Counting Assessment Data: Validating Evidences for Classroom-Based

Action Research

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Day 1 Targets

Decoding Assessment in the Classroom contextDepEd Order No. 8: Its Application in the Classroom SettingAssessing the right Skill: How and WhyWorkshop Presentation and Critiquing

Unfolding the Curriculum StandardsTest Blueprint: Starting with the end in mindTranslating Standard for Assessment Presentation of OutputsTake Home: Encoding raw scores of a quarterly exam

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Day 2

Detecting Errors in the Assessment Process : Application of Classical Test Theory

Getting the Meaning of Scores: Implication for Planning and Intervention

Workshop and Presentation

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EVALUATION

MEASUREMENT

ASSESSMENT

Concept Review:Test, Measurement, and Evaluation

Test – instrument, protocol, or technique that measures attribute of interest Measurement – process of collecting data on attribute of interest Evaluation – process of interpreting the collected measurement to make professional judgment of value or worth

Test and Data Test: An instrument or activity used to accumulate data on a person’s ability to perform a specified task. In kinesiology the content of these tests are usually either cognitive, skill, or fitness.

Data: The translation of behavior into a numerical or verbal descriptor which is then recorded in written form.

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CORE LEARNING AREA STANDARDS

are the defined expectancies for a particualar learning area (e.g. English, Math, Science, etc.)expressed as a standard.

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KEY STAGE STANDARDS

are the defined expectancies for the learners at the end of each of the four (4) key stages of learning: Key Stage 1 (at the end of Grade 3); Key Stage 2 (at the end of Grade 6; Key Stage 3 (at the end of Grade 10); and Key Stage 4 (at the end of Grade 12).

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GRADE LEVEL STANDARDS

are the defined expectancies for the learners in a particular grade level.

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CONTENT STANDARDS

answer the question: “What answer the question: “What do we want the students to do we want the students to know, be able to do, and know, be able to do, and understand?”understand?”

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PERFORMANCE STANDARDS

answer the questions: “What do answer the questions: “What do we want students to do with their we want students to do with their learning or understanding?” and learning or understanding?” and “How do we want them to use “How do we want them to use their learning or understanding?”their learning or understanding?”

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LEARNING COMPETENCIES

are the the specific skills, knowledge, and attitudes in a particular learning area that learners should develop and master in order to meet the standards. These are the unpacked content and performance standards.

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A SAMPLE ARTICULATION OF STANDARDS AND

COMPETENCIES FROM THE K TO 12 ENGLISH

CURRICULUM GUIDE

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ENGLISH CORE LEARNING

AREA STANDARD FOR ENGLISH

The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper understanding of Philippine culture and those of other countries.

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KEY STAGE STANDARD

Key Stage 3: Students should be able to interpret, evaluate, and represent information within and between learning area texts and discourses.

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GRADE 7 LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of Philippine literature and other text types for a deeper understanding of Philippine culture.

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CONTENT STANDARD

The learner demonstrates understanding of: pre-The learner demonstrates understanding of: pre-colonial Philippine literature as a means of colonial Philippine literature as a means of connecting to the past; various reading styles; connecting to the past; various reading styles; ways of determining word meaning; the sounds ways of determining word meaning; the sounds of English and the prosodic ffeatures of speech; of English and the prosodic ffeatures of speech; and correct subject-verb agreement.and correct subject-verb agreement.

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PERFORMANCE STANDARDS

The learner transfers learning by: showing The learner transfers learning by: showing appreciation for the literature of the past; appreciation for the literature of the past; comprehending texts using appropriate reading comprehending texts using appropriate reading styles; participating in converstations using styles; participating in converstations using context-dependent expressions; producing English context-dependent expressions; producing English sounds correctly and using the prosodic features sounds correctly and using the prosodic features of speech effectively in various situations; and of speech effectively in various situations; and observing correct subject-verb agreement.observing correct subject-verb agreement.

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LEARNING COMPETENCIES SAMPLE

1. Recognize prosodic features: volume, projection, pitch, stress, intonation, juncture, and speech rate that serve as carriers of meaning. 2. Use the appropriate reading style (scanning, skimming, speed reading, intensive reading, etc.) for one's purpose. 3. Observe correct subject-verb agreement. 4. Distinguish between oral and written language use.

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WHAT WILL ENSURE THAT THE COMPETENCIES, STANDARDS,

DESIRED OUTCOMES, AND GOALS ARE EFFECTIVELY ATTAINED?

True Learning?I TAUGHT THIS DOG HOW TO

WHISTLE

I DON’T HEAR HIM WHISTLING

I SAID I TAUGHT HIM. I DIDN’T SAY

HE LEARNED IT.

[Artist Unknown]“

It is assessment which helps us distinguish

between teaching and learning.

Remember: We make decisions and offer interventions out of assessment results…… hence, assessment process should be valid and reliable.

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WHAT IS ASSESSMENT?

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K TO 12 ASSESSMENT FRAMEWORK

DepEd Order Number 8, Series of 2015

Assessment is Standards-BasedAlign the kind of items you write basedon given standards.

Zone of Proximal DevelopmentUnity of instruction and assessment

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WHAT WILL BE ASSESSED IN THE CLASSROOM?

