in a variety of core classes. There will be a brief discussion of what PBL format is and its effectiveness with student engagement. A sample PBL will be presented that walks participants through the writing and implementation process, and a follow up that addresses common concerns such as technology limitations and reaching at risk students.
Presenter(s): Leila Merrell
Location: Auditorium IV
1. Reflective Essay & Literature Review Report, (total of .docxjeremylockett77
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check ...
1. Reflective Essay & Literature Review Report, (total of .docxcroysierkathey
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check.
While-End Loop (Repetition Structure)
PreviousNext
Hide Description
LOOPS, FLOWCHARTS
Create your own simple program using a repetition(i.e Loop) structure. You decide the theme. Provide an overview (i.e Program Design) of what your repetition structure is doing. Then provide the Pseudocode of your example. Please keep the design simple for this exercise. Just a few lines of code is all that is needed for this response.
First, write using a For loop for a fixed number of loops.
Then for the same program use a While loop with a sentinel approach.
When using the While loop, you will need some logic to exit the loop and you will need a loop counter.
You could take one of your prompts from Road Trip and create a loop around it.
I dont want to see just a loop where you just print out the loop counter.
Some suggestions:
1)prompt for mileage run daily, count the days, calculate the ave miles per day, display total miles and ave daily miles
2)prompt for grocery costs per week, count the weeks, calculate the ave grocery costs per week, display total grocery costs and ave grocery costs
3)prompt for car miles driven in a month, count the months, calculate the ave miles driven per month, display total miles and ave monthly miles driven
4)prompt for number of movie tickets sold in a night, count the number of nights, calculate the ave tickets sold per night, display the total tickets sold and the ave tickets sold per night.
Remember--- The accumulation of total is done inside the loop. To calculate ave you divide the accumulated total by the number of whatever you are looping. The ave is done after the end of the loop.
2:
Convert Part 1 to C-code. You only need to do one of the loop types. Don't for get to indent your code. Put Part 2 - problem no.X in the Subject area and submit a .txt (or .c) file for your code.
Part 3 (optional):
Take your While-End repetition structure from Part 1 and modify it so that the While condition test uses a Boolean variable. You will need to initialize the Boolean variable prior to the loop as well as set it inside the loop so that you exit the loop appropriately.
Dr. Janine Nkosi
[email protected]
559-278-2892
Office Hours: By Appointment
Location: Virtual Office
Critical thinking is an important component of sociology; the sociological
imagination requires us to step back, to ask questions, to identify and
examine unstated assumptions, and to evaluate evidence.
1
Course Description: Scholars
suggest that the only effective way to
develop these skills is as a conscious course
objective, perhaps even the primary goal of
the course. Thus, the focus of this course is
critical thinking, not social problems or
social issues—the issues are the vehicle for
teaching critical thinking. In this class, we
discuss restoring civil society where people
act not just in their own interest but also
for the common good. To complement
your classroom learning, each student will
participate.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Empowering educators on technology integrationCarlo Magno
This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Accountability in Developing Student LearningCarlo Magno
This slide emphasizes on the role of instructional leaders to support instruction that would eventually lead to student learning. Different strategies on instructional leadership is tackled in order to achieve student progress overtime.
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Guiding your child on their career decision makingCarlo Magno
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Task #1
• Group work: Write one sample item/task for
each skill.
• Group 1: Knowledge
• Group 2: Process
• Group 3: Understanding
• Group 4: Performance/Product
2
3. Task # 2: Answer the following
questions:
• What is assessment for you?
• When do you conduct assessment?
• What do you use to assess academic
skills of students?
3
4. Advance Organizer
• Assessment competencies
• The need for Standards
• KPUP
– Day 1: KPU
– Day 2: Performance/Product
– Day 3: Standards-Based Assessment in English,
Math, and Science
4
5. Assessment Competencies for Teachers
• Constructed by the AFT, NCME, NEA:
• Teachers should be skilled in:
1. choosing assessment methods appropriate
for instructional decisions.
2. Administering, scoring, and interpreting the
results of both externally produced and
teacher produced assessment methods.
3. Using assessment results when making
decisions about individual students, planning
teaching, and developing curriculum and
school improvement.
