Our focus for this Session

Learn and use Effective Assessment that measure specific learning competencies

Recognize and create varied assessments of, for, and as engaging learning

Maintain focus on developing understanding based classroom through use of learning principles of acquisition, meaning making, and transfer via Assessment Matrix

Make a realization on the assessment procedures and rating system

What can I do in relation to Assessment ?

What I understand about Assessment ?

What I want to know about Assessment ?

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What is assessment?

We use the general term assessment to refer to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities.

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Assessment and feedback are crucial for helping people learn.  

 Assessment should mirror good instruction; happen

continuously as part of instruction; and provide information about the levels of understanding that students are reaching.   

In order for learners to gain insight into their learning and their understanding, frequent feedback is critical: students need to monitor their learning and actively evaluate their strategies and their current levels of understanding. 

(How People Learn by Bransford, Brown, and Cocking 1999)

Responsibilities of Teachers in the Assessment Process: STANDARDS

Choosing Appropriate Assessment method

Developing Appropriate Assessment tool

Administering, Scoring and Interpreting Results

Using results for its intended purpose

Grading based on varied sourcesCommunicating correct feedback

Recognizing unethical practices

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Standards-Based Assessment and Rating System

LEONCIO P. LUMABAN

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF 

LEARNING OUTCTOMES UNDER THE K TO 12 BASIC EDUCATION 

CURRICULUM

DepEd Order No. 73, s. 2012

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C. Levels of Assessment/Proficiency

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KNOWLEDGE

What do we want the students to know?

How do we want them to express or provide evidence of what they know?

•Facts•Dates•Definitions•Rules •People•Places•Vocabulary•Information•concepts

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PROCESS / SKILLS

Include basic skills in

What do we want students to do with what they know?

• Communication• Thinking• Analytical• Critical• Creative• Planning• Working• Evaluating

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UNDERSTANDING

What do we want students to understand?

• Big Ideas• Essential 

understandings• Important 

generalizations• Principals• Theories• The “point” of the 

discipline or the topic

PRODUCT / PERFORMANCE

What products of performances do we want our students to produce as evidence of learning or understanding?

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Think “Photo Album” Versus “Snapshot”

•Sound assessment requires multiple sources of evidence, collected overtime.

D. Use of Multiple Measures

Gather Evidence From a Range of Assessments

authentic tasks and projects academic exam questions, prompts, and problems quizzes and test items informal checks for understanding student self-assessments

6 Facets of Understanding: evoking better evidence

 explanation – student theories – ‘the why’ interpretation – meaning, stories, translations    made by student application – of knowledge in (new) context perspective – awareness of other points of view,                           critical stance empathy – “walk in the shoes of ...” self-knowledge – wisdom, “knowing thyself”,          aware of one’s prejudices and habits of mind.

Understanding by Design, Mc. Tighe and Wiggins

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Diagnostic Assessment

• Provide information that assist teacher planning and guide differentiated instruction

ExamplesPre testSurveySkills checkK-W-LFilm/video analysisMisconception check

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Identifying, diagnosing or eliciting prior knowledge

• Brainstormin g / Focused listing / ABC Listing• Situational analysis• Picture/song/specimen analysis• Film / video / document analysis• Four corners

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Check for the Prior Knowledge

EXAMPLES:

Write down every thing you know about the RH Bill ?

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Debate CirclesKinesthetic Assessment

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K W H L

What do we know?

What do we want to find out?

How can we find out what we want to learn?

What did we learn?

Attributes or Characteristics we expect to use:

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Song

After listening to the song ‘’ Kapaligiran”, ask the students……

What are the Environmental Laws and Policies that have been violated in the song?

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Analogies and Metaphors

Topic: Community

Directions:• Show a drawing  of a saltwater fish tank.• Ask learners how a community is like a fish tank.

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Graphic Organizers

Ask each student to work with a partner to construct graphic organizer that shows the sources of toxins in the environment.

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Merry was tasked by a political think-tank company to gather pictures about politics. Merry submitted all the pictures in this slide.

Do you think the company accepted all of his pictures? Why do you say so? If not, which pictures do you think do not illustrate politics? Explain your answer.

