Assessment-for-Learning_SLAC-Resource_9-27-2023

1. ASSESSMENT OF LEARNING A Lesson in School Learning Action Cell (SLAC) Graceville National High School

2. PRETEST

3. Choose only the letter of the best answer. 1. Which of the following assessment tells us what the learner needs to learn? Diagnostic Formative Summative None of these DEPARTMENTOFEDUCATIONREGIONIII

4. Choose only the letter of the best answer. 2. Which of the following assessment tells us how well the learner did at the end of a unit/task? A. Diagnostic B. Formative C. Summative D. None of these DEPARTMENTOFEDUCATIONREGIONIII

5. Choose only the letter of the best answer. 3. Which of the following assessment tells us how well the learner is doing as work progresses? A. Diagnostic B. Formative C. Summative D. None of these DEPARTMENTOFEDUCATIONREGIONIII

6. Choose only the letter of the best answer. 4. Which of the following best describes assessment of learning? Communicating information about student achievement and progress gained Gathering, interpreting, recording, and using information about learners’ responses to an education task Informs learners, teachers, and parents of achievement to celebrate success, plan interventions, and support continued progress All of these DEPARTMENTOFEDUCATIONREGIONIII

7. Choose only the letter of the best answer. 5. Which of the following can NOT be assessed? Learning characteristics Motivational characteristics Skills developed None of these DEPARTMENTOFEDUCATIONREGIONIII

8. Key to Correction A C B D D DEPARTMENTOFEDUCATIONREGIONIII

9. Session Objectives At the end of the SLAC, the teachers should be able to: define assessment of learning; identify the function of assessment of learning; enumerate the kinds of assessments and ways to assess; and recognize the teachers’ role in assessment of learning in a constructivist classroom. DEPARTMENTOFEDUCATIONREGIONIII

10. What is assessment of learning? DEPARTMENTOFEDUCATIONREGIONIII

11. Assessment of Learning is the process of communicating information about student achievement and progress gained from the assessment process DEPARTMENTOFEDUCATIONREGIONIII

12. Assessment of Learning the process of gathering, interpreting, recording, and using information about learners' responses to an educational task. DEPARTMENTOFEDUCATIONREGIONIII

13. Assessment of Learning where assessment informs students, teachers and parents, as well as the broader educational community, of achievement at a certain point in time to celebrate success, plan interventions, and support continued progress DEPARTMENTOFEDUCATIONREGIONIII

14. More specifically an assessment that is accompanied by a number or letter grade (summative) DEPARTMENTOFEDUCATIONREGIONIII

15. Compares one learner’s achievement with standards DEPARTMENTOFEDUCATIONREGIONIII

16. Results can be communicated to the learner and parents DEPARTMENTOFEDUCATIONREGIONIII

17. Occurs at the end of the learning unit DEPARTMENTOFEDUCATIONREGIONIII

18. Teachers’ Role What is the teacher’s role in assessment of learning? Teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. DEPARTMENTOFEDUCATIONREGIONIII

19. Teachers’ Role What is the teacher’s role in assessment of learning? Clear descriptions of the learning goals that meet the performance standards and most essential learning competencies DEPARTMENTOFEDUCATIONREGIONIII

20. Teachers’ Role What is the teacher’s role in assessment of learning? Regard learners as having “knowledge holes” that need to be filled with information – to be able to relate to real-life DEPARTMENTOFEDUCATIONREGIONIII

21. Teachers’ Role What is the teacher’s role in assessment of learning? The lesson contents and delivery are the most important and crucial DEPARTMENTOFEDUCATIONREGIONIII

22. Teachers’ Role What is the teacher’s role in assessment of learning? A range of alternative mechanisms for assessing the same outcomes (varied types of assessments, not just pencil and paper) DEPARTMENTOFEDUCATIONREGIONIII

23. Teachers’ Role What is the teacher’s role in assessment of learning? Learners’ mastery of the lesson and subject matter not only enable them to have better ratings, but also assist them to acquire the necessary skills to prepare them for life DEPARTMENTOFEDUCATIONREGIONIII

24. FUNCTIONS OF ASSESSMENT DEPARTMENTOFEDUCATIONREGIONIII

25. Functions of Assessment • Diagnostic: tells us what the learner need to learn • Formative: tells us how well the student is doing as work progresses • Summative: tells us how well the learner did at the end of a unit/task DEPARTMENTOFEDUCATIONREGIONIII

26. WHAT CAN BE ASSESSED? DEPARTMENTOFEDUCATIONREGIONIII

27. What can be assessed? • Students’ learning characteristics • -ability differences • -learning styles • Students’ motivational characteristics • -interest • -goal orientation DEPARTMENTOFEDUCATIONREGIONIII

28. What can be assessed? • Learning • -content knowledge • -ability to apply • -Dispositions and attitudes • -Performances DEPARTMENTOFEDUCATIONREGIONIII