American Federation of Teachers, National Council on Measurement and Evaluation, and
National Education Association in the United States of America.
6. Assessment Competencies for Teachers
4. Developing valid pupil grading procedures
that use pupil assessment.
5. Communicating assessment results to
students, parents, other lay audiences, and
other educators.
6. Recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses
of assessment information.
7. Why do we need standards?
• To make sure that
everyone delivers
quality work
• To produce quality
students
• To deliver quality
programs
• Basis on what to assess
7
8. Mathematics Standards for Junior HS
• Math
– solve equations involving rational expressions
• English
– Share prior knowledge about a text topic
• Science
– explain how the respiratory and circulatory
systems work together to transport nutrients,
gases, and other molecules to and from the
different parts of the body;
8
9. DepEd Taxonomy
• real-life application
of understanding
• enduring big ideas,
principles, and
generalizations inherent to
the discipline
• cognitive
operations that
the student
performs
• content of the
curriculum, the
facts and
information that
the student
acquires
Knowledge Process
Product/PerformanceUnderstanding
10. Determine whether: Knowledge, process,
understanding, product/performance
1. Uses different strategies (looking for a pattern,
working backwards, etc.) to solve for the
unknown in simple equations involving one or
more operations on whole numbers and
fractions involving quadratic equation by
completing squares.
2. Solves word problems involving quadratic
equation
3. Explain the different patterns of non-Mendelian
inheritance
4. Describe the different types of volcanoes
11. 5. Compose an informative essay
6. explain how earthquake waves provide
information about the interior of the earth
7. Uses models or illustrations, explain how
movements along faults generate earthquakes
8. Measures time using a 12-hour and a 24-hour
clock
9. Utilize coping reading strategies to process
information in a text
10.Draw a circle and illustrate 5 different chords.
Determine whether: Knowledge,
process, understanding,
product/performance
19. Six Facets of Understanding
Explain - provide thorough and justifiable accounts of
phenomena, facts, and data
Interpret — tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to ideas
and events; make subjects personal or accessible through
images, anecdotes, analogies, and models
Apply — effectively use and adapt what they know in diverse
contexts
Have perspective — see and hear points of view through
critical eyes and ears; see the big picture
Empathize — find value in what others might find odd, alien,
or implausible; perceive sensitively on the basis of prior
indirect experience
Have self-knowledge — perceive the personal style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of what
they do not understand and why understanding is so hard
20. Explain
Which of the following statements of the relationship
between market price and normal price is true?
a. Over a short period of time, market price varies directly
with changes in normal price.
b. Over a long period of time, market price tends to equal
normal price.
c. Market price is usually lower than normal price.
d. Over a long period of time, market price determines
normal price.
21. Explain
• Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
• Explain why the cell is considered the basic
structural and functional unit of all organisms
21
22. Translation from symbolic form to another form, or vice versa
Which of the graphs below best represent the supply situation
where a monopolist maintains a uniform price regardless of
the amounts which people buy?
A B C D
S
Price
Quantity
S
Price
Quantity
S
S
Price
Quantity
S S
Price
Quantity
S
Interpret
23. Interpret
• Interpret simple maps of unfamiliar places,
signs and symbols
• Interpret pictographs
• Interpet tables
23
24. Apply
In the following items (4-8) you are to judge the effects of a particular policy on the
distribution of income. In each case assume that there are no other changes in
policy that would counteract the effect of the policy described in the item. Mark
the item:
A. If the policy described would tend to reduce the existing degree of inequality in
the distribution of income,
B. If the policy described would tend to increase the existing degree of inequality
in the distribution of income, or
C. If the policy described would have no effect, or an indeterminate effect, on the
distribution of income.
__ 4. Increasingly progressive income taxes.
__ 5. Confiscation of rent on unimproved
__ 6. Introduction of a national sales tax
__ 7. Increasing the personal exemptions from income taxes
__ 8. Distributing a subsidy to sharecroppers on southern farms
25. Have Perspective
• If you are a priest what will be your stand on
the RH Bill?
• What would be the explanation in the creation
of the universe in a scientific framework?
• In a communist point of view how should
schooling be implemented?
• In a liberal perspective, are adults allowed
premarital sex?
