Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
You are on page 1/ 46
A.
Assessment for Learning
At the end of the lesson, the learners will be able to: a. Define high quality assessment b. Identify the high components of high quality assessment in retrospect c. Explain the high components of high-quality assessment in retrospect Purpose A. Assessment for Learning The purpose of formative assessment is to provide students with feedback which aims to help them improve their performance. B. Assessment for Certification This purpose of assessment is to gather evidence to make a judgement about a student level of performance wherein they are awarded results such as marks or grades to represent level of achievement. C. Protect Academic Standard Grades from cumulative assessment are used to certify that a person has a necessary knowledge and skills to be awarded as qualification D. Feedback for Teaching The result from formative and summative assessment can help you track your students and allow you to alter your approach in teaching. Target 1. LEARNING TARGET
A clear description of what students
know and able to do. This involves knowledge, reasoning, skills, product and effect. Five categories of Learning target according to Stiggins and Conklin(1992) 1. Knowledge learning target Factual information, procedural knowledge and conceptual understanding that underpin each discipline.
2. Reasoning learning target
The ability of students to use their knowledge to reason and solve problems. 3.Skill Learning target Real time demonstration or physical performance is at the heart of the learning. 4. Product learning target The specification for quality of the product are the focus of teaching and assessment 5. Affective learning target Refers to attitudes, motivations and interests that affects the student’s approaches to learning 2. COGNITIVE TARGETS As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational objectives at the cognitive level: 1. Knowledge • Refers to the acquisition of facts, concept and theories. Knowledge forms the foundation of all other cognitive objectives for without knowledge, it is not possible to move out to the next higher level thinking skills in the hierarchy of the educational objectives 2. Comprehension • Refers to the same concept as understanding. A step higher than mere acquisition of facts and involves a cognition or awareness of interrelationships of the facts and concepts. 3. Application • refers to the transfer of knowledge from one field of study to another or from one concept to another concept on the same discipline. 4. Analysis • Refers to the breaking down of the concept or idea into each component and explaining the concept as the composition of these concept. 5. Synthesis • Refers to the opposite of analysis and entails putting together the components in order to summarize the concept. 6. Evaluating and reasoning • Refers to valuing and judgment or putting the “worth” of a concept or principle. Methods A. WRITTEN-RESPONSE INSTRUMENTS • Objective Tests - Assessment instrument consisting of a set of items or questions that have specific correct answers
• Essays - Assessment that requires an answer in a
sentence, paragraph, or short composition. • Checklist - Is a set of criteria provided to ensure students understand how to fulfill all requirements of an assignment or task B. PRODUCT RATING SCALE - Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors. C. PERFORMANCE TEST - Used to measure the students' ability to apply the skills and knowledge they have learned.
D. ORAL QUESTIONING - Used to assess the student's understanding in a certain topic E. OBSERVATION AND SELF-REPORTS
- Useful supplementary methods when
used in conjunction with oral questioning and performance tests. Sampling SAMPLING TECHNIQUES Population - Is the entirety of the group including all the members that forms a set of data. Sample - Contain a few members of population. They were taken to represent the characteristics or traits of whole population. Probability sampling - In probability sampling, every member of the population has the chance of being selected. - It involves principle or randomization or chance. TYPES OF PROBABILITY SAMPLE A. Simple Random Sampling
Every element has an equal chance of getting
selected to be the part sample. It is used when we don’t have any kind of prior information about the target population. SIMPLE RANDOM SAMPLING B. Systematic Sampling
Systematic sampling is similar to simple random
sampling, but it is usually slightly easier to conduct. Every member of the population is listed with a number, but instead of randomly generating numbers, individuals are chosen at regular intervals. SYSTEMATIC SAMPLING C. Stratified Sampling
This technique divides the elements of the population
into small subgroups (strata) based on the similarity in such a way that the elements within the group are homogeneous and heterogeneous among the other subgroups formed. STRATIFIED SAMPLING D. Cluster Sampling
Our entire population is divided into clusters or
sections and then the clusters are randomly selected. CLUSTER SAMPLING Accuracy ACCURACY OF ASSESSMENT
• STANDARD BASED - Great assessment is carefully connected to the learning standards your district or state . • BALANCED - Truly useful assessment isn't a one-time test
• VALID - Assessments should be designed by true subject experts, including the classroom teacher. • FLEXIBLE - There's more than one way for students to show what they know, and high-quality assessments provide multiple ways to demonstrate skills. • INFORMATIVE
- The best assessments offer useful
information about what students know and what they still need to work on. Group 1 (D76) Members: Pascual, Judeson Dwight J. Bayang, Danica P. Joaquin Jaysin E. References: https://www.scribd.com/document/ 476050829/High-Quality-Assessment-in- Retrospect-pdf
https://www.coursehero.com/file/97932329/ Lesson1-High-Quality-Assessment-in- Retrospectpptx/ THANK YOU FOR LISTENING!
