The document discusses the assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It outlines the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based, formative, and holistic. It will evaluate student proficiency in knowledge, skills, understanding, and performance. Results will be used to track student progress, promote self-reflection, and determine promotion.
This presentation discusses the assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum. It outlines the philosophy, nature, levels, and tools of assessment. The levels of assessment include knowledge, skills, understanding, and products/performances, each with a percentage weight. Levels of proficiency are defined on a scale from Beginning to Advanced, tied to numerical values. Rubrics are proposed for each learning outcome to evaluate performance. Formative and summative assessment tools are also prototyped, including a pre-assessment, formative feedback, and authentic performance tasks for summative evaluation.
This document outlines the general guidelines for assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based, formative, and holistic to track student progress in attaining learning outcomes. It will have four levels - knowledge, skills, understanding, and products/performances. Assessment tools include traditional and authentic tools. Student performance will be rated on a proficiency scale and used to determine promotion or retention. Rubrics will provide clear criteria for each assessment level.
Here are the key steps in planning and implementing a portfolio assessment:
1. Determine the purpose of the portfolio assessment.
2. Establish guidelines for what student work and reflections will be included.
3. Instruct students on selecting portfolio contents and engaging in self-reflection.
4. Establish scoring criteria for evaluating portfolio contents and student self-reflections.
5. Schedule student-teacher conferences to discuss portfolio contents.
6. Iterate the process, allowing students to refine their portfolios over time.
The purpose, contents, and evaluation criteria should all be clearly communicated and aligned to support student learning. Conferences allow for collaborative reflection on progress.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
This presentation discusses the assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum. It outlines the philosophy, nature, levels, and tools of assessment. The levels of assessment include knowledge, skills, understanding, and products/performances, each with a percentage weight. Levels of proficiency are defined on a scale from Beginning to Advanced, tied to numerical values. Rubrics are proposed for each learning outcome to evaluate performance. Formative and summative assessment tools are also prototyped, including a pre-assessment, formative feedback, and authentic performance tasks for summative evaluation.
This document outlines the general guidelines for assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based, formative, and holistic to track student progress in attaining learning outcomes. It will have four levels - knowledge, skills, understanding, and products/performances. Assessment tools include traditional and authentic tools. Student performance will be rated on a proficiency scale and used to determine promotion or retention. Rubrics will provide clear criteria for each assessment level.
Here are the key steps in planning and implementing a portfolio assessment:
1. Determine the purpose of the portfolio assessment.
2. Establish guidelines for what student work and reflections will be included.
3. Instruct students on selecting portfolio contents and engaging in self-reflection.
4. Establish scoring criteria for evaluating portfolio contents and student self-reflections.
5. Schedule student-teacher conferences to discuss portfolio contents.
6. Iterate the process, allowing students to refine their portfolios over time.
The purpose, contents, and evaluation criteria should all be clearly communicated and aligned to support student learning. Conferences allow for collaborative reflection on progress.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
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.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
1. The document provides an introduction to key concepts in educational assessment including tests, measurement, assessment, evaluation, and the relationships between these concepts.
2. It discusses assessment of learning which is summative assessment done at the end to provide evidence of achievement, and the teacher's role in accurately reporting student learning.
3. Assessment for learning is also discussed, which is formative assessment done during learning through feedback and advice to improve. The teacher's role includes aligning instruction to student needs.
4. Other topics covered include principles of assessment, standardized vs teacher-made tests, and forms of assessment such as fixed choice and complex performance tests.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
1. The document discusses different types of assessment tools and methods that can be used to improve the teaching-learning process, including tests, rubrics, and portfolio assessments.
2. It describes various types of visual aids and audiovisual devices that can be used to engage students, including charts, graphs, photographs, and multimedia equipment.
3. The key aspects of a good examination are discussed, including validity, reliability, and objectivity, and different scales of measurement are explained ranging from nominal to interval.
Learning Assessment of the Students by Faculties in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- What is Assessment?
- The Role of Assessment
- Types of Assessment
- Purpose of Assessment
- - Relationship between Assessment and Learning
- What to assess?