25
26. Empathize
After reading the passage answer the following questions…
2. How did Carol feel on this walk?
a. envied
b. sad
c. relaxed
d. happy
3. Carol envied the people around her because they
_____________________.
a. were sad and lonely
b. love the city life
c. were laughing and joking
d. don’t like the city
27. Empathize
• Your new maid from the mountain destroyed
your very expensive Narra door and she used
it as firewood and cooked rice in your newly
landscaped garden. How should you react?
• A…
• B…
• C…
• D…
28. • Ability to Recognize the Relevance of
Information
28
29. • Ability to Recognize Warranted and
Unwarranted Generalizations
29
34. Reading comprehension
• Bem (1975) has argued that androgynous people are
“better off” than their sex-typed counterparts
because they are not constrained by rigid sex-role
concepts and are freer to respond to a wider variety
of situations. Seeking to test this hypothesis, Bem
exposed masculine, feminine, and androgynous men
and women to situations that called for independence
(a masculine attribute) or nurturance (a feminine
attribute). The test for masculine independence
assessed the subject’s willingness to resist social
pressure by refusing to agree with peers who gave
bogus judgments when rating cartoons for funniness
(for example, several peers might say that a very
funny cartoon was hilarious). Nurturance or feminine
expressiveness, was measured by observing the
behavior of the subject when left alone for ten
minutes with a 5-month old baby. The result
confirmed Bem’s hypothesis. Both the masculine sex-
typed and the androgynous subjects were more
independent(less conforming) on the ‘independence”
test than feminine sex-typed individuals.
Furthermore, both the feminine and the androgynous
subjects were more “nurturant” than the masculine
sex-typed individuals when interacting with the baby.
Thus, the androgynous subjects were quite flexible,
they performed as masculine subjects did on the
“feminine” task.
34
35. What is the independent variable in the
study?
a. Situations calling for independence and
nurturance
b. Situation to make the sex type react
c. Situations to make the androgynous be
flexible
d. Situations like sex type, androgynous and
sex role concepts
36. What are the levels of the IV?
a. masculine attribute and feminine attribute
b. rating cartoons and taking care of a baby
c. independence and nurturance
d. flexibility and rigidity
35. Interpreting Diagrams
Instruction. Study the following illustrations and answer the following
questions.
Figure 1
35
Pretest Posttest
101. Which group received the treatment?
a. group A b. group B
b. c. none of the above
102. Why did group B remain stable across the
experiment?
a. there is an Extraneous Variable
b. There was no treatment
c. ceiling effect occured
103. What is the problem during the pretest phase of
the experiment?
a. the two groups are nonequivalent
b. the groups are competing with each other
c. the treatment took place immediately
Group B
Group A
36. Examples of Process Competencies
• Employ appropriate listening strategies suited to
type of text
• Employ analytical listening to make
prediction/projections
• Use illustration strategies to solve the math
problem
• Use trial and error to factor the squares
• Reread the sentence with difficult words to better
understand the paragraph
• Plan the steps in the project before showing the
final poster in class.
36
38. Two components of Metacognition
• Knowledge of cognition
• reflective aspect of metacognition
• Individuals’ awareness of their own knowledge, learning
preferences, styles, strengths, and limitations,
• Awareness of how to use this knowledge that can
determine how well they can perform different tasks (de
Carvalho, Magno, Lajom, Bunagan, & Regodon, 2005).
• Regulation of cognition
• Control aspect of learning
• Procedural aspect of knowledge
• Allows effective linking of actions needed to complete a
given task (Carvalho & Yuzawa, 2001).
39. Components of Metacogniton
Knowledge of Cognition
• (1) Declarative knowledge – knowledge
about one’s skills, intellectual resources,
and abilities as a learner.
• (2) Procedural knowledge – knowledge
about how to implement learning
procedures (strategies)
• (3) Conditional knowledge – knowledge
about when and why to use learning
procedures.
40. Examples of knowledge of cognition in
Mathematical Investigation
• Declarative Knowledge
– Knowing what is needed to be solved
– Understanding ones intellectual strengths and
weaknesses in solving math problems
• Procedural knowledge
– Awareness of what strategies to use when solving
math problems
– Have a specific purpose of each strategy to use
• Conditional knowledge
– Solve better if the case is relevant
– Use different learning strategies depending
on the type of problem
41. Components of Metacogniton
Regulation of cognition
1) Planning – planning, goal setting, and allocating
resources prior to learning.
