AIL 2

• may add to his/her course more student learning expectations but must adopt the agreed - upon college program expectations and reflect them on each course syllabus.

  individual teacher
• Student learning outcomes in the teacher education program

  skills, competencies and values
• Helps the students determine their strengths and deficiencies and become active participants in outcomes attainment.

  Periodic assessment
• A relevant source of student learning expectations.

  Institution's mission statement
• Where public schools refers to source of learning outcomes.

  Public school system mission or State school charter
• are either sectarian or non-sectarian


  Private schools
• Sectarian source of SLO

  Religious goals
• Non - sectarian source of SLO

  founder's philosophy
• Government education agencies

  1. Department of Education (DepEd) Technical Education and Skills Development Authority (TESDA) and Commission on Higher Education (CHED
• Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being -


  expert
• Machines don't assess, papers don't assess, tests don't assess.

  Humans assess.
• assess the progress and development of his or her students than the

  classrooms teacher.
• are terms often used in determining the degree of attainment of student learning outcomes.

  assessment, evaluation, testing, and marks
• Worthy of acceptance or belief

  Confirming to an original so as to reproduce essential feature

  Genuine

  Authentic
• systematic basis for making inferences about the learning and development of students.

  Assessment
• It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.

  Assessment
• refers to the process of gathering data and information about what students know and can do

  Assessment
• Through this, the teacher can find out what students are learning.

  Assessment
• involves the task of interpreting, forming conclusions and making judgments about the information which was gathered in the process of assessment.

  Evaluation
• is an instrument of assessment.

  Testing
• is an assessment tool that reflects the records of the students' learning outcomes.

  Test
• are reports of the results of evaluating information obtained in the assessment process.

  Marks
• have certain components related to the learning activities undertaken by the students.

  Marks
• proposed an enlarged concept of student evaluation, encompassing other approaches besides tests and quizzes.

  Ralph Tyler
• When does Ralph Tyler proposed an enlarged concept of student evaluation, encompassing other approaches besides tests and quizzes?

  1935
• He urged teachers to sample learning by collecting products of their efforts throughout the year.

  Ralph Tyler
• That practice has evolved into what is today which encompasses a range of approaches including portfolio assessment, journals and logs, products, videotapes of performances, and projects.

  authentic assessment
• are products and/or performances correlated with real life experiences

  Authentic assessments
• Other names for authentic assessment are

  performance assessment,

  alternative assessment, and

  direct assessment.
• tends to focus on contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting.

  Authentic Assessment
• Examples of authentic assessment categories include:

  performance of the skills, or demonstrating use of a particular knowledge

  simulations and role plays

  studio portfolios, strategically selecting items
• "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills....”

  -Jon Mueller (2011)

  Authentic Assessment
• “...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field." - Grant Wiggins (1987)


  Authentic Assessment
• call upon the examinee to demonstrate specific skills and competencies; that is, to apply of their weaknesses.

  Performance (authentic) assessments
• This results is diminished fear of tests and improvement of self-esteem.

  Performance (authentic) assessments
• where the teacher's major role is to help students accept responsibility for their learning and become self - evaluators.

  learner- centered class
• is to improve student learning.

  Purpose of Assessment
• achieves this purpose by gathering pieces of evidence of student performance over a period of time.

  Assessment
• Evidence of student performance over a period of time

  written works

  journal entries

  oral presentations

  research paper results

  essays

  story writing

  examination results
• encourages the use of assessment results for further improvement.

  “Closing the loop"