- How to assess Skills?
- Outcomes-Based Assessment
- Assessment Methods
- Quality attributes of assessments
- Analysis of questions with Bloom’s Taxonomy
- TOS & Rubric
This document discusses curriculum evaluation, which refers to collecting information to make judgments about the effectiveness of an educational program in order to determine whether it should continue unchanged, be modified, or discontinued. The document outlines that curriculum evaluation has three main purposes: describing and judging a program, comparing student performance to objectives, and obtaining information for decision-making. It also distinguishes between formative evaluation, which collects information during instruction to improve it, and summative evaluation, which assesses the worth of a program at its end. Finally, the document notes that evaluation serves a range of stakeholders and helps ensure curriculum quality and updating over time.
Mathematics assessment in junior high school should focus on assessing student mastery of key standards through formative assessment. Formative assessment provides feedback to students to help them improve, and guides teacher instruction, rather than just checking learning. It is important to clearly communicate learning targets to students and use multiple, ongoing measures to evaluate student understanding over time.
This document discusses evaluation and assessment in education. It begins by highlighting the importance of evaluation in separating useful information from irrelevant information. It then discusses different conceptions of evaluation, moving from a focus on knowledge and grades towards competency-based evaluation of learning processes. The document outlines different types of evaluation (initial, formative, summative), functions (diagnostic, regulating, qualifying) and methods (informal, formal, self-assessment). It argues that evaluation should be ongoing and integrated into the learning process to best support student learning. The goal is shifting evaluation practices from assessment of learning to assessment for and as learning.
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
Basic Concepts of Teaching, Evaluation, Measurement, And Tests.Dr. Amjad Ali Arain
Topic: Basic Concepts of Teaching, Evaluation, Measurement, And Tests.
Student Name: Nasreen
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Measurement, assessment and evaluation in outcomes based education reportGT Northeast Academy
This document discusses measurement, assessment, and evaluation in outcomes-based education. It defines measurement as determining attributes of objects quantitatively using standards. Assessment collects information about learners' progress towards outcomes. Evaluation makes judgments about the quality or value of educational programs or policies. Measurement uses indicators to represent qualities like class participation. Variables are directly measurable characteristics, while factors are groups of correlated variables. The goal is to accurately estimate students' true abilities and knowledge through objective and subjective means.
evaluation is a basic part of management. without Evaluation we cant judge the significance of productivity and outcome, challenges faced during evaluation must be addressed. So that a fair judgment can be made about your subordinates and employees
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Traditional assessment v.s Alternative assessmentZohreh Dehghan
1) The document discusses various tools for assessing student learning, including traditional tools like multiple choice tests and alternative tools like portfolios.
2) Portfolios involve students selecting their own work to showcase their skills and progress over time, requiring more student responsibility and input compared to traditional tests.
3) Alternative assessments like portfolios, anecdotal records, and writing folders aim to authentically evaluate students over multiple touch points and provide opportunities for feedback, as opposed to one-time standardized exams.
Assessment and evaluation are important parts of the nursing profession. Assessment allows teachers and students to understand how effective teaching was and identify areas for improvement. It also allows students to understand their own learning and strengths. There are various types of assessment, including formative and summative, as well as different tools like essays, short answers, checklists and rating scales. The document discusses the purposes of assessment, types of assessment tools and techniques, and how to select the appropriate assessment method.
1. The document discusses assessing student learning outcomes to determine if students are gaining the intended skills and knowledge from instruction. It emphasizes that student learning outcomes should focus on what students can do rather than inputs like class activities.
2. Good student learning outcomes are measurable, teachable, identify changes in students, and can be used to improve instruction. Direct and indirect assessment methods are described.
3. The document recommends using Bloom's Taxonomy and other frameworks to design learning and assessment at different cognitive levels, and provides examples of assessment activities and pitfalls to avoid.
This document discusses assessment in education. It defines key terms like test, measurement, and assessment. It explains that the purpose of assessment is to provide information on student learning, engage others in analyzing student data to improve teaching and learning, and evaluate educational improvements. Assessment should identify learning goals and targets, use sound design, involve students, and provide effective feedback. The document discusses different assessment methods and criteria for choosing methods, as well as who should be involved in assessment. It contrasts traditional versus authentic assessment and describes the ideal assessment as accurate, beneficial for planning, and a valid learning experience.