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Mind Map/ Picture Analysis

SITUATION:

Delia was advised by her physical trainer to load up only on fruits as part of his diet. Following his trainer’s instruction, which of the above items in will she take? What information will you use to answer the question?

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SITUATION:

Delia was advised by her physical trainer to load up only on fruits as part of his diet. In every corner of this room are pictures of the choices available to Delia. Stand in the corner of the room which has the picture of the item that you think Delia can take as part of her diet.

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Formative Assessment

• Provide information to guide teaching and learning for improving learning performance

Examples:QuizQuestioningObservationPortfolio 

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Elements of formative assessment:

The key elements that have emerged form the case studies and related research are:

 1. Establishment of a classroom culture

that encourages interaction and the use of assessment tools

2. Establishment of learning goals, and tracking of individual student progress towards those goals

3. Use of varied instruction methods to meet diverse student needs

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Cont.

4.Use of varied approaches to assessing student understanding

5.Feedback on student performance and adaptation of instruction to meet identified needs

6.Active involvement of students in the learning process

 

OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms, OECD publishing

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3-2-1 Chart

3THINGS YOU FOUND OUT

2INTERESTING THINGS

1QUESTION YOU STILL HAVE

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FOCUSED LISTING

List 5-7 words or short phrases which describes or explain the major concepts of today’s class:

1

2

3

4

5

6

7

04/20/2023 68Assessment & Rating System : PPt prepared by Joseph R. Jacb

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Opinion-Proof

OPINION PROOF

President Truman was justified in resorting to the use of the atomic bomb in the final days of World War II.  

 

 

The Japanese government and military had committed to fight to the last man.

The alternative to atomic bombing was an invasion of Japan, which would have resulted in enormous numbers of casualties among U.S. troops.

The United States was in a race to develop atomic weapons and had no idea whether or if the Japanese were also developing their own weapons of mass destruction.

A continuation of the war indefinitely would cost untold thousands of military and civilian deaths on both sides of the fighting.

A continuation of the war indefinitely would continue to drain the resources of the United States and the other Allied Powers.

A continuation of the war indefinitely would further delay efforts to rebuild the war-torn nations.

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Summative Assessment

• Determine the degree of mastery or proficiency according to identified achievement targets

Examples:TestPerformance taskCulminating project or performanceWork portfolio

On-going Assessment: A Diagnostic Continuum

Feedback and Goal Setting

Pre-assessment(Finding Out)

Formative Assessment

(Keeping Track & Checking-up)

Summative Assessment

(Making Sure)

Pre-TestGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

ConferencePeer evaluation3-minute pauseObservationTalk aroundQuestioningExit CardPortfolio CheckQuizJournal EntrySelf-evaluation

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

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SAMPLE RECORD

guide to a tiered model of bridging gaps 

Advanced  (90% and above) 

Proficient (85-89%)

• 20-30 mins of in-school remediation every other day

Approaching Proficiency 

(80-84%)

• 30-45 mins of in-school remediation daily

Developing 

(75-79%)

• 1 hr of in-school remediation daily + extra time for off-school practice

Beginning

(74% and below)

Tiered  Response to Learning Gaps by Level of Performance

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The interventions may come in various forms, such as the following:

– Cross-age tutorials (i.e., students in the higher grades coaching those in the lower grades)

– Teacher modeling followed by guided practice and independent practice

– Summer class/summer camp

– Use of Strategic Intervention Materials (SIMs), which are worksheets prepared by teachers targeting the least mastered competencies  

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A one-time remediation is often not enough to bridge gaps in learning.

• Trained professionals may have to be engaged to provide a scientific and systematic approach to intervention.

• For students with huge learning gaps, the school head should adopt a more directive approach by mandating the placement of such students in appropriate intervention programs.

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best teachers The best teachers constantly monitor

what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also enquire their own practice so they might get better at ensuring that their students learn successfully.

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•  “Every teacher and educationist of experience knows that even the best curriculum and the most perfect syllabus remains dead unless quickened in to life by the right method of teaching and the right kind of teachers.” -- Secondary Education Commission

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