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    Lesson 11 Assessment Script

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    daisylodor
    The document provides an overview of assessment in education. It discusses assessment in three sentences: 1) Assessment can occur before, during, and after instruction to evaluate student performance, provide feedback, and modify teaching. 2) Assessment approaches include assessment for learning through diagnostic and formative assessments, assessment as learning through self-assessment and peer assessment, and assessment of learning through summative assessments. 3) The goal of assessment is to enhance student learning and inform curriculum development.

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    Lesson 11 Assessment Script

    Uploaded by

    daisylodor
    13 views4 pages
    The document provides an overview of assessment in education. It discusses assessment in three sentences: 1) Assessment can occur before, during, and after instruction to evaluate student performance, provide feedback, and modify teaching. 2) Assessment approaches include assessment for learning through diagnostic and formative assessments, assessment as learning through self-assessment and peer assessment, and assessment of learning through summative assessments. 3) The goal of assessment is to enhance student learning and inform curriculum development.

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    assessment

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    Lesson-11-Assessment-script

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    The document provides an overview of assessment in education. It discusses assessment in three sentences: 1) Assessment can occur before, during, and after instruction to evaluate student performance, provide feedback, and modify teaching. 2) Assessment approaches include assessment for learning through diagnostic and formative assessments, assessment as learning through self-assessment and peer assessment, and assessment of learning through summative assessments. 3) The goal of assessment is to enhance student learning and inform curriculum development.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views4 pages

    Lesson 11 Assessment Script

    Uploaded by

    daisylodor
    The document provides an overview of assessment in education. It discusses assessment in three sentences: 1) Assessment can occur before, during, and after instruction to evaluate student performance, provide feedback, and modify teaching. 2) Assessment approaches include assessment for learning through diagnostic and formative assessments, assessment as learning through self-assessment and peer assessment, and assessment of learning through summative assessments. 3) The goal of assessment is to enhance student learning and inform curriculum development.

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    of 4

    Lesson 11: Assessment

    Slide 1: Good day, class!  Specially, to you, who is listening/reading now to


    learn more about Assessment. ^_^ What prior knowledge do you have
    about assessment? Did you have lessons on assessment prior to this
    session? I hope so. If not yet, better to read them and listen to this over
    and over again so your questions will be answered and misconceptions
    are clarified.

    I know that most of us have heard the word Assessment and thought we
    understood it clearly, but still has misconceptions about it. As 2nd year
    education students, you will be hearing and using this term always so it’s
    not a bad idea to intently study about it to learn more of it. Some of you
    might still probably thought that it is only done AFTER the lesson, but it
    is not. You might probably one of those who used the term
    interchangeably with the word Evaluation. Are you? I hope after this
    lesson you won’t have the same questions as you had before listening to
    this. ;-)

    Assessment is equally important as teaching the concept of the lesson


    is. It is of utmost necessity to conduct an assessment in the teaching-
    learning process. It is not only done after, but it can also be BEFORE
    and DURING the teaching-learning process; not always after.

    Slide 2: Like any other words, assessment has been defined by many authors
    differently yet there are common aspect in their definitions. Let us take a
    look at it one by one. (read the PPT)…

    According to Miller, Linn, and Gronlund, when we speak of assessment


    it refers to any method that gives information about the student’s
    performance. These methods can be a test, oral recitation, projects, and
    even any performance tasks given by the teacher. In giving such to
    students, it provides valuable information to the teacher if the student is
    doing well or not so in the class. In the given definition, it implies the
    importance of having an analysis of the result of an assessment
    conducted so that modifications can still be done as early as possible.
    Simply put, the teacher can still do something about it while she can.

    According to Black and William, Assessments are activities undertaken


    by teachers – and by their students in assessing themselves – that
    provide information to be used to modify the teaching-learning activities
    in which they are engaged. Dissecting the given definition, you may
    notice some similar descriptions to the previous ones mentioned earlier.
    But, what I would like to highlight in the given definition is that
    assessment can also be done by the students to themselves. It is known
    as self-assessment and it comes in the form of a checklist assessment
    tool. Example, the one you do in your Edukasyon sa Pagpapakatao
    subject, if you could still remember that. Nagagawa ko ban ang maayos
    ang mga gawaing pampaaralan? Tapos sasagot ka ng oo o hindi o
    siguro. Also, the information gathered can be utilized to modify or
    change the teaching-learning process. Another example, after teaching
    a particular lesson in science the majority of the pupils were not able to
    get the highest possible scores or what we call Proficiency Level. If in
    the class the proficiency level set by the teacher was not achieved, the
    teacher cannot proceed to the next lesson unless she reteach it and
    hopefully, achieved the PL already.

    Slide 3: Nature of Assessment…

    Assessment is at the core of the learning process since one cannot say
    that learning takes place when no assessment was done. Primarily,
    assessment is for gauging and enhancing student learning, thus, it
    becomes an integral part of the TL process. You cannot take it away
    from that.

