Melchor Ga-ayon Dullao
Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning.
Huba and Freed, 2000
• Assessment is an ongoing process aimed at understanding and improving student learning multiple methods criteria and standards evidenceStudents know, can do and understand. It’s more than just collecting data.
IMPORTANCE OF ASSESSMENT
To find out what the students know (knowledge)
To find out what the students can do, and how
well they can do it (skill; performance)
To find out how students go about the task of
doing their work (process)To find out how
students feel about their work (motivation,
effort)
Innovative Assessment could be any form of assessment which involves the application of a new technique or method….however, innovative assessment has come to mean more than that; it is a term we use which encompasses a whole range of different techniques and methods, not all of which are new inventions. What Unites them is a common goal; to improve the quality of student learning” (Mowl 2006)
Innovative assessment is also about ‘the redistribution of educational power' when assessment becomes not just something which is 'done to' learners but also 'done with' and 'done by' learners (Harris and Bell, 1990).
Innovative assessment is not just some trendy, new technique dreamt-up purely to save on the amount of time teachers spend on marking, it is a genuine attempt to improve the quality of learning in higher education. (Mowl, 2005)
Innovative Assessment aims to produce students who are...
deep rather than surface learners
highly motivated and committed
enterprising
equipped with a range of transferable skills
capable of self-criticism and evaluation
fairly and reliably assessed
active and reactive participants in the learning process, capable
of 'creative dissent' rather than simply passive, uncritical
recipients of other people's knowledge.
(Cowan,2006)
Benefits Of Innovative Assessment
By incorporating a range of different methods innovative assessment
assesses a broader range of skills and as such it is considered to be fairer
and less discriminatory. Consequently, innovative assessment should have
the effect of widening access to Higher Education and perhaps widening
success.
Innovative assessment is a more reliable assessment of student learning
because it is not dependent on any one method of assessment. Innovative
assessments allow for the fact that all individuals have strengths and
weaknesses, by assessing an individual’s performance across a range of
skills a more balanced and reliable assessment can be obtained.
Innovative assessment on the whole adopts a more positive approach to
education; by spreading the assessment net more widely, it provides students
with a range of opportunities to demonstrate how much they understand
(Ramsden, 1992), rather than the somewhat negative approach of how little.
Innovative assessment is usually formative and as such is more likely to
facilitate effective, well motivated student learning. Providing timely and
constructive feedback allows misunderstandings to be detected and cleared
up, and students are able to make improvements where necessary. This
process helps maintain student motivation, enabling them to learn more
steadily and fluently. If students genuinely don’t
know what they are doing wrong, as they are never informed, then this can
lead to frustration and a loss of interest in the subject.
A range of different techniques and methods should stimulate both staff and
student interest. 6. Students learn and are assessed upon a much greater
variety of skills and in a number of different situations. This should produce
more rounded and more employable graduates. Assessments may include
students demonstrating that they ‘know how to’ rather than just ‘know about’
(Race, 1994).
Innovative assessment methods are usually more realistic and
relevant, involving role plays, simulation and work placements;
students develop a better understanding of how their specific skills
and knowledge can be applied both inside and outside the
academic environment.
Innovative assessment is generally regarded as a possible
strategy for facilitating a ‘deep’ rather than a ‘surface’ approach to
learning (Marton and Säljö, 1990; Boyd and Cowan, 1985;
Ramsden, 1992). Brown and Dove (1993) consulted staff from
four different universities who were already using self and peer
assessments, the staff reported: “students using higher levels of
reflection, developing a questioning and self analytic approach to
their professional practice and engaging in deep rather than
surface learning” (Brown and Dove, 1993)
“Writings or drawings that have been scribbled, scratched or sprayed illicitly on a wall or other
surface in a public place.”
The graffiti wall is fun activity for students and gives you a visual representation of what your
students have learned during a unit of study.
Using the graffiti wall activity partway through a unit provides you with information for further
planning of instruction. If there appear to be gaps in your students’ learning, you can target those
areas and further assess to see if there is indeed a deficit that you need to focus on in future
lessons. Students may have made connections that you were not expecting or hadn’t even
thought of when planning the unit. The information you collect from the graffiti wall is valuable
formative assessment data. Leave the graffiti wall up during the remainder of the unit and
students can continue to add comments and drawings.
Step One: Preparation
1. Cover a part of a wall with white paper or
manila paper.
2. Prepare pencils,markers,pens, crayons and
other things used in drawing.
Step Two: Contracting
5. Before the activity begins contract with the students in
terms of what an
appropriate response is and how to express one's
discomfort with something in
an appropriate way.