29. HOW SHOULD WE ASSESS? DEPARTMENTOFEDUCATIONREGIONIII

30. WAYS TO ASSESS • Multiple Choice • Short Answer • Essay • Practical Exam • Papers/Report • Projects • Questionnaires DEPARTMENTOFEDUCATIONREGIONIII

31. WAYS TO ASSESS • Checklist • Self-Rating • Journal Writing • Portfolio • Observations • Discussions • Interviews DEPARTMENTOFEDUCATIONREGIONIII

32. CLASSROOM ASSESSMENTS DEPARTMENTOFEDUCATIONREGIONIII

33. KINDS OF ASSESSMENTS • Paper and pencil assessments • Performance assessments • Informal assessments • Formal assessments DEPARTMENTOFEDUCATIONREGIONIII

34. 1. PAPER AND PENCIL • Ask students to respond in writing to questions or problems. • Examples: multiple choice, matching type (recognition), short answers, essays (recall). DEPARTMENTOFEDUCATIONREGIONIII

35. 1. PAPER AND PENCIL • Strengths • Can cover a lot of materials reasonably well. • Effective in assessing declarative knowledge of content • Easier to construct and administer than performance assessments. DEPARTMENTOFEDUCATIONREGIONIII

36. 1. PAPER AND PENCIL • Weaknesses • Less effective in assessing procedural knowledge and creative thinking. • Construction of good higher level recognition items is difficult • Job of assessing higher level thinking (essay questions) are difficult to score or grade DEPARTMENTOFEDUCATIONREGIONIII

37. 2. PERFORMANCE ASSESSMENTS • Assessments that evaluates actual student performances • Types of Performances: • Products: Drawings, science experiments, term papers, solution to authentic problems. • Behavior: Time trial for running a mile, acting tryouts, etc. DEPARTMENTOFEDUCATIONREGIONIII

38. 2. PERFORMANCE ASSESSMENTS • Strengths • -effective for assessing higher level thinking and authentic learning • -effective for assessing skill and procedural learning • -interesting and motivating for students DEPARTMENTOFEDUCATIONREGIONIII

39. 2. PERFORMANCE ASSESSMENTS • Weaknesses • -difficult to construct • -time-consuming to administer • -hard to score or grade fairly DEPARTMENTOFEDUCATIONREGIONIII

40. 3. INFORMAL ASSESSMENTS • Informal assessment: teachers’ spontaneous, day-to-day observations of student performances. • Examples: • Verbal – asking questions, listening to students' discussions through debates, or conducting student conferences. DEPARTMENTOFEDUCATIONREGIONIII

41. 3. INFORMAL ASSESSMENTS • Non-Verbal – observing, task performances, on-and off-task behavior, student choices, and student body language. DEPARTMENTOFEDUCATIONREGIONIII

42. 3. INFORMAL ASSESSMENTS • Strengths • -facilitates responsive teaching • -can be done during teaching • -easy to individualize • Weaknesses • -requires high level of teacher skill • -is vulnerable to bias, inequities, and mistakes DEPARTMENTOFEDUCATIONREGIONIII

43. 4. FORMAL ASSESSMENTS • Assessment that is planned in advance and used to assess a predetermined content and/or skill domain. • Strengths • -allows the teacher to evaluate all students systematically on the important skills and concepts. DEPARTMENTOFEDUCATIONREGIONIII

44. 4. FORMAL ASSESSMENTS • Strengths • -helps teachers to determine how well students are progressing over the entire semester/year • -provides useful information to parents and administrators DEPARTMENTOFEDUCATIONREGIONIII

45. Portfolios • Portfolios are systematic, purposeful, and meaningful collections of students’ works in one or more subject areas representing or demonstrating student academic growth. • It can include formative and summative assessment. • It may contain written work, journals, maps, charts, survey, group reports, peer reviews, and other such items. DEPARTMENTOFEDUCATIONREGIONIII

46. Importance of Portfolios • For Students • -shows growth over time • -displays student’s accomplishments • -encourages them to take responsibility for their work • -demonstrates how students think DEPARTMENTOFEDUCATIONREGIONIII

47. Importance of Portfolios • For Teachers • -highlights performance-based activities over a period • -provides a framework for organizing students’ works • -facilitates student’s information for decision-making DEPARTMENTOFEDUCATIONREGIONIII

48. Importance of Portfolios • For Parents • -offer insight into what their children do in college. • -facilitates communication between home and school • -gives parents an opportunity to react to what their child is doing in school and to their development DEPARTMENTOFEDUCATIONREGIONIII

49. ROLES OF ASSESSMENT IN A CONSTRUCTIVIST CLASSROOM DEPARTMENTOFEDUCATIONREGIONIII

50. Roles of Assessment in Constructivism • Encourage learners to use active techniques – experiments, real-world problem solving, reasoning, etc. • Learners in a constructivist classroom ideally become EXPERT LEARNERS • Students learn “HOW TO LEARN” DEPARTMENTOFEDUCATIONREGIONIII