Assessment and Evaluation (Some Issues and Concerns)parveenpandit2019
The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
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.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
1. The document provides an introduction to key concepts in educational assessment including tests, measurement, assessment, evaluation, and the relationships between these concepts.
2. It discusses assessment of learning which is summative assessment done at the end to provide evidence of achievement, and the teacher's role in accurately reporting student learning.
3. Assessment for learning is also discussed, which is formative assessment done during learning through feedback and advice to improve. The teacher's role includes aligning instruction to student needs.
4. Other topics covered include principles of assessment, standardized vs teacher-made tests, and forms of assessment such as fixed choice and complex performance tests.
TEST, MEASUREMENT, ASSESSMENT, AND EVALUATION (DINI & ORNELA)vina serevina
The document discusses test measurement, assessment, and evaluation. It defines these terms and explains their relationships. Measurement is the process of collecting quantitative or qualitative data about learning using tools like tests or observations. Assessment is interpreting the data to make judgments about student progress. Evaluation is using assessment results to make decisions about students or improve teaching. The document also outlines the functions and uses of assessment, such as improving instruction, identifying student weaknesses, and determining if learning objectives were achieved. Different types of assessment include formative, summative, diagnostic, and skills-based. Overall, the key purpose of these processes is to support student learning and improve educational outcomes.
1. The document discusses different types of assessment tools and methods that can be used to improve the teaching-learning process, including tests, rubrics, and portfolio assessments.
2. It describes various types of visual aids and audiovisual devices that can be used to engage students, including charts, graphs, photographs, and multimedia equipment.
3. The key aspects of a good examination are discussed, including validity, reliability, and objectivity, and different scales of measurement are explained ranging from nominal to interval.
Learning Assessment of the Students by Faculties in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- What is Assessment?
- The Role of Assessment
- Types of Assessment
- Purpose of Assessment
- - Relationship between Assessment and Learning
- What to assess?
- How to assess Skills?
- Outcomes-Based Assessment
- Assessment Methods
- Quality attributes of assessments
- Analysis of questions with Bloom’s Taxonomy
- TOS & Rubric
This document discusses curriculum evaluation, which refers to collecting information to make judgments about the effectiveness of an educational program in order to determine whether it should continue unchanged, be modified, or discontinued. The document outlines that curriculum evaluation has three main purposes: describing and judging a program, comparing student performance to objectives, and obtaining information for decision-making. It also distinguishes between formative evaluation, which collects information during instruction to improve it, and summative evaluation, which assesses the worth of a program at its end. Finally, the document notes that evaluation serves a range of stakeholders and helps ensure curriculum quality and updating over time.
Mathematics assessment in junior high school should focus on assessing student mastery of key standards through formative assessment. Formative assessment provides feedback to students to help them improve, and guides teacher instruction, rather than just checking learning. It is important to clearly communicate learning targets to students and use multiple, ongoing measures to evaluate student understanding over time.
This document discusses evaluation and assessment in education. It begins by highlighting the importance of evaluation in separating useful information from irrelevant information. It then discusses different conceptions of evaluation, moving from a focus on knowledge and grades towards competency-based evaluation of learning processes. The document outlines different types of evaluation (initial, formative, summative), functions (diagnostic, regulating, qualifying) and methods (informal, formal, self-assessment). It argues that evaluation should be ongoing and integrated into the learning process to best support student learning. The goal is shifting evaluation practices from assessment of learning to assessment for and as learning.
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
Basic Concepts of Teaching, Evaluation, Measurement, And Tests.Dr. Amjad Ali Arain
Topic: Basic Concepts of Teaching, Evaluation, Measurement, And Tests.