6. Make sure that the students work silently.
7. Students can write their own response to the prompt as well
as respond to the
questions and ideas that other students have written.
8. They should draw lines connecting their comments to those
of other students.
Step Three: Invite Students to the Board
9. Encourage students to write comments, questions
or draw what they have learned about a topic on
the graffiti board.
10. Students can jot down facts, write personal
opinions, connect their learning to
other areas of study, etc.
GRAFFITI WALL ACTIVITYLayunin ng gawaing ito na matukoy ang kaalaman ng mga mag-aaral tungkol sa heograpiya ng
daigdig. Makatutulong ito sa isasagawang talakayan sa bahagi ng Paunlarin.
1. Gumamit ng manila paper o cartolina bilang graffiti wall.
2. Maaaring pangkatan o pambuong klase ang gawaing ito.
3. Ipasagot sa mga mag-aaral ang tanong na nasa graffiti wall. Masasagot ito sa pamamagitan ng
pangungusap o guhit.
4. Paalalahanan ang mga mag-aaral na malayang maihahayag ang kanilang mga kasagutan sapagkat mga
dating kaalaman o iskema ang hinihingi sa gawain. .
5. Bigyan ng pagkakataon ang mga mag-aaral na basahin ang kanilang mga inilagay sa graffiti wall.
6. Mahalagang magkaroon ng paglalagom sa mga impormasyong ibinigay ng mga mag-aaral upang maging
lunsaran sa susunod na bahagi ng aralin, ang PAUNLARIN.
7. Itabi muna ang graffiti wall at muling ipakita kapag tapos na ang bahagi ng
PAGNILAYAN. Layon nito na masagot ang mga tanong at maiwasto ang mga konseptong naitala sa graffiti
wall.
Gawain: Isulat sa Graffiti Wall ang iyong sariling ideya tungkol sa tanong
sa ibaba. Masasagot ito sa anyo ng pangungusap o guhit.
Sa pagbabalik-tanaw sa mga nalalaman mo tungkol sa daigdig, sisimulan
ang pagtalakay sa mga konsepto at klasipikasyon ng heograpiya bilang
asignatura. Bukod dito,tatalakayin ang katangiang heograpikal ng daigdig
bilang planeta at tirahan ng lahat ng organismo, kabilang ang tao.
Sasagutan mo rin ang mga mapanghamong gawaing magbibigay ng
karagdagan at wastong kaalaman tungkol sa heograpiya ng daigdig.
Paano maipapakita ang pag-unawa sa
kahalagahan ng mga pamanang
ipinagkaloob ng mga sinaunang
kabihasnang nagtagumpay sa hamong
dulot ng kapaligiran nito?
PAMANTAYAN SA PAGGAWA NG GRAFFITI WALL
Political cartoon
is a drawing containing a commentary expressing the artist's
opinion.
are vivid primary sources that offer intriguing and entertaining
insights into the public mood, the underlying cultural
assumptions of an age, and attitudes toward key events or
trends of the times.
as a tool for helping students become skilled at reading the
unique language employed by political cartoons in order to use
them effectively as historical sources. Jonathan Burack,
Reflection journals are notebooks that students use
when writing about their own thoughts. This encourages
the development of metacognitive skills by helping
students sort what they know from what they don't know.
Is a means of recording ideas, personal thoughts
and experiences, as well as reflections and insights
a student have in the learning process of a course.
GAWAIN : REFLECTION JOURNAL
Nasa ibaba ang larawan ng nagpapakita ng epekto ng Ikalawang
Digmaang Pandaigdig. Isipin mong nanirahan ka sa mga lugar na ito. Ano
ang mararamdaman mo? Gumawa ng reflection journal at isulat doon ang
iyong damdamin.
Reflection journal
PAMANTAYAN SA PAGGAWA NG REFLECTION JOURNAL
STORY MAP
A Story Map is a visual
depiction of the settings or
the sequence of major
events.
used for teaching students
to work with story structure
for better comprehension.
Gawain 1
Narito ang mapa ng
daigdig. Suriin mo ito
at bumuo ka ng
pagpapaliwanag
tungkol sa lawak at
hugis ng mga
kalupaang nakalatag
dito.
GAWAIN 2
Ihilera ang imperyo ayon sa kinabibilangang nitong
rehiyon sa Asya at pagkatapos ay bumuo ng dayad upang
mapag – usapan at masuri ang naging sagot.
Imperyong Hittites
Imperyong Maurya
Imperyong Indo-Aryan
Imperyong Persian
Imperyong Macedonian
Imperyong Mogul
To help students visualize historical characters, events
and settings.