The Learning CompetenciesThe Content StandardsThe Performance Standards

Under the K to 12 curriculum, students will be assessed at four levels and shall be weighted as follows: (DepEd Order No. 73, S. 2012)Level of Assessment Percentage Weight

Knowledge 15%Process or Skills 25%Understanding(s) 30%Product/Performance 30%TOTAL 100%

Levels of Assessment

Knowledge refers to the substantive content of the curriculum. Process/Skills refers to the cognitive operations that the student performs on facts and information. Understanding refers to enduring big ideas, principles and generalizations inherent to the discipline. Product/Performance refers to real-life application of understanding.

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Assessment Tasks

Knowledge - the use of traditional tools, example, pencil and paper test using :◦Multiple choice◦True or false◦Matching type◦Constructed response

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Assessment Tasks

Process or Skills - outline, organize, analyze, interpret, translate, convert or express information in another form or format.

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Assessment Tasks

Understandings facets of

understandings

Facet 5 – EMPATHYFacet 6 – SELF- KNOWLEDGE

The Six Facets of Understanding

Facet 3 - APPLICATION

Facet 1 - EXPLANATION

Facet 4 - PERSPECTIVE

Facet 2 - INTERPRETATION

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The Six Facets of Understanding (1)

The Six Facets of Understanding (2)

Assessment Tasks

Products & Performances – are authentic products or performance tasks that a student is expected to do to demonstrate his/her understanding.

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HOW DO WE ASSESS?

ASSESSMENT CAN BE THROUGH

Traditional Assessments-are objective tests given to the students to measure how much the students have learned.-contain different types of questions such as multiple-choice, true-false, fill-ins, essays, sentence completions, matching response, etc.

Alternative Assessments- observation, student journals, performance assessment, project and investigation, open-ended questions, student portfolio, interview, role play, checklist

LEVELS OF ASSESSMENT

PRE-ASSESSMENT FORMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT

Knowledge

Process/Skills

Understanding Not Applicable

Product/ Performance

Not Applicable (Optional)

SUBJECT: ________________________________TOPIC: ________________________________

THREE-STAGE MODEL OF CLASSROOM MEASUREMENT

CONTENT VALIDITY

Stage 1 Stage 2 Stage 3

OBJECTIVES ACTIVITIES ASSESSMENT

Assessment Tools must validly measure instructional

objectives

What is Formative Assessment?

WHAT IS NOT FA?

Formative Assessment is not an instrument, or event.

It is not used for grading!

It is not used as a punishment for students if they misbehave.

WHAT IS FA?

Collection of practices that all leads to student learning improvement.

Tool for the teachers to determine what they need to do to move the learner forward.

A technique to help the students optimize learning

(Black & William, 2003; Stiggins, 2002)

What is FormativeAssessment?

Formative assessment is continuous and makes use of several assessments done during the instructional process for the purpose of improving teaching or learning (Black & William, 2003).What makes formative assessment formative is that it is immediately used to make adjustments to help students learn the lessons better.

Clarifying FormativeAssessment?

A formative assessment is effective with how it is embedded in the instruction to promote learning (McMillan, 2005).

Assessment without the use of instructional change is not formative.

Instructional correctives should be delivered differently with how the lesson was previously delivered (Black & William, 2009).

Delivering FormativeAssessment

Make learners aware of the learning goal

Determine current status

of students

Move students closer to the

goals

Individual Student Progress

IN TERMSOF

IN TERMSOF

What Students

Learn or Did not Learn

What Students Can or Can’t not

Do

GENERATES

Timely Student Achievement Information

TO MONITOR

TO EVALUATE

Instructional Effectiveness

(Team or Individual)

ADDRESSED BY WARRANTS

Modifying Instruction Re-teaching

Formative Assessment(Ainsworth & Viegut, 2006)

GRASPS – is an acronym to help teachers construct authentic scenarios for PERFORMANCE TASKS or PRODUCTS:

GOAL: the goal or challenging statement in the scenario

ROLE: the role the student/s plays in the scenario

AUDIENCE: the audience who will be addressed by the student/s

SITUATION: the particular setting/context and its constraints and opportunities

PERFORMANCE: the specific performance or product expected

STANDARDS: the criteria by which the product/presentation will be judged; should include the rubric.

Sample 1:GOAL: Your goal is to help a group of foreign visitors understand the key historic, geographic and economic features of Davao City.

ROLE: You are an intern at the Davao City Office of Tourism.

AUDIENCE: The audience is a group of nine foreign visitors (who speak English)

SITUATION: You have been tasked to develop a plan, including a budget for a four-day tour in the city. Plan your tour so that the visitors are shown sites that best illustrate the key historical, geographical, and economic features of the city.

PRODUCT: You need to prepare a written itinerary for the trip. You should include an explanation of why each site was selected. Include a map tracing the route for the tour. STANDARDS: (rubric – holistic or analytic)

Component Description

ExamplesWritten Work Express skills and

concepts in written form

Quizzes, long tests, essays,written reports

Performance Task Show and demonstrate what learners can do

Demonstration, group presentations, oral work, multimedia presentations, research projects (written works such as essays)

Quarterly Assessment

Measure students learning at the end of the quarter

Objective tests and performance-based assessment

Weights for Grades 1-10

Weights for the SHS

Workshop Examine the competencies provided for you by discipline. Fill-up the columns with the information required as indicated below. Present your group output after 30 minutes.

Competency Level of Assessment(

KPUP)

Level of Thinking(Bloom's Revised

Taxonomy)

Teaching Learning Activity

Assessment Task and Type

Assessment Tool

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PART 2: GRADING SYSTEM

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Daghang Salamat!