Mapeh Assessment

 

Our focus for this Session

Learn and use learning Effective competencies Assessment that  measure specific 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 ?

 

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 p r o v i d e   i n f o r m a t i o n  to be used as f e e d b a c k     to modify teaching and learning activities. 3

 

 Assessment and feedback are feedback are crucial   for helping people learn. Assessment should mirror good instruction; Assessment  happen continuously as part of instruction; and provide information about theare levels of  understanding that students reaching. In order for learners to gain insight into their  learning and their understanding, feedback is critical: students needfrequent to monitor  their learning and actively evaluate their  strategies and their current levels of  understanding . (How People Learn by Bransford, Brown, and Cocking 1999) 6/13/2013

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Responsibilities of Teachers in the Assessment Process: ST STANDARDS ANDARDS Choosing Appropriate Assessment method Developing Appropriate Assessment tool

an d Interpreting Results Administering, Scoring and Using results for its intended purpose Grading based on varied sources

eedback Communicating correct ffeedback  Rec Recognizing ognizing unethical practices

 

 Standards-Based Assessment and Rating System LEONCIO P. LUMABAN 6/13/2013

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DepEd Order No. 73, s. 2012

GENERAL GUIDELINES FOR THE ASSESSMENT AND RATING OF LEARNING OUTCTOMES UNDER THE K TO 12 BASIC EDUCATION CURRICULUM

 

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KNOWLEDGE What do we want the students to know?

Facts

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Dates

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Definitions

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

Rules

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People

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Places

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Vocabulary

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Information

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concepts

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PROCESS PROCE SS / SKILLS Include basic skills in •

Communication

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

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Thinking Analytical

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Critical

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Creative

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Planning Working

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Evaluating

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UNDERSTANDING •

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What do we want students to understand?

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Essential understandings Important generalizations

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Principals

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Theories

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Big Ideas

The “point” “point” of the discipline or the topic 17

 

  PRODUCT / PERFORMANCE  PERFORMANCE  What products of performances do we want our students to produce as evidence of learning or underst understanding? anding?

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Think “Photo Album” Versus “Snapshot” 

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

 

Gather Evidence From a Range of Assessments  authentic tasks and projects  academic exam questions,  prompts, and problems  quizzes and test items

understanding anding  informal checks for underst  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 ...”  thyself”,,  self-knowledge – wisdom, “knowing thyself” aware of one’s one’s prejudices and habits of mind.  Understanding by Design, Mc. Tighe and Wiggins

 

Diagnostic Assessment •

Provide information that assist teacher planning and guide differentiated instruction

Examples  Pre test  Survey  Skills check  K-W-L  Film/video analysis 

Misconception check

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Identifying, diagnosing or eliciting prior knowledge

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Brainstormin g / Focused listing / ABC Listing Brainstormin Situational analysis

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Picture/song Picture/ song/specimen /specimen analysis

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Film / video / document analysis

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Four corners

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Check for the Prior Knowledge EXAMPLES:

Write down every thing you know about Write the RH Bill ?

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Debate Circles Kinesthetic Assessment  

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K  What do we know? 

W 

H 

What do we want to find

How can we find out what

out? 

we want to learn? 

L  What did we learn? 

Attributes or Characteristics we expect to use:  6/13/2013

 

 

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Song After listening listening to the song ‘’ Kapaligiran”, ask the students……  What are the Environmen Environmental tal Laws and Policies that have been violated in the song? 

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Analogies and Metaphors Metaphors Topic: Community Commun ity Directions: •

Show a drawing of a saltwater fish tank.

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Ask like a fish tank.learners how a community is like

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Graphic Org Organizers anizers

 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 pictu res 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 y ou think do not illustrate politics? Explain 6/13/2013 59 our answer.

Mind Map/ Picture Analysis

SITUATION:

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

answer the question? 6/13/2013

 

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 the picture of the item that youwhich think has Delia can take as part of her diet.

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Formative Assessment •

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

Examples:  Quiz  Questioning  Observation  Portfolio

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Elements of formative assessment: The key elements that have emerged form the th e 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 ins instruction truction methods to meet diverse student needs 6/13/2013

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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

THINGS YOU FOUND OUT

3 INTERESTING THINGS

2 1

QUESTION 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

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Assessment & Rating System : PPt prepared by Joseph R. Jacb

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

PROOF 

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

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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.

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A continuation of the war indefinitely would coston untold thousands of military and civilian deaths 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.

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A continuation of the war indefinitely would further 70 dela del a effort effortss to re rebui build ld the war-t war-torn orn n nati ations ons..

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Summative Assessment •

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

Examples:  Test  Performance task  Culminating project or performance  Work portfolio

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On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Preassessment (Finding Out)

Formative Assessment (Keeping Track & Checking-up)

Pre-Test Graphing for Greatness Inventory

Conference Peer evaluation 3-minute pause Observation

KWL Checklist Observation Self-evaluation Questioning

T alk around a round Questioning Exit Card Portfolio Check Quiz Journal Entry

Summative  Assessment  Assessm ent (Making Sure)

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

Self-evaluation

 

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guide to a tiered model of bridging gaps above) Advanced (90% and above)

Proficient (85-89%) Approaching Proficiency (80-84%) •

20-30 mins of in-school remediat remediation ion every every other day

Developing (75-79%) •

30-45 mins mins of in-school in-school remediation remediation daily daily

Beginning (74% and below)

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1 hr of in-school remediation daily + extra time for off-school practice Tiered Response to Learning Gaps by Level of Performance Performance  

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

 –

 –

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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 6/13/2013

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

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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. 6/13/2013

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best teacher teachers s

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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Assessment & Rating System : PPt prepared by Joseph R. Jacob

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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 Educ ation Commission