To increase comprehension by organizing and
sequencing main story events.
To develop a historical sense of story that will help in
the creation of new content.
To increase awareness that time, people and events
are interrelated.
WHY WE USED STORY MAP
Defined as a very short, in-class writing activity (taking one-minute or
less to complete) in response to a teacher-posed question, which
prompts students to reflect on the day’s lesson and provides the
teacher with useful feedback.
This strategy was originally developed by a Physics professor at the
University of California, Berkeley (cited in Davis, Wood, & Wilson, 1983),
then popularized by Cross and Angelo (1988) as one of a wide variety of
quick “classroom assessment techniques” (CATs)—designed to provide
instructors with anonymous feedback on what students are learning in class.
WHAT ARE THE BENEFITS OF THE ONE-MINUTE
PAPER Students listen more actively in class.
Improvement in students writing with more considered answers being provided
during the later weeks.
Students were able to identify where they needed special assistance or where
they needed to prepare more effectively.
Students to realise and document that they had learnt something in their
classes.
Teacher demonstrates respect for and interest in student opinion
Inform the revision process at the start of the next class.
Students don’t wait until the end of the semester to identify their problem
learning areas.
Possibly have an impact on retention if students don’t get ‘lost’ in their learning.
Encourages the students active involvement in the learning process(Light p38, 1990)
Gawain 1: gumawa ng isang one minute paper
tungkol sa One child policy ng China
1 (Poor) 2 (Acceptable) 3 (Good) Score
Definition shows misunderstanding of the
term
Definition is accurate but somewhat
unclearClear, accurate definition
Incomplete response with brief mention of
both EPA and EJnet definitions; or only
one definition discussed
Partial response includes accurate
comparison with one definition,
limited comparison with second
Full response includes an accurate
comparison with both EPA and EJnet
definitions
Student offers brief or perfunctory
response
Student offers a well-reasoned
response
Student outlines a clear personal or
cultural or scientific (or other) reason to
support the definition
Language errors are a major obstacle for
comprehending the student’s writing OR
language production is minimal
Student able to communicate ideas
with some errors and language gaps
Student is able to express ideas clearly
and/or with detail; writing shows few
errors
Total
RUBRICS FOR ONE MINUTE PAPER
complex examples which give an insight into the context
of a problem as well as illustrating the main point.
student centered activities based on topics that
demonstrate theoretical concepts in an applied
setting. Fry et al (1999)
case study approach is one way in which such active
learning strategies can be implemented in our
institutions. (Bonwell and Eison, 1991; Sivan et al,
2001).
Why Use Case Studies in Teaching?
Allow the application of theoretical concepts to be
demonstrated, thus bridging the gap between theory and
practice.
Encourage active learning.
Provide an opportunity for the development of key
skills such as communication, group working and
problem solving.
Increase the students' enjoyment of the topic and
hence their desire to learn.
Gawain 1:
Gumawa ng isang case study tungkol sa
PANGANGALAGA SA MGA KAYAMANANG
PANGKULTURAL, PANGKASAYSAYAN AT
PANGKALIKASAN
RUBRIC PARA SA CASE STUDY SA PANGANGALAGA SA MGA KAYAMANANG
PANGKULTURAL, PANGKASAYSAYAN AT PANGKALIKASAN
BATAYAN (CRITERIA) KATANGI-TANGI (OUTSTANDING)
(4 PUNTOS)
MAHUSAY (SATISFACTORY)
(3 PUNTOS)
KATAMTAMAN (DEVELOPING)
(2 PUNTOS)
NAGSISIMULA (BEGINNING)
(1 PUNTOS)
Pagkilala sa Pangunahing Isyu
tungkol sa Heograpiya at Kultura
Nakikilala at nauunawaan ang lahat ng
mga pangunahing isyu tungkol sa
heograpiya at kultura. Nakapagbibigay
ng 5 isyu sa bawat aspeto.
Nakikilala at nauunawaan ang karamihan
ng mga pangunahing isyu tungkol sa
heograpiya at kultura. Nakapagbibigay
ng 3-4 isyu sa bawat aspeto.
Nakikilala at nauunawaan ang ilang isyu
tungkol sa heograpiya at kultura.
Nakapagbibigay ng1- 2 isyu sa bawat
aspeto.
Hindi nakikilala at hindi nauunawaan
ang kakaunting isyu tungkol sa
heograpiya at kultura. Nakapagbibigay
ng 1 isyu sa bawat aspeto.
