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
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
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
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
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
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
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
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
The 5E model known as the Learning Cycle, developed in the 1960s by Aktin and Karplus for Science Curriculum Improvement Study (SCIS) program. In classic inquiry-based science instructional model had only three phases of instructions
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This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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4. Performance-Based
Assessment
A direct and systematic observation of
the actual performance based on a
predetermined performance criteria.
Alternative form of assessing the
performance of the student.
10. Extended-Response Performance Task
A type of performance task that is less
structured and broader in scope.
Examples: Students conducting a thesis and
then presenting and defending their findings
in front of a panel of judges; rewriting a poem
after being criticized by a teacher.
11. Complex
Learning Outcomes
Ability to:
write a thesis
create a regression model
repair a television
organize ideas
make an oral presentation about research
collect, analyze, and infer data
12. Focus of Performance-Based
Assessment
According to Gronlund, use the process when:
There is no product;
The process is orderly and directly observable;
Correct procedures/steps are crucial to later
success;
Analysis of procedural steps can help in improving
the product; and
Learning is at the early stage
13. According to Gronlund, use the product
when:
Different procedures result in an equally
good product;
Procedures not available for observation;
The procedures have been mastered
already; and
Products have qualities that can be
identified and judged.
14. Four Types of Accomplishments of
the Learners using Performance-
Based Assessment
1. PRODUCTS
Ex: poems, essays, charts, graphs, exhibits,
drawings, map, etc.
2. COMPLEX COGNITIVE PROCESSES
Ex: skills in acquiring, organizing, and using
information.
39. A. Impact of the performance.
B. Work quality and craftsmanship.
C. Adequacy of method and behavior.
D. Validity of content.
E. Sophistication of knowledge
employed.
46. HOLISTIC RUBRIC – to score
an overall product or process
ANALYTIC RUBRIC – provides
information regarding
performance in each
component parts of a task
49. •Rubrics are powerful tools for both
teaching and assessment.
•Rubrics are useful in that they help
students become more thoughtful judges
of the quality of their own and others’
work.
•Rubrics reduce the amount of time
teachers spend evaluating student’s work.
50. •Teachers appreciate rubrics
because their “accordion” nature
allows them to accommodate
heterogeneous classes.
•Rubrics are easy to use and
explain.
52. •Allow consistency and objectivity in
scoring across the given criteria;
•Clarify the criteria in more specific
terms;
•Students can identify the basis on
how they are to be evaluated;
53. •Allow the students to assess their own
performance, products, or works;
•Teachers can use a small amount of time to
evaluate the performance of the students;
•Students can evaluate their own
performance and the performance of their
classmates;
54. •Provide specific feedbacks on the performance
of the students, especially analytic scoring;
•Serve as standards when preparing the
tasks/activities against its measure and
progress is documented; and
•Provide students feedback about their
strengths and weaknesses according to their
performance.
56. •Be sure the criteria focus on
important aspects of the
performance.
•Match the type of rating with the
purpose of the assessment.
•The descriptions of the criteria
should be directly observable.
57. •The criteria should be written so
that students, parents and others
understand them.
•The characteristics and traits used
in the scale should be clearly and
specifically defined.
58. •Take appropriate steps to
minimize scoring error.
•The scoring system needs to
be feasible.
59. Template for Holistic Rubrics
Score Descriptions
5 Demonstrate complete understanding of the problem. All
requirements of task are included in response
4 Demonstrates considerable understanding of the problem.
All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are included.
2 Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding f the problem.
0 No response/task not attempted.
60. Template for Analytic Rubrics
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
SCORE
Criteria 1 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
Criteria 2 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
Criteria 3 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
performance
Description reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of
performance
Criteria 4 Description reflecting
beginning level of
performance
Description reflecting
movement toward
mastery level of
Description reflecting
achievement of
mastery level of
Description
reflecting highest
level of
61. Analytic Rubric for Persuasive Essay
Criteria 4 3 2 1
Make a claim I make a claim and explain
why it is controversial.
I make a claim but do not
explain why it is
controversial.
I make a claim but it is
buried, confused, or
unclear.
I do not make a claim.
Give reasons in support
of the claim
I give clear and accurate
reasons in support of the
claim.
I give reasons in support of
the claim, but overlook
important reasons.
I give 1 or 2 reasons which
do not support the claim
well, and/or irrelevant or
confusing reasons.
I do not give convincing
reasons in support of
the claim.
Consider reasons
against the claim
I thoroughly discuss
reasons against the claim
and explain why the claim
is valid anyway.
I discuss reasons against
claim, but leave out
important reasons and/or
do not explain why the
claim still stands.
I acknowledge that there
are reasons against the
claim, but do not explain
them.
I do not give reasons
against the claim.
Relate the claim to
democracy
I discuss how democratic
principles and democracy
can be used both in
support of and against the
claim
I discuss how democratic
principles and democracy
can be used to support the
claim.
I say that democracy and
democratic principles are
relevant, but do not clearly
explain how or why.
I do not mention
democratic principles or
democracy.
64. Criteria Points Evaluator’s
assessment
I. Presentation and Organization 20
II. Research Problem 20
III. Originality and Creativity 20
IV. Research Methodology 20
V. Contribution of the Discipline 20
Total 100
65. Description Range Interpretation
High Merit 90-100 The research is considered meritorious and is
recommended for implementation/conduct.
Medium Merit 80-89 The research is most likely to be recommended to
implementation subject to minor revision and
improvement.
Low Merit 75-79 The research is recommended for major revision
and improvement.
No Merit Below
75
The research is not recommended for
implementation/conduct.
74. 3. Rating Scale
checklist that allows an
evaluator to record
information on a scale,
noting the finer distinction
like the presence or absence
of a behavior.
75.
76. 4. Memory Approach
an approach where the
teacher observes the students
when performing the tasks
without taking any notes.
77. 5. Assess the performance
to assess the
performance of the
students, the evaluator can
use the different types of
approach to give
feedbacks.
78. 6. Specify the Constraint
in Testing
direct form of assessment in
which real world conditions and
constraint play a very important role
in demonstrating the competencies
desired from the students.
84. CONCLUSION There are many ways in determining
the excellent performance and not-so-
good performance or product as a result
of work students. We need greater time
for assessment and greater use of
judgment in scoring. Through the use of
assessment tools, the teacher can
manage his time in administering
questions and evaluating the work or
performance of students whether it
emphasize overall judgment or giving
feedbacks to students in different
aspects of performance because students
can also be able to evaluate and assess of
their own work as well as other’s work.
85. These assessment procedures can be done when teacher
sets a clear expectation, clear guidelines regarding the
behaviors of student’s performance that is directly observed
and avoiding errors to achieve objectivity and consistency in
scoring.
Performance-based assessment assessed students’
performance task that represents application of their own
knowledge, different skills and surpass the standard that the
teacher expect from their performance.
Through guidelines and scoring instruments, it will be
recorded from objective observations which make it increase
meaningfulness and reliability of the result and improve
performance assessment.