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We
need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.
Knowledge (15 %) Process and Skills (25 %) Understanding (30 %) Product and Performance (30 %)
1. Identify appropriate assessment tool used for each level of Assessment 2. Develop/Craft appropriate test item per assessment tool 3. Reflect on the importance of the teachers knowledge and skills in the use of different assessment tools.
1. Choose one learning competency in your subject area. 2. Write 3 test items using different assessment tools on the assigned level of assessment for each group.
Subject Area Assigned Level of Assessment
EsP
MAPEH AP TLE Math Science English Filipino
Knowledge
Knowledge Process and Skills Process and Skills Understanding Understanding Product and Performance Product and Performance
What should you consider in using an assessment tool for the different level of assessment?
I.
- are tests given to the students to measure how much they have learned
Assess factual information and concepts Use selected response (multiple choice, true
or false or matching type format ) or constructed response (completion test or short answer test format) Easily scored using answer keys Typically secure (items are not known in advance)
A.
Selective type
Multiple choice b. Alternative Response (true or false, yes or no) c. Matching type
a.
B.
Supply type
Completion test b. Short answer test
a.
Open ended questions or problems that require students to think critically Require constructed response to specific prompt (essay) are open with no single best answer Typically require an explanation or defense of the answer given Require judgment-based scoring based on criteria and performance standard (RUBRIC)
Complex challenges that mirror real - life situations Range in length form (short term task to long term task) Require students to address an identified audience Allow students greater opportunity to personalize the task Are not secure ( task, evaluative criteria, and performance standards are known in advance)
Demonstration Oral presentation Projects Research work Field work Portfolio GRASPS
A complex scenario that provides students opportunity to demonstrate what they know and are able to do concerning a given concept
GOAL - Your task is ______________________________. The goal is to _______________________________. The problem or challenge is ________________. The obstacles to overcome are _______________. ROLE You are __________________________. You have been asked to ____________________. Your job is ___________________.
AUDIENCE Your clients are _____________________. The target audience is ________________. You need to convince __________________.
SITUATION The context you find yourself in is __________ The challenge involves dealing with _________
PRODUCT, PERFORMANCE and PURPOSE You will create a ____________________ in order to __________________________. You need to develop _________ so that ______ STANDARDS and CRITERIA for SUCCESS You performance needs to _______________. Your work will be judged by ________________. Your product must meet the following standards ___. A successful result will __________________.
the substantive content of the curriculum, the facts and information that students acquires
response options to the students, and the student selects from among the options. a. Multiple Choice Test b. True or False c. Matching Type
(Testing to Learn- Learning to Test by Joanne Capper page 45)
Suggested assessment tools 2. Constructed response type of tests ask the student to create or construct a response. It can be used to determine if the pupils knowledge of facts is of sufficient, breadth and depth. A rubric or scoring guide is necessary a. Essay tests b. Fill-in-the-blanks c. Performance tasks e.g. giving a speech or designing an experiment) d. Games and activities
the cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings
Suggested assessment tools making sense of the facts and information. Outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format; Drawing analogies (church- priest, puppy-dog) Constructing graphs, flowcharts, and maps or graphic organizers
Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays
refers to enduring big ideas, principles and generalizations inherent to the discipline, which are assessed using the facets of understanding
Six Facets of Understanding Explanation Interpretation Application Perspective Empathy Self knowledge
Suggested assessment tools a. Oral Discourse/Recitation Explain/justify something based on facts/data, phenomena or evidence Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life situation
b. Open-ended tests - Explanation What is the key idea in _____ What might happen if _____ - Interpretation What are the implications of_____ What does ____ reveal about
How is ____ applied in the larger world? Application How could we use ___ to overcome ____? Perspective What are different points of view about? What are the evidence for? Empathy How might ____ feel about ____? Self Knowledge What are my strengths and weaknesses in ______?
b. Portfolio Collection of evidence like images, anecdotes etc. to demonstrate mastery and interpretation of a given set of concepts.
b. Actual Products Cooked dish, decorated cake, table skirt design, baby dress, haircut, artworks, Choreographed dance, dance props created/improvised, folk dance execution, actual execution of games Poems, speeches, short story, games created Discoveries, inventions,
The validation of idea occurred only as it was tested in experience. Thought was incomplete until it was acted on and the consequences of action were assessed.
REFERENCE OF SCORES: (to be attached in the grading sheet/class record every quarter) Knowledge: 1. Quiz 1 part 1 (see test notebook) 2. Quiz 2 part 1 (see test notebook) 3. Recitation 4. Relay Game (see test notebook) 5. Periodical Test- Items number 1,5,7,12, 17, (see test notebook)
Process/ Skills 1. Quiz 1 part 2 (see test notebook) 2. Quiz 3 part 1 (see test notebook) 3. Performance (see activity plan) 4. Journal Number 1,2 (see test notebook) 5. Periodical Test Items number 2, 3, 8, 9, 16 (see test notebook)
Understanding:
1. Quiz 3 part 2 (see test notebook) 2. Quiz 4 part 1 (see test notebook) 3. Journal Number 3, 4 (see test notebook) 4. Culminating Activity (see activity plan) 5. Periodical Test Items number 4,10,13,18-19 (see
test notebook)
Products/Performances 1. Quiz 2 part 2 (see test notebook) 2. Quiz 4 part 2 (see test notebook) 3. Group Activity Output (see activity plan) 4. Culminating Activity (see activity plan) 5. Periodical Test Items number 6,11,14,15, 20 (see test notebook)
BEST TEACHERS
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 inquire their own practice so they might get better at ensuring that their students learn successfully.
Test can either ruin or build a child. Hence, either ruin or build a nation. Hope the latter serves the purpose of assessment .
Benjie M. Buendicho
Learning Area: ____________________________ Level of Assessment: ______________________ Type of Assessment Tool: ___________________ Topic/Competency: ________________________ Test Item _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________