Pagsusuri ng mga Isyu ukol sa
Heograpiya at Kultura
Malinaw, malalim at kumpleto na
pagsusuri ng lahat ng isyu tungkol sa
heograpiya at kultura.Nauugnay sa isang
malikhaing paraan ang heograpiya ng
isang lugar sa kanyang kultura.
Malinaw, malalim at kumpletong
pagsusuri sa karamihan ng mga isyu
tungkol sa heograpiya at kultura.
May kakaunting linaw sa pagsusuri sa
ilang isyu tungkol sa heograpiya at
kultura.
Kulang ang pagsusuri ng mga isyu
tungkol sa heograpiya at kultura.
Pagtutukoy ng mga Banta sa mga
Gawaing Pangkapaligiran at
Pangkultural
Makapagbibigay ng 5 o higit pang banta
sa gawaing heograpiya at kultural sa
komunidad.
Makapagbibigay ng 3 hanggang 4 na
banta sa gawaing heograpiya at kultural
sa komunidad.
Makapagbibigay ng 2 pang banta sa
gawaing heograpiya at kultural sa
komunidad.
Makapagbibigay ng 1 lamang na banta
sa gawaing heograpiya at kultural sa
komunidad.
Pagtatasa ng mga Pagpapahalaga ng
Pamayanan sa heograpiya at Kultura
Maayos na pagdodokumento,
pagkakatwiran at pag-aangkop ng
pagpapahalaga sa heograpiya at kultura.
Nakagagawa ng 5-7 hakbang na
pagpapahalaga sa heograpiya at kultura.
Maayos na pagdodokumento,
pagkakatuwiran at pag-aangkop ng
karamihan sa pagpapahalaga sa
heograpiya at kultura. Pagsasagawa ng
3-4 hakbang ng pagpapahalaga sa
heograpiya at kultura.
Maayos na pagkakatwiran at pang-
aangkop ng ilang pagpapahalaga sa
heograpiya at kultura. Nakagawa ng 1-
2hakbang ng pagpapahalaga sa
heograpiya at kultura.
Hindi maayos na pagkakatwiran at
pag-aangkop ng kaunting
pagpapahalaga sa heograpiya at
kultura. Nakagagawa ng 1-2 hakbang
ng pagpapahalaga sa heograpiya at
kultura.
Pag-aambag ng mga epektibong
Solusyon at Istratehiya upang
Mapayabong ang Kapaligiran at
Kultura
Ang mga solusyong iminumungkahi
ay katangi-tangi at nagpakikita ng
malalim na pag-unawa ukol sa isyu o
problema ng komunidad.
Ang mga solusyong iminumungkahi
ay mahusay at nagpakikita ng
wastong pag-unawa ukol sa isyu o
problema ng komunidad.
Ang mga solusyong iminumungkahi
ay hindi malinaw at nagpakikita ng
pag-unawa ukol sa isyu o problema
ng komunidad.
Walang solusyong ibinigay at
nagpakikita ng limitadong pag-unawa
ukol sa isyu o problema ng
komunidad.
is a kinesthetic activity that involves all
students in the class and that facilitates
short exchanges between students.
Methods/ ProceduresThe teacher:
1.Forms two concentric circles containing the same number of students.
Students in the inside circle face a partner standing in the outside circle.
2.Asks students from the inside circle to share something with their
partner in timed activity.
3.Has students reverse roles. The students on the outside circle share
with their partner, controls the timing, e.g., “Outside circle, it’s your turn
to share for one minute.”
4.Has the inside circle rotate and the students turn to face their new
partner. Repeat steps 2 and 3.
This activity is a great way for students to share with the class their thoughts after a reading passage was assigned. By using this activity, you are able to engage all students in the sharing process while still allowing them to express their own opinion without the fear of “being wrong”.
This is a good strategy to use to check for understanding,it is useful in helping teachers determine if they need to reteach content or lesson to the learner.
It is a useful tool when the question asked has many answers or the topic discussed has several aspects to be raised.
STEPS TO FOLLOW
The teacher begins by posing a question.
The students write down 2-3 responses to the
question on a scrap piece of paper.
When they have 2-3 responses written down,
the students stand.
The teacher then randomly calls on a student to
share one of his/her responses.
The students check off ideas from their list that
are shared by other students. When all of their
ideas have been shared (whether or not they
shared the item), the student sits.
The teacher continues to “whip around” the
room until all of the ideas have been shared.
THE RULES
1.The answers must be short.
2.Everyone should respond as quickly as possible.
3.All answers are accepted.
4.Everyone participates.
5.No “editorial comments” about other people’s statements (except when the teacher corrects blatant errors; otherwise, even the teacher should not comment).
6.Whip-around should happen before changing topics, before breaks, or at the end of class.