Scribd Logo
Upload

Welcome to Scribd!

  • 38 views

    Standards-Based Assessment (Sba) in Mathematics: Carlo Magno, PHD

    Uploaded by

    Jenna Marie Tolosa
    Standards-based assessment (SBA) in mathematics focuses on aligning assessment practices with required competencies that students need to learn. The process involves communicating academic standards, providing targets for teaching and learning, and shaping student and teacher performance. SBA requires defining content domains and specific competencies, then constructing assessments that measure those competencies through tasks aligned with the standards. Formative assessment within SBA gives feedback to help move students closer to learning goals and determine who needs additional help meeting standards. The overall goal of SBA is to ensure students acquire 21st century skills by assessing based on defined mathematics standards.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Standards-Based Assessment (Sba) in Mathematics: Carlo Magno, PHD

    Uploaded by

    Jenna Marie Tolosa
    38 views20 pages
    Standards-based assessment (SBA) in mathematics focuses on aligning assessment practices with required competencies that students need to learn. The process involves communicating academic standards, providing targets for teaching and learning, and shaping student and teacher performance. SBA requires defining content domains and specific competencies, then constructing assessments that measure those competencies through tasks aligned with the standards. Formative assessment within SBA gives feedback to help move students closer to learning goals and determine who needs additional help meeting standards. The overall goal of SBA is to ensure students acquire 21st century skills by assessing based on defined mathematics standards.

    Original Title

    sbamath-150524072542-lva1-app6892

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Standards-based assessment (SBA) in mathematics focuses on aligning assessment practices with required competencies that students need to learn. The process involves communicating academic standards, providing targets for teaching and learning, and shaping student and teacher performance. SBA requires defining content domains and specific competencies, then constructing assessments that measure those competencies through tasks aligned with the standards. Formative assessment within SBA gives feedback to help move students closer to learning goals and determine who needs additional help meeting standards. The overall goal of SBA is to ensure students acquire 21st century skills by assessing based on defined mathematics standards.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    38 views20 pages

    Standards-Based Assessment (Sba) in Mathematics: Carlo Magno, PHD

    Uploaded by

    Jenna Marie Tolosa
    Standards-based assessment (SBA) in mathematics focuses on aligning assessment practices with required competencies that students need to learn. The process involves communicating academic standards, providing targets for teaching and learning, and shaping student and teacher performance. SBA requires defining content domains and specific competencies, then constructing assessments that measure those competencies through tasks aligned with the standards. Formative assessment within SBA gives feedback to help move students closer to learning goals and determine who needs additional help meeting standards. The overall goal of SBA is to ensure students acquire 21st century skills by assessing based on defined mathematics standards.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 20

    Standards-Based Assessment (SBA)

    in Mathematics
    Carlo Magno, PhD
    [email protected]
    Advance Organizer
    • What is SBA?
    • How do we make assessment based
    on Standards?
    • Why assess the standards?
    What is SBA?
    On Practice:
    • The practice involves comparing each student’s performance
    to academic standards that are developed in the national or
    international setting.
    • More importantly, the process involves communicating goals
    that the school systems, schools, teachers and students need
    to achieve, providing targets for teaching and learning, and
    shaping the performance of teachers and students.
    On Assessment: [Magno, C. (2015). On SBA. SBA Journal, 3, 2-3.]
    •The SBA model requires that assessment practices to be closely
    aligned with the required competencies that students need to
    learn.
    •The general intention is to focus more on the learning of
    competencies of every student.
    Examples of Curricular Standards
    DepEd Curriculum Guide – www.deped..gov.ph

    Standards indicated in the


    form of learning
    competencies
    McREL International http://www2.mcrel.org/compendi
    um/browse.asp
    Standards and benchmarks
    Academic Benchmarks http://academicbenchmarks.com/

    Program for International www.oecd.org

    Student Assessment
    Education World http://www.educationworld.com/s
    tandards/
    How do we make assessment based on SBA?
    How do you use
    assessment to help
    students learn?
    - Feedback (Formative
    Assessment
    Standards
    Can the student perform
    (Competencies) the task?
    -scoring and
    interpretation based on
    the competency
    How do you construct
    What do you want to the assessment?
    measure? How do you Prepare -Constructive alignment
    Serves as Content the assessment? -Determines the kind of
    Domains of the - Indicated it the table task whether written or
    measure of specifications performance-based
    What do you want to measure?
    • Define content domains
    • Break down the content domains
    into specific competencies
    • Use curricular standards as the
    basis for the content domains and
    specific competencies
    Mathematics Standards Grade 6 (4th Quarter)
    How do you prepare the assessment?

