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ASSESSMENT OFMATHEMATICS/SCIENCE SKILLS
Republic of the Philippines
MINDANAO STATE UNVERSITYGSC
Graduate Program
By:JUMAR C. MONTERO
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Key Points
Assessment is an ongoingprocess aimed at
understanding andimproving student learning
Multiple methods
Criteria and standards
Evidence
Students know, can do andunderstand
Its more than just collectingdata
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Sequence in Preparing Instructionally
Relevant Assessment
INSTRUCTIONIndicates the learning
outcomes to be attainedby students
LEARNING TASKSpecifies the particular setof learning task(s) to beassessed.
ASSESSMENTProvides a proceduredesigned to measure arepresentative sample ofthe instructionally relevantlearning tasks.
Is thereclose
agreement
?
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What is the Assessment Process?
AIMS
ASSESSMENT
ACTIONADJUSTMENT
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Importance of Assessment
To find out what the students know (knowledge)
To find out what the students can do, and how wellthey can do it (skill; performance)
To find out how students go about the task of doingtheir work (process)
To find out how students feel about their work(motivation, effort)
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What is Student Assessment for?
To help us design and modify programs to
better promote learning and student success. To provide common definitions and
benchmarks for student abilities that willenable us to act more coherently and
effectively to promote student learning.
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What is Student Assessment for?
To provide feedback, guidance, and
mentoring to students so as to help thembetter plan and execute their educationalprograms.
To provide improved feedback about student
learning to support faculty in their work.
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Functions of Assessment
Diagnostic: tell us what the student needs to
learn Formative: tell us how well the student is
doing as work progresses
Summative: tell us how well the student did
at the end of a unit/task
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What can be assessed?
Student learning characteristics
-Ability differences-Learning styles
Student motivational characteristics
-Interest-Self-efficacy
-goal orientation
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What can be assessed? Cont.
Learning
Content knowledge Ability to apply content knowledge
Skills
Dispositions and attitudes
Performances
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How should we assess?
TrueFalse Item
Multiple Choice
Completion
Short Answer
Essay
Practical Exam
Papers/Reports
Projects
Questionnaires
Inventories
Checklist
Peer Rating
Self Rating
Journal
Portfolio
Observations
Discussions
Interviews
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Criteria In Choosing an Assessment
Method
It should be reliable.
It should be valid.
It should be simple tooperate, and should notbe too costly.
It should be seen by
students and society ingeneral.
It should benefit allstudents.
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Who should be involved in assessment?
The teacher
The student
The students peer
Administrator
Parents
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What should we do with the
information from our assessment?
Use it to improve the focus of our teaching
(diagnosis) Use it to focus student attention of strengths
and weaknesses (motivation)
Use it to improve program planning (program
assessment)
Use it for reporting to parents
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Classroom Assessment
Paper and pencil assessments: Ask studentsto respond in writing to questions or problem
-Item level: Assessing lower vs. higher skills
-Knowledge vs. application, analysis,synthesis, and evaluation
-Authentic taskse.g. multiple choice, T/F, matching
(recognition), short answer, essay (recall)
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Paper and Pencil Assessment
Strengths
-Can cover a lot of material reasonably well
-Fair-Effective in assessing declarative knowledge of content
- Easier to construct and administer than performance assessments
Weaknesses
-Require forethought and skill
-Less effective in assessing procedural knowledge and creative
thinking-Construction of good higher level recognition items is difficult
-Recall items that do a good job of assessing higher level thinking(essay questions) are difficult to score.
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Performance Assessments
- assessment that elicits and evaluatesactual student performances
Types of Performances:
1. Products: drawings, science experiments,term papers, poems, solution to authentic
problems2. Behavior: time trial for running a mile,
reciting a poem, acting tryouts, dancing
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Performance assessments
Strengths
-Effective for assessing higher level thinking and authentic
learning-Effective for assessing skill and procedural learning
-Interesting and motivating for students
Weaknesses
-Emphasize depth at the expense of breadth
-Difficult to construct
-Time consuming to administer
-Hard to score fairly
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How can we assess student learning?
Traditional assessment: assess student
knowledge and skills in relative isolation fromreal world context.
Traditional assessment practices reflect whatstudents are able to recall from memory
through various means, such as, multiplechoice, true/false, fill in the blank, andmatching questions.
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How can we assess student learning?
Authentic assessment: assess studentsability to use what theyve learning in taskssimilar to those in the outside world.
Occurs when the authenticity of studentlearning has been observed. It requiresinformation from a variety of source such ascontent work samples, observation duringclass activities, and conferences withstudents.
