LESSON 1 Flashcards by Jhaz Santos

is generally defined as a process of gathering
quantitative and/or qualitative data for the purpose of
making decisions.

Assessment

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Assessment is a process of _________________of the
students’ performance over a period of time to determine
learning and mastery of skills. (Corpuz.2017).

collecting evidence

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Assessment is a term that pertaining to __________that
the teacher should adapt in gathering information since
student learning requires the use of good number of
techniques for measuring achievement. (Linn.2003)

different ways

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It is the vital component of the teaching-
learning process.

Assessment

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Assessment is the process of gathering data. More
specifically, assessment is the __________________ gather
data about their teaching and their students’ learning
(Hanna & Dettmer, 2004)

ways instructors

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Assessment:

-Gathering of data
-Analyzing data
-Interpreting data

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Instrument use to measure the ability and skills of
a student.

Test

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Test
-Is a formal and systematic instrument designed to
____________, ___________and _________ of
students by giving a set of question in uniform
manner to be answer by them to gather
information about their performance.

assess the quality
ability skill
knowledge

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is the process or method used to measure
the level of achievement of learners. It also refers
to the administration, scoring and interpretation
of the data from the test results.

Testing

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Process of obtaining a numeral description of the
degree of which an individual possesses a
particular characteristics.

Measurement

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Measurement is defined as the process of
______________ to the individual’s
achievement, intelligence, personality, attitudes
and values.

assigning
numbers

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Measurement is used to ____________the student’s gained
knowledge through the used of tests, questioner,
rating scales, checklists and other tools.

quantify

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Process of interpreting the evidences and making
judgment and decisions based on the evidence.

Evaluation

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Evaluation
-Process of __________the results of measurement of test and giving them meaning
based on the value judgment.

summing up

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“a combination of skills,
abilities, and knowledge that students develop
and apply for successful learning, living and
working.”

Competency Evaluation

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The ________________________
defines competency as “a combination of skills,
abilities, and knowledge that students develop
and apply for successful learning, living and
working.”

National Center for Education Statistics

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National Center for Education Statistics

 Critical Thinking
 Problem Solving
 Managing Information
 Creativity and Innovation
 Communication
 Collaboration
 Culture and Global Citizenship
 Personal growth and Well-being

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is a short survey conducted
by an educator at the end of a class or course of
study.

course evaluation

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Course Evaluation
- The evaluation form aims to collect general
information on what each student _______and _________ most about the class with the goal of
improving the educational experience for future
students.

liked
disliked

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Some evaluation forms use a number or letter
system to grade various aspects of the educational
material, the educator’s style of teaching, the
learning environment and the classroom
facilities.

Course Evaluation

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are intended to provide
evidence-based arguments about whether
educational outcomes can be improved based on
the implementation of intervention strategies.

Educational evaluations

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Evaluation is being used to measure student
__________ , reform education systems, and enhance
accountability for outcomes.

progress

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Educational evaluations

-School administrators and teachers alike are conducting
evaluations of their own to _________ school
performance and _______ creative spaces for
learning.

improve
foster

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Program evaluation

-Every area of school curriculum is designed with __________ in mind.

certain goals

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has long been a useful technical tool for determining if programs are meeting their stated goals. Specialists submit reports that help administrators to decide changes in curriculum content or direction.

Program evaluation

A program evaluation measures the __________ of a program based on its student-attainment goals, level of implementation, and external factors such as budgetary constraints and community support.

outcome

utilized by teachers in order to gain an understanding of their students' knowledge and skills in order to guide instruction

Assessment FOR learning

used primarily to compare students and report progress.

Assessment OF learning

s focusses on teaching students the metacognitive processes to evaluate their own learning and make adjustments

Assessment AS learning

Characteristics of 21st Century Assessment

 RESPONSIVE  FLEXIBLE  INTEGRATED INFORMATIVE MULTIPLE METHODS  COMMUNICATED  TECHNICALLY SOUND  SYSTEMIC

Visible performance-based work (as a result of assessment) generates data that inform curriculum and instruction.

RESPONSIVE

Assessment need to be adaptable to students’ settings. Rather than the identical approach that works in traditional assessment, 21st century approaches are more versatile

FLEXIBLE

Assessments are to be incorporated into day-to- day practice rather than as add-ons at the end of instructions or during a single specified week of the school calendar

INTEGRATED

The desired 21st century goals and objectives are clearly stated and explicitly taught. Students display their range of emerging knowledge and skills. Exemplars routinely guide students toward achievement of targets.

INFORMATIVE

An assessment continuum that includes a spectrum of strategies is the norm.

MULTIPLE METHODS

Communication of assessment data is clear and transparent for all stakeholders.

COMMUNICATED

Adjustments and accommodations are made in the assessment process to meet the students’ needs and fairness.

TECHNICALLY SOUND

21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.

