Assessment of Learning Outcome 04142014.ppt

8/9/2019 Assessment of Learning Outcome 04142014.ppt

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ASSESSMENT OF

LEARNING OUTCOME

28 May 2014

1


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Objectives:

DEPARTMENT OF EDUCATION

•Gain a clear and functional understanding of the theories, principles,

philosophy, policies, features of assessment as stipulated in

DepEd Order No !", s 2012

•Distinguish #et$een and among assessment of, as, and for learning

•De%elop prototype performance tas&s and assessment tools

•'rticulate the importance of %ie$ing assessment as a means toinform instruction and impro%e teaching

2

http://do%20no.%2073%2C%20s.%202012.pdf/http://do%20no.%2073%2C%20s.%202012.pdf/


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“If you don’t know whereyou are headed, you’llprobably end up some

place else.” -Douglas J. Eder,

Ph.D.-

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ACTIVITY 1


1. Bring out the teacher-made test(periodic test, unit test).Classify/cluster the items according tothe levels of assessment. !changetest paper "ith another team. #f youhave no copies of the tests, "ritesample test $uestions that "ould

assess students along% ! &no"ledge " ! 'nderstanding

# ! rocess/*ills $ !

roduct/erformance +


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ANALYSIS


1. o" did you nd the tas* givenyou

2. hy is it necessary to assessstudents 0efore, during and afterthe lesson

3. o" did you feel "hen youreclassifying the test items 0ylevel


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ANALYSIS


. #n cases "here the classication/clustering of test items "as notthe same as your team mates,ho" did you resolve the situation

. o" did you feel a0out thesample assessment tools that you

developed

4. o" condent are you indeveloping assessment tools

http://assessment.pptx/


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ANALYSIS


5. 6id you encounter di7culty in

constructingtest items that re8ects the four

levels of

assessment hy

9.hat are the issues and concerns

that you have in constructing testitems

1:.hat ma*es a holistic assessment4

http://assessment.pptx/http://assessment.pptx/


8/22DEPARTMENT OF EDUCATION

5

%%&%%'&()

*hilosophy



9

+eatures

)he assessment process is holistic,with emphasis on the formative ordevelopmental purpose of uality

assurin- student learnin-.It is also standardbased as it seeksto ensure that teachers will teach tothe standards and students will aim

to meet or even e/ceed thestandards.)he students’ attainment of

standards in terms of content andperformance is therefore, a

critical evidence of learnin-.



1:

#ein- holistic, assessment

performs triple functions,namely:

0. $ia-nostic 1ssessment for

learnin-2

3. +ormative4$evelopmental1ssessment for and

assessment as learnin-25. %ummative4&valuative1ssessment of learnin-4 assessment as learnin-2



11

#ein- standardsbased,

assessment seeks to ualityassure and evaluate attainment of

learnin- standards in the

followin- areas:

0. "ontent %tandard

3. *erformance %tandard

'ssessment in this area considers $hat the student &no$s

(&no$ledge), can do (process or s&ills, ie, ho$ the student

ma&es sense of or constructs meanings out of the facts and

information), and understands (understandings or meanings

made)

'ssessment in this area loo&s into ho$ the student transfers

his*her understanding to life situations in the form of

products and performances, or through authentic

performance tas&s.



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(ature of ssessment

0. ssessment for 6earnin-

3. ssessment as 6earnin-

5. ssessment of 6e



13

6evels of ssessment6evel of

ssessment*ercenta-e 7ei-ht

8nowled-e 09 *rocess or %kills 39

;nderstandin-1s2 5



1+

“8nowled-e” refers to thesubstantive content of thecurriculum, the facts and

information that the studentacuires.“*rocess” refers to co-nitiveoperations that the student

performs on facts andinformation for the purpose ofconstructin- meanin-s and

understandin s.



1

“;nderstandin-s” refers toendurin- bi- ideas, principlesand -enerali=ations inherent to

the discipline, which areassessed usin- the facets ofunderstandin-=*roducts4*erformances” refers

to reallife application ofunderstandin- as evidenced bythe student’s performance of

authentic tasks.


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?ole: #nterior 6esigner



?ole: #nterior 6esignerudience: >estaurant ?"ner

%ituation: @r.



*6& ?;#?I" 1patterned on $.O. (o. A5, s. 3<

+ 3 2 1

)he bud-etproposal isclear,accurate,

practical,and theuse oflinearineualitie

s in twovariablesand othermathemati

calstatements

)hebud-etproposal isclear,

practicaland theuse oflinearineualitie

s in twovariablesisillustrated.

)hebud-etproposalis not too

clear andthe use oflinearineualities in two

variablesis notproperlyillustrated

.

)he bud-etproposal isnot clear andthe use of

linearineualitiesin twovariables isnot

illustrated.



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*rinciple of ssessment as 6earnin

“Students need to learn from

the results of the assessment sothey know what to improve

further, and then they can planstrategically how they can

address any learningdeciency.


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APPLICATION


2:

. ?evisit of the output durin- theactivity.

Berify if the answers -iven

conforms with the 8*;*.

#. "hoose a main topic in >radeC'athematics

then think of a performancetask that would

assess knowled-e, skills, and

understandin-


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SOME THOUGHTS TO PONDER


!"f we always do what we#ve alwaysdone, we will get what we#ve alwaysgot.

-


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DEPARTMENTOFEDUCATION

)hank you.

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Documents

Assessment of Learning Outcome 04142014.ppt