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Classroom Assessment
Informal Assessment: teachersspontaneous, day to day observations ofstudent performances.
Examples
Verbal
-Asking questions-Listening to student discussions
-Conducting student conferences
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Informal Assessment-cont.
Nonverbal
-Observing-Task performances
-On-and off-task behavior
-student choices-student body language
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Informal Assessment
Strengths-Facilitates responsive teaching
-Can be done during teaching-Easy to individualize
Weaknesses-Requires high level of teacher skill
-Is vulnerable to-Bias-Inequities-Mistakes
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Classroom Assessment
Formal assessment: assessment that is planned inadvance and used to assess a predetermined
content and/or skill domain.Strengths
-allows the teacher to evaluate all studentssystematically on the important skills and concepts
-helps teachers determine how well students areprogressing over the entire year
-provides useful information to parents andadministrators.
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Portfolios
A collection of student samples representingor demonstrating student academic growth. Itcan include formative and summativeassessment. It may contain written work,
journals, maps, charts, survey, group reports,peer reviews and other such items.
Portfolios are systematic, purposeful, andmeaningful collections of students work inone or more subject areas.
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Importance of Portfolios
For Students
Shows growth over time Displays students accomplishment
Helps students make choices
Encourages them to take responsibility fortheir work
Demonstrates how students think
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Importance of Portfolios
For Teachers
Highlights performance-based activities over year
Provides a framework for organizing students work
Encourages collaboration with students, parents,and teachers
Showcases an ongoing curriculum Facilitates student information for decision making
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Importance of Portfolios
For Parents
Offer insight into what their children do in school
Facilitates communication between home and school
Gives the parents an opportunity to react to whattheir child is doing in school and to theirdevelopment
Shows parents how to make a portfolio so they maydo one at home at the same time
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Importance of Portfolios
For Administrators
Provides evidence that teacher/school goalsare being met
Shows growth of students and teachers
Provides data from various sources
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What do portfolios contain?
Three basic models:
Showcase model, consisting of work sampleschosen by the student.
Descriptive model, consisting of representative workof the student, with no attempt at evaluation.
Evaluative model, consisting of representativeproducts that have been evaluated by criteria.
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Disadvantages of Portfolio
Require more time for faculty to evaluate than test orsimple-sample assessment.
Require students to compile their own work, usuallyoutside of class.
Do not easily demonstrate lower-level thinking, suchas recall of knowledge.
May threaten students who limit their learning tocramming for doing it at the last minute.
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Rubric
It is a scoring guide that seeks to evaluate astudents performance based on the sum of a
full range of criteria rather than a singlenumerical score.
It is a working guide for students andteachers, usually handed out before theassignment begins in order to get students tothink about the criteria on which their workwill be judged.
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Rubrics are scoring criteria for
Free-response Questions
Scientific reports
Oral or Power pointpresentations
Reflections/Journals
Essay
Laboratory-based
performance tests Article review or reactions
Portfolios
Many others
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Open-ended QuestionDuring a storm, Wendy noticed that she always heard thunder shortlyafter she saw a flash of lighting. Explain why there is a difference a
time between seeing lightning and hearing thunder.
Level of Performance Criteria Sample Answer
4 Response include the fact that lighttravels faster than sound; makes theconnection with scenario
Light is faster than sound.You can see the lightningbolt before sound reachesyou.
3 Response only mentions the fact thatlight is faster than sound; does notrelate the concept of hearing andseeing
Sound travels slowerthan light
2 Response is scientifically incorrect Sound is faster than light
1 Question or parts of questionrestated
Thunder follows lightning
0 No answer or answer erased
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Concept Mapping
It requires students to explorelinks between two or more related
concepts. When making conceptmaps, they clarify in their mindsthe links they have made of theconcepts and having visualrepresentation of these links, theyare better able to rearrange ofform new links when newconcepts are introduced.
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Laboratory Performance
In this format students and teachers knowthe requirements in advance and prepare
them. The teacher judges the studentperformance within a specific time frame andsetting. Students are rated on appropriateand effective use of laboratory equipment,
measuring tools, and safety laboratoryprocedures as well as a hands-on designingof an investigation.
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Inventories
Diagnostic Inventories: Student responses toa series of questions or statements in any
field, either verbally or in writing. Theseresponses may indicate an ability or interestin a particular field.
Interest Inventories: student responses to
questions designed to find out pastexperience and or current interest in a topic,subject or activity.
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Classroom Assessment
Presentation: a presentation by one student or by agroup of students to demonstrate the skills used inthe completion of an activity or the acquisition ofcurricular outcomes/expectations. The presentationcan take the form of a skit, lecture, lab presentation,debate etc. Computers can also be used forpresentation when using such software asHyperstudio, Powerpoint or Corel presentations.
