EDUC 80

• Formative assessment


  It takes place during instruction to provide the teacher with information regarding how well the learning objectives of a given learning activity are being met
• Diagnostic assessment


  A form of pre-assessment that allows a teacher to determine individual student's prior knowledge including misconceptions before instruction
• Higher-level cognitive skills


  • strategic thinking
  • problem-solving
  • drawing inferences
• Traditional assessment


  Assessment that included paper-and-pencil tests either the selected-response type or constructed-response
• Summative assessment


  Used to evaluate student learning at the end of a defined instructional period
• High expectations


  Believing that all learners can learn and succeed, but not all in the same time or in the same way
• Outcome-based education (OBE)


  Concerned with long-term, cross-curricular outcomes that are related directly to students' future life roles
• Contextualized assessment


  The student's performance in their application of knowledge and skills in the real work context of the discipline area
• Selected-response type


  • Multiple choice
• The teacher explained to the parent that she does not make scoring rubrics public. This is not right
• Clarity of focus


  Outcomes that students are expected to demonstrate at the end of the program are clear
• Learning outcomes


  Competencies/skills upon completion of a lesson, a subject, a grade/year, a course (subject), or a program itself
• Outcomes in Biggs and Tang's OBE version

  • Institutional outcomes
  • Learning outcomes
  • Program outcomes
  • Course outcomes
• Types of assessment


  • Diagnostic
  • Formative
  • Summative
• Constructive alignment


  A process of creating a learning environment that supports the learning activities that lead to the achievement of the desired learning outcomes
• DepEd core values


  • Maka-tao
  • Maka-Diyos
  • Makakalikasan
  • Makabayan
• Transfer goals


  Students' capacity to apply what they have learned to new situations or different contexts
• Structure of the Observed Learning Outcome (SOLO)

  Classifying learning outcomes in terms of their complexity
• Fink's Taxonomy for Significant Learning

  Foundation of knowledge is understanding and remembering
• PPST


  Philippine Professional Standards for Teachers
• There are 7 domains in the PPST
• Authentic assessment


  Another term for performance assessment
• Unistructural


  Teaching-learning begins with one or few aspects of the task
• Steps in the instructional cycle

  • Setting clear learning outcomes
  • Planning teaching-learning activities
  • Preparing assessment task
  • Outlining the lesson
• Good learning outcomes


  Should be student/learner-centered
• Disguising observable criteria should not be used in performance assessment guidelines
• Self-assessment


  In authentic/performance assessment, students may be given the opportunity to assess their performance with the use of scoring rubrics
• Biggs and Tang claim decontextualized assessment has been overemphasized compared to the place declarative knowledge has in the curriculum
• Method


  A particular form of procedure for accomplishing or approaching something, especially a systematic or established one
• Reflective thinking


  The ability to reflect critically on learning experiences and processes in order to inform future progress
• Product


  Clarify what the students will create and why they will create it
• Learning competencies


  The main ideas or skills you expect students to master
• Checklist


  The teacher will make a list of objectives that students need to master and then check off the skill as the students master it
• Learning goals


  Broad statements of learning outcomes which include Content and Performance Standards
• The teacher is surprised to find out the lack of lesson mastery at the end of a Chapter

  She failed to do formative and summative assessments
• Diagnostic test


  Given to identify learners' learning status and at the same time, create appropriate instructional decisions
• Global citizenship


  • Ethical use of ICTs
  • Respect for diversity
• Diagnostic test

  Determines learner's readiness for the lesson
• Product-oriented assessment

  • Writes coherent review of literature
  • Defends written research report
• Respect for diversity


  Respecting cultural differences and working effectively with people from a range of cultural backgrounds, and responding open-mindedly to different ideas and values