assessment of learning outcome an echoing by 笑笑 miles banan
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ASSESSMENT OF LEARNING OUTCOME
by Miles Banan
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7 August 2014
Objectives:
DEPARTMENT OF EDUCATION
Gain a clear and functional understanding of ASSESSMENT
as stipulated in DepEd Order No. 73, s. 2012.
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theoriestheoriesprinciplesprinciples
philosophyphilosophy policiespoliciesfeaturesfeatures
Objectives:
DEPARTMENT OF EDUCATION
Distinguish between and among:
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Objectives:
DEPARTMENT OF EDUCATION4
Objectives:
DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION
“If you don’t know where you are headed, you’ll probably end up
some place else.” -Douglas J. Eder, Ph.D.-
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DEPARTMENT OF EDUCATION
Where are we headed?
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levels of assessment
DEPARTMENT OF EDUCATION
Knowledge
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RECALLRECALLMEMORYMEMORY
FAMILIARIYFAMILIARIY
ENUMERATIONENUMERATION
TASKSTASKS
INFORMATIONINFORMATION
“Knowledge” refers to the substantive content of the curriculum, the facts and information that the student acquires.
levels of assessment
DEPARTMENT OF EDUCATION
Process/Skills
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MECHANICAL
MECHANICAL
USE MEMORIZED STEPS
USE MEMORIZED STEPS
INVOLVES OPERATIONINVOLVES
OPERATIONSOLVE WITHOUT UNDERSTANDINGSOLVE WITHOUT UNDERSTANDING
“Process” refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings.
levels of assessment
DEPARTMENT OF EDUCATION
Understanding
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generalizegeneralize
explainexplain definedefine
analyzeanalyzejustifyjustify
observe & conclude
observe & conclude
Students tend to GUESS
Students tend to GUESS
“Understandings” refers to enduring big ideas, principles and generalizations inherent to the discipline, which are assessed using the facets of understanding
levels of assessment
DEPARTMENT OF EDUCATION
Performance/Product
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RECITATIONRECITATION NOTEBOOKNOTEBOOK
ASSIGNMENTASSIGNMENT
PROJECTPROJECTREAL LIFErelevance
REAL LIFErelevance
“Products/Performances” refers to real-life application of understanding as evidenced by the student’s performance of authentic tasks.
DEPARTMENT OF EDUCATION
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Levels of AssessmentLevel of Assessment Percentage
Weight
Knowledge 15 %
Process or Skills 25 %
Understanding(s) 30%
Products/Performances 30%
Total 100%
ACTIVITY
DEPARTMENT OF EDUCATION
Look at a teacher-made test and categorize the questions according to the levels of assessment.
KNOWLEDGE
PROCESS
UNDERSTANDING
PERFORMANCE
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ANALYSIS
DEPARTMENT OF EDUCATION
1. How did you find the task given you?
2. Why is it necessary to assess students before, during and after the lesson?
3. How did you feel when you’re classifying the test items by level?
4. What helped you in classifying the test items?
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ANALYSIS
DEPARTMENT OF EDUCATION
5. Did you encounter difficulty in constructing test items that reflect the four levels of assessment? Why?
6. What makes a holistic assessment?
7. What have you realized about assessment of learning outcome?
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ASSESSMENT
DEPARTMENT OF EDUCATION
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ASSESSMENTASSESSMENT Philosophy
Assessment shall be used primarily as a quality assurance tool to track student progress
in the attainment of standards, to promote self-reflection
and personal accountability for one’s learning, and to provide a basis
for the profiling of student performance.
DEPARTMENT OF EDUCATION
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Features
The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.
It is also standard-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards.
DEPARTMENT OF EDUCATION
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Features
The students’ attainment of standards in terms of content and performance is therefore, a critical evidence of learning.
DEPARTMENT OF EDUCATION
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Being holistic, assessment performs triple functions:
Diagnostic
Assessment for and assessment as learning
Summative/Evaluative
Assessment for learning
Formative/Developmental
Assessment of learning/ assessment as learning
MATCH!