    • TOS for Written Works

    Rem Und App Ana Eval Crea


    Constructs a pie graph given a 
    set of data
    Interpret data presented in a 
    pie chart
    Solves routine and non- 
    routine problems using data
    presented in a pie chart
    How you construct the assessment
    protocol?
    • Decide on the task!
    Paper Performance
    and -based Task
    Pen
    Collects data on one or two variables using any 
    source
    Constructs a pie graph based on a given set of data  
    Interprets data given on a pie graph 
    Solves routine and routine problems using data 
    presented in the pie graph
    Creates problems that can be answered using  
    information presented in a pie graph
    Constructive Alignment
    • Competency: Solves routine and routine
    problems using data presented in the pie
    graph.
    • Item: (A pie chart showing students budget of
    allowance for one week)
    Look at the percent of expenses shown in the
    pie chart. How much more did you spend on
    food than school supplies in percent? How
    much is the difference in peso amount?
    Constructive alignment
    • Competency: Recognize area as additive:
    Find areas of rectilinear figures by
    decomposing them into non-overlapping
    rectangles and adding the areas of the
    non-overlapping parts, applying this
    technique to solve real world problems.
    • Task: What is the total floor area of the
    apartment (including the terrace and the 1 cm = 1 meter
    walls)? Show the measurement size of
    each room, calculate the area of each
    one and add all the areas together.
    Constructive alignment
    • Grade 1 Competency: Reads and writes money in
    symbols and in words through PhP100.
    • Task: Which of the following is equivalent to PhP
    100?
    a.

    b.

    Aligned or not aligned?


    Constructive alignment
    • Competency:
    – Collects data on one or two variables using any source
    – Constructs a pie graph based on a given set of data
    • Output: A pie graph in a powerpoint presentation showing the
    percentage of students preferred restaurants with a four
    sentence paragraph interpretation.
    • Task: In a piece of paper ask your classmates to check their
    favorite restaurant. If their favorite is not in the option, they
    can write it in the options (others). Count the preferences per
    restaurant and convert it into percentage. Plot the percentage
    into a pie chart. Interpret the pie chart using the following
    guide questions… Put the Pie chart and interpretations in a
    powerpoint presentation to be shown in class.
    • Criteria: accuracy of converting frequencies to percentage,
    accuracy of the size of the parts of the pie graph, accuracy of
    interpretation.
    Can the student perform the task?
    • Global score or
    item/competency score?
    • Class average score of individual
    score?
    • Are my items valid and reliable?
    Proficient level

    Difficult items
    Easy items
    Can the student
    Beginner Level

    perform the task?


    Al: Algebra
    G: Geometry
    C: Calculus
    T: Trigonometry
    S: statistics
    Numeracy Assessment in L2 Numeracy Assessment in L1

    Ave. Item Ave. Item


    Difficulty Difficulty

    Ave. student
    ability

    1 Plc_Vl
    Ave. student 2 Oper
    ability 3 Decim
    4 Fract
    5 Strat
    6 Geom
    Sample ICC Numeracy Gr 5-L2

    Item 1.1 MNSQ = .77 (bad fit) Item 3.3 MNSQ = .96 (good fit)
    Using Math Assessment Results
    Formative Assessment: Feedback and Corrective
    instruction
    Who Who needs
    can do help on this?
    this?
    Collects data on one or two variables using any
    source
    Constructs a pie graph based on a given set of data
    Interprets data given on a pie graph
    Solves routine and routine problems using data
    presented in the pie graph
    Creates problems that can be answered using
    information presented in a pie graph
    Delivering Formative Assessment
    Make learners Determine Move students
    aware of the current status closer to the
    learning goal of students goals
    Why do we need to assess
    mathematics standards?
    • Basis on what to assess
    • To make sure that
    everyone delivers
    quality work (21st
    century skills)
    • To produce quality
    students
    • To deliver quality
    programs

    20

    You might also like