module 1

Twenty—first century skills must build on the core literacy and numeracy that students must master

Students need to think critically and creatively, communicate and collaborate effectively and work globally to be productive, accountable citizens and leaders

Characteristics of the 21st century assessment 1.1 Responsive—visible performance—board work, generates data that inform curriculum and instruction, consider educational opportunities for students

flexible

Integrated

1.4 Informative Learning objectives, instructional strategies, assessment methods and reporting processes are clearly aligned to complex learning task time, learning and innovation skills, information, communication, technology skills, life and career skills get progressive and more rigorous

1.5 Multiple Methods Student demonstrate knowledge and skills through relevant tasks, projects and performances. Recognition for process and product of learning

Communicated

Technically sound

Systematic

Instructional Decision in Assessment The major objectives of educational assessment is to have a holistic appraisal of a learner; his environment and accomplishment (weakness, needs, skills, abilities

2.1 Decision- making at different phases of teaching-learning process assessment constantly take place in the educational setting, about content/ subject matter, specific targets, nature of standards and faculty, how student performance meet the standard and deliver the outcome expected of them.

Before teaching

During teaching

After teaching

Placement assessment

Formative assessment

Diagnostic assessment

summative assessment

Assessment in decision making is not limited to the confines of the classroom. It is extended to the whole educational community. It brings update in the existing curriculum and after policies governing the school system.

Types of Educational Decisions --Instructional- done by the classroom teacher. Decision is reached sending to the result of test administered to the class.

Grading, diagnostic

Selection

Types of educational decisions --Placement- it is made after a student has been admitted to school. Identifies students who read remediation or recommended for enrichment program of the school. --Guidance and counseling- uses test data result to ñassist students make personal choices for future career by means of standardized tests. --Program or curriculum- this is at the higher level: division, regional, national level. Based on the decision is reached as to whether it with continue, discontinue, revise/ replace a curricular or program being implemented. --Administrative Policy- it involves implications to resources in terms of financial consideration to improve student learnings. It may entail acquisition of instructional materials to raise level of students’ achievement.

Outcome-based Assessment 1 Knowing what is expected of the learners by their teachers at the end of a particular lesson help them meet those targets successfully. Thus, all assessment and evaluation must be founded on the identified student intended learning outcomes. These should be clarified with students for an effective teaching-learning process

Student learning outcomes Student learning outcome is the totality of accumulated knowledge skills and attitude that students develops during a course of study.

start

The factors in crafting the student expected learning outcomes are: mission statement of the school, policies on competencies and standard issued by government education agencies; competencies expected by different professors, business and industry current global trends so graduates can compete globally; 21st century skills such as oral and written communication, analyzing, synthesizing and developing creative solutions, use of technology, information literacy

Characteristics of Good Learning Outcomes Inform students of the standard by which they will be assessed • Describes knowledge/ skills students will employ • All passing students showed • Good learning outcomes prepare students for assessment • Timeline for completion of the desired learning

Assessment is an essential and powerful tool in the teaching learning process. It is the process of obtaining data with which we could measure student competence and learning outcomes. The process begins with identification of the specific target goals before collecting and interpreting the information.

Paper and pencil tests or quizzes are best examples of traditional assessment which mainly describe and measure student learning outcome

Traditional assessments are indirect and in authentic measures of student learning. It focuses on learner’s ability of memorization and recall which are lower level of cognition skills

Authentic assessment measures performances or products which have realistic meaning that can be attributed to the success of the school. Activities, questions and problems with “real world” satisfy the criteria that work within a quick situation or contextual realism of the task

DIMENSIONS OF AUTHENTICITY A. The context of the assessment • Realistic activity or context • Task is performance-based • Task is cognitively complex

DIMENSIONS OF AUTHENTICITY B. Role of the student • Defense of the answer or product is requested • Assessment is formative • Students collaborate with each often or with the teacher C. The scoring • Scoring criteria are known or student development • Multiple indicators or portfolio are used for scoring • Performance expectation is mastery

BEST USES OF AUTHENTIC ASSESSMENT 1. Authentic assessment are direct measures Main purpose of authentic assessment is to be able to use acquired knowledge and skills in the real world. Teacher ask students to use what they have learned in some meaningful ways.

Authentic assessment capture constructivist nature of learning students don’t simply repeat the information received but to demonstrate that they have accurately found meaning about what they have been taught.

Authentic assessment integrated teaching, learning and assessment. Problem solving and decisions making skills by which the student learn how to develop a solution to developing a solution by applying the concepts learned

Authentic assessment provide multiple paths and demonstration. Students may have different ways by which they could demonstrate what they have learned by carefully identifying the criteria of good performance on the authentic task ahead of time.

Formative Evaluation • Used as feedback to modify tracking and learning • Occurs during instruction, between lessons, between units

Summative evaluation • Conducted at the end of each section or unit: unit, long test to find out student achievement. It is a means for certification, giving of honors/ awards. It is typically traditional paper-pencil measures

Norm-referenced assessment gives us information on what the student can perform by comparing to others. It describes student performance in the class by comparing to others. Teachers can ran the achievement of their students.

Criterion-referenced assessment describes the performance of the students without reference to the performance of others which uses present criteria or predefines and absolute standard or outcome. It describes students’ mastery of the course content thus there is no competition for a limited percentage for a huge score.

Contextualized assessment focuses on students functioning knowledge and his performance in the application of knowledge in the real world. It is used in performance-based tasks which are authentic in nature. It is skills and knowledge application.

Decontextualized assessment includes written exams and term paper which are best for assessing declarative knowledge and/ or procedure knowledge in artificial situation detached from the real work context.

Analytic assessment is a specific approach in the assessment of learning outcomes. In this procedure, students are given specific feedbacks on how they are doing on particular task