Student Name: Nasreen
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Measurement, assessment and evaluation in outcomes based education reportGT Northeast Academy
This document discusses measurement, assessment, and evaluation in outcomes-based education. It defines measurement as determining attributes of objects quantitatively using standards. Assessment collects information about learners' progress towards outcomes. Evaluation makes judgments about the quality or value of educational programs or policies. Measurement uses indicators to represent qualities like class participation. Variables are directly measurable characteristics, while factors are groups of correlated variables. The goal is to accurately estimate students' true abilities and knowledge through objective and subjective means.
evaluation is a basic part of management. without Evaluation we cant judge the significance of productivity and outcome, challenges faced during evaluation must be addressed. So that a fair judgment can be made about your subordinates and employees
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Traditional assessment v.s Alternative assessmentZohreh Dehghan
1) The document discusses various tools for assessing student learning, including traditional tools like multiple choice tests and alternative tools like portfolios.
2) Portfolios involve students selecting their own work to showcase their skills and progress over time, requiring more student responsibility and input compared to traditional tests.
3) Alternative assessments like portfolios, anecdotal records, and writing folders aim to authentically evaluate students over multiple touch points and provide opportunities for feedback, as opposed to one-time standardized exams.
Assessment and evaluation are important parts of the nursing profession. Assessment allows teachers and students to understand how effective teaching was and identify areas for improvement. It also allows students to understand their own learning and strengths. There are various types of assessment, including formative and summative, as well as different tools like essays, short answers, checklists and rating scales. The document discusses the purposes of assessment, types of assessment tools and techniques, and how to select the appropriate assessment method.
1. The document discusses assessing student learning outcomes to determine if students are gaining the intended skills and knowledge from instruction. It emphasizes that student learning outcomes should focus on what students can do rather than inputs like class activities.
2. Good student learning outcomes are measurable, teachable, identify changes in students, and can be used to improve instruction. Direct and indirect assessment methods are described.
3. The document recommends using Bloom's Taxonomy and other frameworks to design learning and assessment at different cognitive levels, and provides examples of assessment activities and pitfalls to avoid.
This document discusses assessment in education. It defines key terms like test, measurement, and assessment. It explains that the purpose of assessment is to provide information on student learning, engage others in analyzing student data to improve teaching and learning, and evaluate educational improvements. Assessment should identify learning goals and targets, use sound design, involve students, and provide effective feedback. The document discusses different assessment methods and criteria for choosing methods, as well as who should be involved in assessment. It contrasts traditional versus authentic assessment and describes the ideal assessment as accurate, beneficial for planning, and a valid learning experience.
Assessment and Evaluation (Some Issues and Concerns)parveenpandit2019
The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
This professional development workshop teaches participants how to create meaningful rubrics that assess student learning. The workshop will provide tools for identifying the goals and objectives of student work and assessing various aspects of student products. Participants will investigate theories of rubric design, review online rubric creators, and practice developing rubrics that enhance student work while focusing on assignment goals and objectives. The workshop agenda includes discussions on starting with learning outcomes, formative and summative assessment, and designing valid and reliable rubrics using both holistic and analytic approaches.
The document discusses assessment in K-12 classrooms. It defines assessment as a joint process between teachers and learners that facilitates higher-order thinking skills. Assessment should be an integral part of teaching and learning. There are different types of classroom assessments, including observable and invisible assessments, as well as various assessment methods that teachers can use to evaluate what students know and can do. The document also discusses effective feedback, which should be specific, timely, and help students improve, versus ineffective feedback that is vague or infrequent. Classroom assessment results should be reported to students, parents, and other teachers.
Evaluation is a process of judging the effectiveness of educational experiences. It involves collecting, recording, and interpreting information to determine the extent to which objectives are being attained and how effective teaching methods are. The document discusses the purposes, principles, characteristics, types (formative and summative), tools, areas (knowledge, skills, attitude) and methods of evaluation. Formative evaluation focuses on improving the learning process, while summative evaluation assesses learning outcomes using tools like tests, exams and projects. Both qualitative and quantitative techniques are used to evaluate students in a holistic manner.