    Next is…It is a vital element in the curriculum development process.


    Because of assessment and evaluation, modifications were made on the
    curriculum. Way before, the kind of assessment only known and used is
    the traditional one, but because of researches with the aid of conducting
    assessment, emerge the different assessment methods to suit the
    needs of the learners and how they can demonstrate their learnings
    aside from paper-and-pen test. With the onset of K to 12 program, the
    assessment were changed as well. I don’t know if you are familiar with
    the KPUP assessment. KPUP stands for Knowledge, Process,
    Understanding and Performance. With this kind of assessment, the
    teacher must develop an assessment tool that would cater all – the
    knowledge base of the students, can show process skill, elaborate ideas
    and understanding by answering open ended questions, as well as do
    any performance tasks that would show authentic assessment. And
    each of the KPUP has a certain percentage. To some teachers it may be
    tiresome because they were used to objective type of tests; the one that
    would require the students to convergent thinking only like T/F, MC,
    Identification, etc. But, in my case, it was not new to me because I
    always include thought-provoking items like essays to my examinations.
    There was also the OBE or Outcome-Based Assessment where product
    and process-oriented performance-based assessments are given more
    assessments than the traditional one.

    Varied assessments are necessary to ensure that students develop vital


    twenty-first century skills like critical skills, creativity, reasoning, problem
    solving and decision-making, communication and other important skills
    that would make them globally competent. However, let me be clear on
    this that I don’t undervalue the importance of paper-and-pen test so long
    as it adheres on the principles associated to high quality assessments
    and guidelines on test construction that teachers and soon-to-be-
    teachers must be aware of.

    Next… It is implemented at different phases of instruction: before (pre-


    assessment); during (formative assessment); and after instruction
    (summative).

    Lastly, Assessment is a process that can be placed in two broad


    categories: measures of maximum performance and typical
    performance (Miller, Linn & Gronlund, 2009). Maximum performance
    refers to the optimum ability of the students while the typical
    performance focuses on the motivation level of the students.

    Slide 4: Assessment has different approaches too and different purpose. (read
    PPT)

    1. Assessment FOR Learning

    Diagnostic assessment is usually given before the TL process to identify


    learning needs of the students. Sa aling area or concept and skill ang
    madali na sa mga bata at sa alin naman ang nahihirapan pa nila para
    doon mas magfocus o maglaan pa ng ilang araw sa pagtuturo. May mga
    asignatura na hindi na halos nangangailangan pa ng pre-assessment
    bago magturo ang guro dahil hindi naman ito masyadong mahirap pag
    aralan. In the case of Science, it is not. Conducting pre-assessment
    before the lesson starts is important to plan the TL process well.
    Malalaman natin kung sa anong competency ang pahapyaw na lang
    ituturo at alin ang dapat pang pagtuunan ng pansin para mamaximize
    ang pagkatuto ng mga mag-aaral.

    Formative Assessments naman like the Evaluation part in your DLP is


    used to determine whether the teacher will proceed to the lesson or not.
    That’s why we need to anchor the assessment tool of our formative
    assessments to the learning outcomes or learning objectives of the
    lesson. The questions that we raise during the TL process is also a
    formative kind of assessment. It should not be included in computing the
    grades, but it is recorded. Kaya nga pwedeng hindi paper-and-pen test
    ang gawin lagi sa evaluation part ng DLP. It can also be a TPR activity
    or Total Physical Response or Visual Evaluation which helps the teacher
    to determine right then and there if the lesson was a success or not.

    Slide 5: Next is…2. Assessment AS Learning (AaL) (read PPT)

    Sa EsP subject every lesson has a self-assessment tool and it is in a


    checklist form. Kaya lang may ibang bata o mag-aaral na inaassess
    sarili nila pero hindi honest enough o kaya basta lang sumagot so hindi
    naaattain ung obj nung self-assessment. Kapag peer-assessment
    naman syempre kaibigan ang magaassess sa kanya kaya magaganda
    ang ilalagay o isasagot. Kaya mas maganda guided tlg ng teacher
    kapag ganitong approach ng assessment ang ginamit.

    Sa TL activities naman pwedeng gawin ang assessment approach na ito


    gaya sa Science kung saan binibigyan ng teacher ung mga mag-aaral
    ng simple science activities para madevelop din sa kanila maging self-
    dependent at mging responsible sa pagkatuto nila. Sila mismo kasi ang
    hahagilap ng sagot base dun sa experiment na ginawa nila.

    Slide 6: Lastly, 3. Assessment of Learning (AoL) (read PPT)

    You are already familiar with this, I know, because you can identify if it’s
    the end of the grading period and commences the next grading when it’s
    raining cats and dogs with projects and examinations, right? And by
    these gathering of evidences, the teacher can tell whether you made it in
    the honor roll or passed all the subjects or not.

    The succeeding slides will present the types of Assessment methods…

    The End…

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