(2) Information Management Strategies – skills and
strategy sequences used on- line to process
information more effectively (organizing,
elaborating, summarizing, selective focusing).
(3) Monitoring – Assessing one’s learning or strategy
use.
(4) Debugging Strategies – strategies used to correct
comprehension and performance errors
(5) Evaluation of learning – analysis of performance
and strategy effectiveness after learning episodes.
42. Examples of regulation of cognition
• Planning
• Pacing oneself when solving in order to have enough time
• Thinking about what really needs to be solved before beginning
a task
• Information Management Strategies
• Focusing attention to important information
• Slowing down when important information is encountered
• Monitoring
• Considering alternatives to a problem before solving
• Pause regularly to check for comprehension
• Debugging Strategies
• Ask help form others when one doesn’t understand
• Stop and go over of it is not clear
• Evaluation of learning
• Recheck after solving
• Find easier ways to do things
43. Shifts in assessment
• Testing Alternative assessment
• Paper and pencil Performance assessment
• Multiple choice Supply
• Single correct answer Many correct answer
• Summative Formative
• Outcome only Process and Outcome
• Skill focused Task-based
• Isolated facts Application of knowledge
• Decontextualized task Contextualized task
44. Workshop
• Group work
• Each group will accomplish the following task:
• 1 Knowledge item – multiple choice
• 2 Process items – multiple choice
• 1 Explain item – multiple choice
• 1 Apply item – multiple choice
• 1 Interpret item – multiple choice
44
45. Alternative forms of assessment
• Performance based assessment
• Authentic assessment
• Portfolio assessment
46. Terms
• Authentic
assessment
• Direct assessment
• Alternative
assessment
• Performance testing
• Performance
assessment
• Changes are taking
place in assessment
47. Method
• Assessment should measure what is really
important in the curriculum.
• Assessment should look more like
instructional activities than like tests.
• Educational assessment should approximate
the learning tasks of interest, so that, when
students practice for the assessment, some
useful learning takes place.
48. What is Performance Assessment?
• Testing that requires a student to create an
answer or a product that demonstrates
his/her knowledge or skills (Rudner & Boston,
1991).
49. Features of performance assessment
• Intended to assess what it is that students know and can do
with the emphasis on doing.
• Have a high degree of realism about them.
• Involve: (a) activities for which there is no correct answer, (b)
assessing groups rather than individuals, (c) testing that would
continue over an extended period of time, (d) self-evaluation
of performances.
• Likely use open-ended tasks aimed at assessing higher level
cognitive skills.
50.
51.
52. Push on performance assessment
• Bring testing methods more in line with
instruction.
• Assessment should approximate closely what
it is students should know and be able to do.
53. Emphasis of performance assessment
• Should assess higher level cognitive skills
rather than narrow and lower level discreet
skills.
• Direct measures of skills of interest.
54. Characteristics of performance-based
assessment
• Students perform, create, construct, produce, or do something.
• Deep understanding and/or reasoning skills are needed and
assessed.
• Involves sustained work, often days and weeks.
• Calls on students to explain, justify, and defend.
• Performance is directly observable.
• Involves engaging in ideas of importance and substance.
• Relies on trained assessor’s judgments for scoring
• Multiple criteria and standards are prespecified and public
• There is no single correct answer.
• If authentic, the performance is grounded in real world contexts
and constraints.
55. Variation of authenticity
Relatively authentic Somewhat authentic Authentic
Indicate which parts of a
garden design are
accurate
Design a garden Create a garden
Write a paper on zoning Write a proposal to
change fictitious zoning
laws
Write a proposal to
present to city council to
change zoning laws
Explain what would you
teach to students
learning basketball
Show how to perform
basketball skills in
practice
Play a basketball game.
56. Constructing Performance Based tasks
1. Identify the performance task in which students
will be engaged
2. Develop descriptions of the task and the context
in which the performance is to be conducted.