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
The document discusses evaluation and assessment in education. It defines evaluation as judging the worth or value of an individual's achievements and characteristics. Evaluation is a decision-making process aimed at improving effectiveness and efficiency. Assessment focuses more on measuring personal attributes using objective instruments and numerical values. The purposes of evaluation include determining if educational objectives are being met, diagnosing strengths and weaknesses, and improving instruction. A variety of principles and techniques are discussed for conducting effective evaluations.
This document discusses various methods for assessing student performance. It describes formative assessment which occurs during instruction to inform teaching and learning. Summative assessment evaluates learning at the end of a unit or course. Both qualitative and quantitative methods are outlined, including projects, portfolios, debates and oral presentations. The document also covers norm-referenced, criterion-referenced, and performance-based assessments.
This document provides information for an upcoming webinar on assessments and rubrics for curriculum development. It includes the goals and agenda for the webinar, which are to define assessment terminology, propose assessments for different outcomes and levels, and access and use a materials design rubric for goals and assessments. It also discusses linking goals and assessments, examples of learning outcomes, formative and summative assessments, and designing rubrics. Participants are given follow-up tasks to complete before an in-person workshop on February 9.
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
This document discusses different types of student assessment. It defines formative assessment as using tools and strategies to demonstrate knowledge through creative activities, providing ongoing feedback to understand skills. Summative assessment is described as the most common type, including paper tests as well as portfolios and projects. The document also discusses pre-assessment, qualitative and quantitative assessment, measurement, reliability, and norm-referenced versus criterion-referenced evaluation.
The document discusses different classifications and purposes of assessment. It describes:
- Educational assessments which are used in schools to track student progress, including formative assessments during lessons and summative assessments after instruction.
- Psychological assessments which measure cognitive and non-cognitive traits like intelligence and personality.
- Different forms of assessment like paper-pencil tests which have single correct answers, and performance assessments where students demonstrate skills.
- The purposes of assessments, such as teacher-made tests for classrooms versus standardized tests with fixed administration procedures.
- Assessments measuring achievement which evaluate learning, and aptitude tests which predict the ability to learn new skills.
- The difference between speed tests
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
This document provides guidelines for constructing written tests to assess student learning. It discusses selecting an appropriate test format based on the learning outcomes being measured and the level of thinking required. Multiple choice tests are considered suitable for some learning targets, especially in large classes where immediate results are needed. The document outlines questions to consider when choosing a format, such as matching test items to learning objectives, cognitive level, and course content. Tests should align with instructional activities and address the desired learning outcomes to provide fair and challenging assessments of student knowledge and skills.
This document discusses the development of rubrics and assessments for geoscience education materials. It begins by outlining the key components of the Materials Design Rubric, including learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, and alignment. It then focuses on defining learning outcomes and assessments. Learning outcomes should be measurable and address cognitive, affective, and behavioral domains. Assessments can be formative or summative and should measure the stated learning goals. The document discusses scoring rubrics as tools for assessment and provides examples of holistic and analytic rubric designs. The overall purpose is to help educators design effective assessments and rubrics to evaluate student learning and the quality of educational materials.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Kto12assessmentandrating 130719101325-phpapp02
1. ASSESSMENT AND RATING OF
LEARNING OUTCOMES UNDER THE K
to 12
BASIC EDUCATION CURRICULUM
DIVINE MERCYCOLLEGEFOUNDATION INC.
Caloocan City
Professional Education
Presented by:
CHRISTIAN D. EVANGELISTA
MARIANNE T. EVANGELISTA, MSHRM
2. DepEd ORDER No. 73 S. 2012
General Guidelines for the Assessment and
Rating of Learning Outcomes
• Effective School Year () 2012-2013, the
standards-based assessment and rating
system shall be implemented to support the
progressive roll-out starting with grades 1 and
7 of the K to 12 Basic Education Curriculum in
public and private elementary and secondary
schools nationwide.
