Assessment of learning outcome an Echoing by 笑笑 Miles Banan

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:


Distinguish between and among:

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Objectives:

DEPARTMENT OF EDUCATION4

Objectives:


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“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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Where are we headed?

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levels of assessment


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.



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.



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



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.


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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


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


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


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


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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.


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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.


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Features

The students’ attainment of standards in terms of content and performance is therefore, a critical evidence of learning.


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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!


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Nature

1. Assessment for Learning

2. Assessment as Learning

3. Assessment of Learning

ASSESSMENTASSESSMENT


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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


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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),


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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


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)


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


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.


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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


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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


“If we always do what we’ve always done, we will get what we’ve always got.”

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- Adam Urbandi



“Students can escape bad teaching but they cannot

escape bad assessment.”

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- David Boud



“The important question is not how assessment is defined

but whether assessment information is used.”

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- Palomba & Banta



“The important question is not how assessment is defined

but whether assessment information is used.”

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- Palomba & Banta


THANK YOU!Xiexie!

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Assessment of learning outcome an Echoing by 笑笑 Miles Banan

Education

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