3. Write the specific question, prompt, or problem
that the student will receive.
• Structure: Individual or group?
• Content: Specific or integrated?
• Complexity: Restricted or extended?
57. Complexity of task
• Restricted-type task
– Narrowly defined and require brief responses
– Task is structured and specific
– Ex:
• Construct a bar graph from data provided
• Demonstrate a shorter conversation in French about what is on a
menu
• Read an article from the newspaper and answer questions
• Flip a coin ten times. Predict what the next ten flips of the coin will
be, and explain why.
• Listen to the evening news on television and explain if you believe
the stories are biased.
• Construct a circle, square, and triangle from provided materials
that have the same circumference.
58. • Extended-type task
– Complex, elaborate, and time-consuming.
– Often include collaborative work with small group of
students.
– Requires the use of a variety of information
– Examples:
• Design a playhouse and estimate cost of materials and labor
• Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
• Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
• Diagnose and repair a car problem
• Design an advertising campaign for a new or existing product
59. Identifying Performance Task
Description
• Prepare a task description
• Listing of specifications to ensure that essential if
criteria are met
• Includes the ff.:
– Content and skill targets to be assessed
– Description of student activities
• Group or individual
• Help allowed
– Resources needed
– Teacher role
– Administrative process
– Scoring procedures
60. Performance-based Task Question
Prompt
• Task prompts and questions will be based on
the task descriptions.
• Clearly identifies the outcomes, outlines what
the students are encourage dot do, explains
criteria for judgment.
68. Performance Criteria
• What you look for in student responses to
evaluate their progress toward meeting the
learning target.
• Dimensions of traits in performance that are used
to illustrate understanding, reasoning, and
proficiency.
• Start with identifying the most important
dimensions of the performance
• What distinguishes an adequate to an inadequate
demonstration of the target?
69. Example of Criteria
• Learning target:
– Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
• Criteria:
– Appropriateness of language for the audience
– Plausibility and relevance of supporting arguments.
– Level of detail presented
– Evidence of creative, innovative thinking
– Clarity of expression
– Organization of ideas
70. Rating Scales
• Indicate the degree to which a particular
dimension is present.
• Three kinds: Numerical, qualitative, combined
qualitative/quantitative
71. • Numerical Scale
– Numbers of a continuum to indicate different level
of proficiency in terms of frequency or quality
Example:
No Understanding 1 2 3 4 5 Complete
understanding
No organization 1 2 3 4 5 Clear organization
Emergent reader 1 2 3 4 5 Fluent reader
72. • Qualitative scale
– Uses verbal descriptions to indicate student
performance.
– Provides a way to check the whether each
dimension was evidenced.
• Type A: Indicate different gradations of the dimension
• Type B: Checklist
73. • Example of Type A:
– Minimal, partial, complete
– Never, seldom, occasionally, frequently, always
– Consistent, sporadically, rarely
– None, some, complete
– Novice, intermediate, advance, superior
– Inadequate, needs improvement, good excellent
– Excellent, proficient, needs improvement
– Absent, developing, adequate, fully developed
– Limited, partial, thorough
– Emerging, developing, achieving
– Not there yet, shows growth, proficient
– Excellent, good, fair, poor
75. • Holistic scale
– The category of the scale contains several criteria, yielding
a single score that gives an overall impression or rating
Example
level 4: Sophisticated understanding of text indicated
with constructed meaning
level 3: Solid understanding of text indicated with some
constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or
no constructed meaning
77. • Analytic Scale
– One in which each criterion receives a separate
score.
Example
Criteria Outstanding
5 4
Competent
3
Marginal
2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images
78. Rubrics
• When scoring criteria are combined with a
rating scale, a complete scoring guideline is
produced or rubric.
• A scoring guide that uses criteria to differentiate
between levels of student proficiency.
80. Guidelines in creating a rubric
1. Be sure the criteria focus on important aspects of the
performance
2. Match the type of rating with the purpose of the
assessment
3. The descriptions of the criteria should be directly
observable
4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale should
be clearly and specifically defined.
6. Take appropriate steps to minimize scoring frame
81. Workshop
• Create a performance based task.
• Indicate the following:
– Nature of the final product
– What students are suppose to do
– Criteria for the marking