3. OUTLINE OF
PRESENTATION
• Philosophy of Assessment
• Nature of Assessment and Its
Purpose
• Levels of Assessment
• Assessment Tools
• Levels of Proficiency and Equivalent
Numeric Value
• Rating System
• Assessment Rubric
• Frequency of Assessment
5. K TO 12 PROGRAM
• The K to 12 Program covers:
• Kindergarten and 12 years of basic education
(six years of primary education, four years of
Junior High School, and two years of Senior
High School [SHS])
6. A. PHILOSOPHY
• Assessment shall be used
primarily as a quality
assurance tool to track
student progress in the
attainment of standards,
promote self-reflection and
personal accountability for
one’s learning, and provide
a basis for the profiling of
7. B. NATURE AND
PURPOSE
OF ASSESSMENT
• Assessment shall be holistic, with
emphasis on the formative or
developmental purpose of quality
assuring student learning.
• It also standards-based as it seeks
to ensure that teachers will teach
to the standards and students will
aim to meet or even exceed the
standards.
• The students’ attainment of
standards in terms of content and
performance is, therefore, a
10. C. LEVELS OF
ASSESSMENT
• The attainment of learning
outcomes as defined in the
standards shall be the basis for
the quality assurance of
learning using formative
assessments.
• They shall also be the focus of
the summative assessments
and shall be the basis for
grading at the end of
11. LEVEL OF LEARNING
OUTCOMES
• Knowledge
• Process or Skill
• Understanding
• Products and Performances
– The levels of Assessment are
defined as follows:
16. LEVELS OF
ASSESSMENT
These levels shall be the outcomes
reflected in the class record and
shall be given corresponding
percentage weights as follows:
LEVEL OF
ASSESSMENT
PERCENTAGE
WEIGHT
Knowledge 15%
Process or Skills 25%
Understanding (s) 30%
Products /
Performances
30%
TOTAL = 100%
17. ASSESSMENT TOOLS
KNOWLEDGE PROCESS /
SKILLS
UNDERSTAN
DINGS
PRODUCTS &
PERFORMAN
CES
Traditional Tools: Transform a Textual
Presentation into a
Diagram
Facets of
Understandings
Authentic products
or performance tasks
that a student is
expected to do to
Paper and Pencil
Tests
~ Outline, Organize,
Analyze, Interpret,
Translate, Convert or
Express Information
~ Self Knowledge Demonstrate his or
her understanding.
~ Multiple Choice ~ Flow Chart ~ Empathy ~ Self
Understanding
~ True or False ~ Construct Graphs ~ Perspective ~ Self Monitoring
~ Matching Type ~ Graphic
Organizers
~ Explanation ~ Self Assessment
~ Constructed
Response
~ Draw Analogies ~ Interpretation ~ Permit choices of
combinations of oral,
19. The performance of the students
shall be described in the report card,
based on the following levels of
proficiency
LEVEL OF
PROFICIENCY
Beginning
(B)
Developing
(D)
Approaching Proficiency
(AP)
Proficient (P)
20. While, the level proficiency shall
be based on a numerical value which
arrived form summing up the results
of the student’s performance on the
various level of assessment.
EQUIVALENT
NUMERICAL VALUE
74% and Below
75 - 79%
80 - 84%
85 - 89%
90% and Above
23. FEED BACK
• Results of the
assessment
across levels
should be fed
back
immediately to
the students, so
that they know
what to improve
further, and then
they can plan
strategically
how they can
25. WHAT IS RUBRIC:
• A rubric is a guideline for rating
student performance.
• It must define the range of possible
performance levels.
• Within this range, there are different
levels of performance which are
organized from the lowest level to the
highest level of performance.
• Usually, a scale of possible points is
associated with the continuum in
which the highest level receives the
greatest number of points and the
26. BENEFITS OF RUBRIC
–The rubric provides
assessment with exactly the
characteristics for each level
of performance on which the
students and the teacher
should base their judgment.
–The rubric provides the
students with clear
information about how well
they performed and what
they need to accomplish in
the future to better their
performance.
29. PAPER AND PENCIL
INSTRUMENTS
• Paper-and-
pencil
instruments
refer to a
general group of
assessment
tools in which
candidates read
questions and
respond in
writing.