SYSTEMIC

Principles of Assessment

-Identification of Students’ Strengths and Weaknesses -Assessment of the Effectiveness of a Particular Teaching Strategy -Appraisal of the Effectiveness of the Curriculum -Assessment and Improvement of Teaching Effectiveness -Communication with and Involvement of Parents in their children’s learning -Assessment is not used to threaten and intimidate students.

Role of Assessment in Classroom Instruction

-Enhances learning in the instructional process if the results provide feedback to both teachers and students -Used to evaluate the teaching methodologies and strategies of the teacher -Used to make teaching decisions -Results are used to diagnose the learning problems of the students

The primary objective of assessment is to ensure that the learning objectives formulated by the teacher were achieved through appropriate assessment methods

Objective of Assessment

Assessment and evaluation are an important part of every teaching-learning process. The purpose of assessment is not only to carry out assessment of learning but also to focus on ‘________________.

assessment for learning’

Assessment needs to be an integral part of teaching learning process and a tool for ___________________of student learning.

continuous enhancement

Successful student learning is most effective with an aligned system of standards, _____________, instruction, and assessment.

curriculum

Assessment should be __________with instruction, both students and teachers benefit.

aligned

Students are more likely to learn because instruction is focused and because they are assessed on what they are ________.

taught

Assessment for instructional purposes essentially means _________________

‘assessment for learning’

The purpose of assessment is not only to certify learners but also to help them understand ____________ and the way to overcome these difficulties.

learning difficulties

FORMS OF ASSESSMENT AND EVALUATION

-Diagnostic Assessment -Formative Assessment -Summative Assessment

Assessment is conducted in different phases of teaching-learning process. Some assessments are conducted before beginning of the teaching learning process; some assessments are carried out during the teaching-learning process and other kinds of assessment are conducted at the end of the instructional process

Forms of Assessment

can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.

Diagnostic Assessment

TYPES OF DIAGNOSTIC ASSESSMENTS

-Pre-tests (on content and abilities) -Self-assessments (identifying competencies) -Discussion board responses (on content-specific prompts) -Interviews (brief, private, 10-minute interview of each student)

provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor.

Formative Assessment

TYPES OF FORMATIVE ASSESSMENT

-Observations during in-class activities; of students non-verbal feedback during lecture -Homework exercises as review for exams and class discussions -Reflections journals that ARE REVIEWED periodically during the semester -Question and answer sessions, both formal planned and informal spontaneous -Conferences between the instructor and student at various points in the semester -In-class activities where students informally present their results -Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.

Summative assessment

The 12 Principles of High Quality Assessment of Learning for Teachers

1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS 2. APPROPRIATE ASSESSMENT METHODS 3. BALANCE 4. VALIDITY 5. RELIABILITY 6. FAIRNESS 7. AUTHENTICITY 8. PRACTICALITY & EFFICIENCY 9. ASSESSMENT IS A CONTINUOUS PROCESS. 10. ETHICS IN ASSESSMENT 11. CLEAR COMMUNICATION 12. POSITIVITY OF CONSEQUENCE

Assessment should be clearly stated and specified and centered on what is truly important.

CLARITY & APPROPRIATENESS OF LEARNING TARGETS

Assessment should utilize assessment methods suitable for a particular learning target.

APPROPRIATE ASSESSMENT METHODS

Assessment methods should be able to assess all domains of learning and hierarchy of objectives.

BALANCE

assessment should be valid. There are several types of validity that are to be established

VALIDITY

Assessment should show consistent and stable results. There are methods which can be used to measure and establish reliability

RELIABILITY

Assessment should give equal opportunities for every student. There should be no discrimination of any kind (racial, age, gender, etc.)

FAIRNESS

Assessment should touch real life situations and should emphasize practicability.

AUTHENTICITY

Assessment should save time, money, etc. It should be resourceful.

PRACTICALITY & EFFICIENCY

Because assessment is an integral part of the teaching-learning process, it should be continuous.

ASSESSMENT IS A CONTINUOUS PROCESS.

Assessment should not be used to derogate the students. One example of this is the right to confidentiality

ETHICS IN ASSESSMENT

Assessment's results should be communicated to the learners and the people involved. Communication should also be established between the teacher and the learners by way of pre- and post-test reviews.

CLEAR COMMUNICATION

Assessment should have a positive effect. It should motivate students to learn and do more and should give way to improve the teacher's instruction.

POSITIVITY OF CONSEQUENCE

The main goal of education is to bring __________ or holistic development of learners.

all-round

refers to balanced development taking place in all aspects of learners-physical, mental, psychological, emotional, social and moral development.

Holistic development of learners

refers to assessment of cognitive abilities of learners in various academic activities which are associated with various subjects.

Scholastic assessment

are life skills, work education, visual and performing arts, attitudes and values and cocurricular activities. Life skills include self awareness, problem solving, decision making, critical thinking, creative thinking, interpersonal relationships, effective communication, empathy, managing emotions, dealing with stress.

Assessment of Co-Scholastic

aims at assessing desirable behaviour related to learner’s life skills, attitudes, interests, values, co-curricular activities and physical health.

Co-scholastic assessment