EDUC7010: Assessment In Learning 2 (Prelims)

• AUTHENTIC ASSESSMENT

  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
• AUTHENTIC ASSESSMENT

  Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. – Richard J. Stiggins
• What does Authentic Assessment look like?

  An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.
• Why is there a need to use Authentic Assessment?

  A) Relevance

  B) Deeper Learning

  C) Motivation

  D) Holistic Understanding

  E) Preparation

  
• Principles of High-Quality Assessment

  Validity - Assessment measures what it is intended to measure.
• Principles of High-Quality Assessment

  Reliability - Assessment results are consistent and stable.
• Principles of High-Quality Assessment

  Authenticity - Assessment reflects real-world tasks and contexts.
• Principles of High-Quality Assessment

  Fairness - All students are treated equitably in assessment.
• Principles of High-Quality Assessment

  Transparency - Clear assessment expectations and criteria.
• Principles of High-Quality Assessment

  Alignment - Assessment aligns with learning objectives.
• Principles of High-Quality Assessment

  Feedback - Constructive feedback to enhance learning.
• Principles of High-Quality Assessment

  Engagement - Assessment engages and motivates students.
• How to Create Authentic Assessment?

  Step 1: Identify the standards

  Step 2: Select an authentic task

  Step 3: Identify the criteria for the task

  Step 4: Create the rubric
• Step 1: Identify the Standards


  Standards, like goals, are statements of what students should know and be able to do. However, standards are typically narrower in scope and more amenable to assessment than goals.
• Step 2: Select an Authentic Task


  Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well- written standard can spell out what a task should ask students to do to demonstrate their mastery of it.
• Step 3: Identify the Criteria for the Task


  Ask "What does good performance on this task look like?" or "How will I know they have done a good job on this task?"
• Criteria


  Indicators of good performance on a task
• Step 4: Create the Rubric


  Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically.
• Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill demonstrations, and performance in learning activities, test result and rubrics ratings which cover a period time and should reveal the progress of students in competencies.
• Evaluation in the other hand occurs when a mark or grade is assigned after a quiz, a presentation or a completed task.
• Performance assessments call upon the examinee to demonstrate specific skills and competencies; that is, to apply of their weaknesses. This results into diminished fear of tests and improvement of self-esteem.
• Authentic assessment encourages a learner-centered class where the teacher’s major role is to help students accept responsibility for their learning and become self-evaluators.
• Authentic Assessment starts with clear definite criteria of performance made known to the students.
• Authentic Assessment is a criterion-referenced rather than norm- referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance.
• Authentic Assessment requires students to make their own answer to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS).
• Authentic Assessment often emphasizes performance and therefore students are required to demonstrate their knowledge, skills or competencies in appropriate situations.
• Authentic Assessment encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes.
• Authentic Assessment

  A) deeper understanding

  B) Time-consuming

  C) clear rubrics

  D) engagement

  E) motivation

  
• DIFFERENTIATED INSTRUCTION


  It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity.
• Purpose of Differentiated Instruction

  • To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.
  • It is a PROCESS to approach teaching and learning for students of different abilities in the same class.
  • The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
• Fully Differentiated VS Not Differentiated

  
• Content


  It is what a student should come to know (facts), understand (concepts and principles), and able to do (skills).
• Process


  How students develop the knowledge, understanding and skills to master the learner outcomes.
• Product


  A vehicle through which a student show (and extends what he or she has come to understand and can do as a result of a considerable segment of learning.
• THE TAXONOMY IN THE AFFECTIVE DOMAIN

  Receiving - Stage at which one is aware of or receptive to the presence of certain thoughts, materials, or events and is able to accept them.
• THE TAXONOMY IN THE AFFECTIVE DOMAIN

  Responding - Stage at which one is committed to the thoughts, materials, or events involved by consistently responding to them.
• THE TAXONOMY IN THE AFFECTIVE DOMAIN

  Valuing - Stage at which one is willing to be seen by others as someone who values certain thoughts, materials, or events.
• THE TAXONOMY IN THE AFFECTIVE DOMAIN

  Organization - Stage at which one applies current value to existing values and incorporates it into a unified and internally coherent philosophy.
• THE TAXONOMY IN THE AFFECTIVE DOMAIN

  Characterization - Final stage at which one acts consistently in accordance with the values internalized by the person.
• Attitudes


  Refer to a person’s tendency to rate certain objects favorably or unfavorably.