DEPARTMENT OF EDUCATION
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Nature
1. Assessment for Learning
2. Assessment as Learning
3. Assessment of Learning
ASSESSMENTASSESSMENT
DEPARTMENT OF EDUCATION
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Being standards-based, assessment seeks to quality assure and evaluate attainment of learning standards in the following areas:
Content Standard Performance Standard
DEPARTMENT OF EDUCATION
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Content Standard
Assessment in this area considers: what the student knows (knowledge) what the student can do (process or skills)*what the student understands (understandings or meanings made).
*how the student makes sense of or constructs meanings out of the facts and information),
DEPARTMENT OF EDUCATION
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Performance Standard
Assessment in this area looks into:
how the student transfers his/her understanding to in the form of products and performances, or through authentic performance tasks.
understanding life situations
Product/Performance LevelProduct/Performance LevelA good model for assessment at this level is GRASPS ( McTighe and Wiggins, 2005).
G—Goal
R—Role
A—Audience
S—Situation
P—Product
S—StandardsDEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Goal: Design a curtain in a small restaurant that involves a quadratic curve. Role: Interior Designer Audience/Client: Restaurant Owner Situation: Mr. Andal, the owner of a restaurant wants to impress some
ofthe visitors, as target clients, in the coming wedding of his friend. As venue of the reception, Mr. Andal wants a new ambiance in his restaurant. Mr. Andal requested you, to help him to change theinterior of the restaurant particularly the design of the curtains. Mr. Andal wants you to use parabolic curves in your design.
Map out the appearance of the proposed design for the curtains in his 20 by 17 meters restaurant and estimate the approximate budget requirements for the cost of materials based onthe height of the design curve.
Product: Proposed Plan for the Curtain including Budget Proposal Standards: (You will be graded based on the rubric designed suitable for your task and performance)
Sample GRASPS (from Grade 9 LM , pp. 154-155)
DEPARTMENT OF EDUCATION
Goal: Organize a Seminar-Workshop Simulation, applying the direct and indirect characterization, phrase and clause modifiers.
Role: Event Organizer Audience/Client: English IV students Situation: The teacher of fourth year students wanted to prepare his
students for the Drama Chapter of the lessons, he decided to invite a drama expert to give a seminar-workshop. He instructed the students to organize the event from the invitation to the opening program until the awarding of certificates and closing program. He asked the
students to form committees and list down the specific functions. Product: Seminar-Workshop Simulation Standards: (You will be graded based on the rubric designed suitable for your task and performance)
G R A S P S
DEPARTMENT OF EDUCATION
SAMPLE RUBRIC (patterned on D.O. No. 73, s. 2012)
4 3 2 1The budget proposal is clear, accurate, practical, and the use of linear inequalities in two variables and other mathematical statements are properly illustrated.
The budget proposal is clear, practical and the use of linear inequalities in two variables is illustrated.
The budget proposal is not too clear and the use of linear inequalities in two variables is not properly illustrated.
The budget proposal is not clear and the use of linear inequalities in two variables is not illustrated.
DEPARTMENT OF EDUCATION
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Principle of Assessment as Learning
“Students need to learn from the results of the assessment so they know what to
improve further, and then they can plan strategically how they can address any
learning deficiency.”
FEEDBACK CHECK AND RETURN CHECK AND RETURN ASSESSMENT ACTIVITIES TO THE ASSESSMENT ACTIVITIES TO THE
STUDENTS!STUDENTS!
APPLICATION
DEPARTMENT OF EDUCATION
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Revisit of the output during the activity. Verify if the answers given conforms with the K-P-U-P.
SOME THOUGHTS TO PONDER
DEPARTMENT OF EDUCATION
“If we always do what we’ve always done, we will get what we’ve always got.”
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- Adam Urbandi
SOME THOUGHTS TO PONDER
DEPARTMENT OF EDUCATION
“Students can escape bad teaching but they cannot
escape bad assessment.”
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- David Boud
SOME THOUGHTS TO PONDER
DEPARTMENT OF EDUCATION
“The important question is not how assessment is defined
but whether assessment information is used.”
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- Palomba & Banta
SOME THOUGHTS TO PONDER
DEPARTMENT OF EDUCATION
“The important question is not how assessment is defined
but whether assessment information is used.”
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- Palomba & Banta
DEPARTMENT OF EDUCATION
THANK YOU!Xiexie!
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