• This includes
tests, such as
knowledge and
ability tests, and
44. BASIS FOR PROMOTION AND
RETENTION
LEVEL OF
PROFICIENCY
EQUIVALENT
NUMERICAL
VALUE
Beginning
(B)
74% and
Below
Developing
(D)
75 - 79%
Approaching
Proficiency (AP)
80 - 84%
Proficient
(P)
85 - 89%
45. PROMOTION AND
RETENTION
• Promotion and Retention of
students shall be by subject
• Students whose proficiency level is
Beginning (B) at the end of the
quarter or grading period shall be
required to undergo remediation
after class hours so that they can
immediately catch up as they move
to the next grading period
• If by the end of school year, the
students are still at the Beginning
level, then they shall be required to
48. UNDERSTANDING
• Understanding as expressed
using any three of the six
facets of understanding
• The facets are explained
(adapted from the paper,
“Understanding by Design
Framework in the
Philippines” by Mc Tighe and
Grant Wiggins, p.5)
50. FACET # 01
“EXPLANATION”
• Concepts,
principles, and
processes by
putting them in
their own
words, teaching
them to others,
justifying their
answers and
showing their
reasoning.
51. • By making
sense of
data, text,
and
experience
through
images,
analogies,
stories and
models;
FACET # 02
“INTERPRETATION”
54. FACET # 05
“EMPATHY”
• Display
empathy by
perceiving
sensitively
and putting
one’s self in
someone
else’s shoes;
55. • Have self
knowledge by
showing met
cognitive
awareness,
using
productive
habits of mind
and reflecting
on the meaning
of the learning
and
FACET # 06 “SELF
KNOWLEDGE”
59. TRANSFER OF
UNDERSTANDING
• Transfer of understanding to life
situations maybe assessed as
demonstrated through the
following:
1. PRODUCTS – Outputs which
are reflective of learner’s
creative application of
understanding;
2. PERFORMANCES – skillful
exhibition or creative execution of
a process, reflective of
masterful application of learning
60. STUDENT IS EXPECTED
TO DEMONSTRATE
HIS/HER
UNDERSTANDING BY
MEANS OF:
• Self Understanding
• Self Monitoring
• Self Assessment
62. SELF MONITORING
• Used in
behavioral
management
where a person
will keep a
record of
behavior
patterns.
• A personality
trait for
the ability to
63. • It is the process
of gathering
information about
yourself in order
to make an
informed career
decision.
• A self
assessment
should include a
look at the
SELF ASSESSMENT
68. PRE ASSESSMENT
TOOL
• Pre-assessment allows the teacher
and student to discover what is
already known in a specific topic or
subject.
• It is critical to recognize prior
knowledge so students can engage
in questioning, formulating, thinking
and theorizing in order to construct
new knowledge appropriate to their
level.
70. FORMATIVE
ASSESSMENT• The goal of formative assessment is to
gather feedback that can be used by the
instructor and the students to guide
improvements in the ongoing teaching and
learning context. These are low stakes
assessments for students and instructors.
Examples:
1. Asking students to submit one
or two sentences
identifying the main point of a
lecture
2. Have students submit an outline
for a paper.
3. Early course evaluations
4. Giving quizzes to check student
understanding
71. SUMMATIVE
ASSESSMENT
• The goal of summative assessment is
to measure the level of success or
proficiency that has been obtained at the
end of an instructional unit, by comparing
it against some standard or benchmark.
• The outcome of a summative
assessment can be used formatively,
however, when students or faculty take the
results and use them to guide their efforts
and activities in subsequent courses.
• Examples of summative assessments
include:
a midterm exam
a final project
a paper
73. Presented to:
DR. BELLA LAUREANO
And the students under Professional Education of
The Divine Mercy College Foundation Inc
(Batch2013)
Editor's Notes
Prototype – means example
Rubric is a guide listing specific criteria for grading or scoring academic papers, projects, or tests
WHAT WILL I ASSESS – COMPETENCIES (THE ABILITY OR THE SKILL)
HOW WILL I ASSES – TOOLS
HOW WILL I SCORE – BY MEANS OF RUBRICS
FACET - : any of the definable aspects that make up a subject (as of contemplation) or an object (as of consideration)
Ongoing assessment throughout the learning process is also critical as it directs the teacher and student as to where to go next. Several assessment techniques are described in this section.