Peer Evaluation: judgments by students about oneanothers performance relative to stated criteria andprogram outcomes
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Journal Assessment
This refer to students ongoing record of expressionsexperiences and reflections on a given topic. There
are two types: one in which students write withminimal direction what he/she is thinking and orfeeling and the other requires students to compete aspecific written assignment and establishesrestrictions and guidelines necessary to accurately
accomplish the assignment. Journals can evolvedifferent types of reflecting writing, drawing, painting,and role playing.
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REFLECTIVE JOURNAL
What happened? How do I feelabout it?
What did I learn?
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SYNTHESIS JOURNAL
What IDid?
What Ilearned?
How Ican Use
It?
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SPECULATION ABOUT EFFECTS JOURNAL
What happened? What could happen
because of this?
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Summary
A fair assessment is one in which students are givenequitable opportunities to demonstrate what they
know and can do. Classroom assessment is not only for grading or
ranking purposes. Its goal is to inform instruction byproviding teachers with information to help themmake good educational decisions.
Assessment is integrated with students day-to-daylearning experiences rather than a series of an end-of-course tests.
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Why link assessment with instruction?
Better assessmentmeans better teaching.
Betterteaching
meansbetter
learning.
Better learning
meansbetter students.
Betterstudents
mean betteropportunities
for a betterlife.
(R d d T k J i b i T h )
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(Read and Take Joy in being a Teacher)THE CREATION OF A TEACHER
AnonymousThe Good Lord was creating teachers. It was His sixth day of
overtime and He knew that this was a tremendous responsibilityfor teachers would touch the lives of so many impressionable
young children. An angel appeared to Him and said, You aretaking a long time to figure this one out.Yes, said the Lord, but have you read the specs on this order?TEACHER:must stand above all students, yet be on their levelmust be able to do 180 things not connected with the subject being
taughtmust run on coffee and leftovers,must communicate vital knowledge to all students daily and be
right most of the time
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The Creation of a Teacher
must have more time for others than for herself/himselfmust have a smile that can endure through pay cuts, problematic
children, and worried parentsmust go on teaching when parents question every move and others are
not supportivemust have 6 pair of hands.Six pair of hands, said the angel, thats impossibleWell, said the Lord, it is not the hands that are the problem. It is the
three pairs of eyes that are presenting the most difficulty!The angel looked incredulous, Three pairs of eyeson a standard
model?
The Lord nodded His head, One pair can see a student for what he is andnot what others have labeled him as. Another pair of eyes is in theback of the teachers head to see what should not be seen, but whatmust be known. The eyes in the front are only to look at the child ashe/she acts out in order to reflect, I understand and I still believe inyou, without so much as saying a word to the child. Lord, said theangel, this is a very large project and I think you should work on it
tomorrow.
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The Creation of a Teacher
I cant, said the Lord, for I have come very close to creating somethingmuch like Myself. I have one that comes to work when he/she issickteachers a class of children that do not want to learn has aspecial place in his/her heart for children who are not his/herownunderstands the struggles of those who have difficultynever
takes the students for grantedThe angel looked closely at the model the Lord was creating. It is too
soft-hearted, said the angel. Yes, said the Lord, but also tough, Youcan not imagine what this teacher can endure or do, if necessary.Can this teacher think? asked the angel. Not only think, said theLord,. but reason and compromise. The angel cam closer to have abetter look at the model and ran his finger over the teachers cheek.
Well, Lord, said the angel, your job looks fine but there is a leak. Itold you that you were putting too much into this model. You can notimagine the stress that will be placed upon the teacher. The Lordmoved in closer and lifted the drop of moisture from the teacherscheek. It shone and glistened in the light. It is not a leak, He said, Itis a tear.
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The Creation of a Teacher
A tear? What is that? asked the angel, What is a tearfor? The Lord replied with great thought, It is forthe joy and pride of seeing a child accomplish eventhe smallest task. It is for the loneliness of childrenwho have a hard time to fit in and it is forcompassion for the feelings of their parents. It comesfrom the pain of not being able to reach somechildren and the disappointment those children feel inthemselves. It comes often when a teacher has been
with a class for a year and must say good- bye tothose students and get ready to welcome a newclass.
My, said the angel, "The tear thing is a greatideaYou are a genius!
The Lord looked somber, I didnt put it there.
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Maraming salamat po!
THANK
YOU
VERY
MUCH!
Please visit:
www.scimathics.weebly.com
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