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ASSESSING THE
CURRICULUM
LESSON 3
TOOLS TO ASSESS
CURRICULUM
Tomasa C. Iringan, Ph.D.
ASSESSMENT STRATEGIES
EXAMPLES OF ASSESSMENT
STRATEGIES:
1.) PAPER-and-PENCIL-STRATEGY
2.) PERFORMANCE BASED STRATEGY
3.) OBSERVATIONAL
4.) PERSONAL COMMUNICATION
5.) ORAL
6.) REFLECTIVE
7.) COMBINATION OF STRATEGIES
TOOLS TO ASSESS CURRICULUM
PAPER-AND-PENCIL
STRATEGY
PAPER-and-PENCIL-STRATEGY
THE ESSAY
A. DEFINITION
THE ESSAY
B. PURPOSE
THE ESSAY
C. CHARACTERISTICS
• Measures a student’s ability.
• Assesses knowledge, reasoning, organization,
and communication skills;
• Directly measures the performance specified
by the expectations;
• Includes a scoring plan which specifies
attributes for a quality answer and indicates
the value associated with each of the
attributes;
PAPER-and-PENCIL-STRATEGY
THE ESSAY
C. CHARACTERISTICS
THE ESSAY
D.TEACHER’S ROLE
THE ESSAY
E. CONSIDERATIONS
• is issued to assess separately the student’s
ability to communicate ideas, write proficiently
and comprehend context;
• is a less time-consuming to construct compared
to objective item testing, but can require
considerable time to evaluate;
• is not effective means of assessing a students
entire domain of content of knowledge, or
assessing more than one or two reasoning skills
at one time.
PAPER-and-PENCIL-STRATEGY
THE SELECT RESPONSE
A. DEFINITION
-an assessment in which the student is
used to identify the correct one answer;
-is a commonly used procedure for
gathering formal evidence about student
learning, specifically in memory, recall
and comprehension.
PAPER-and-PENCIL-STRATEGY
THE PERFORMANCE-BASED
STRATEGY
THE PERFORMANCE-BASED
STRATEGY
The Performance Task
A. DEFINITION
• May be interdisciplinary;
• May require student initiative and creativity;
• May be a competition between individual students
or groups;
• May be a collaborative project that students
work on over time;
• Should be constructed and administered in a
manner which is equivalent for all students.
TOOLS TO ASSESS CURRICULUM
The Observational
Strategy
The Observational Strategy
Observation
A. Definition
Observation
B. Purpose
Observation
C. Characteristics
Observation
D. Teacher’s Role
Observation
D. Teacher’s Role
Personal Communication
Strategy
Personal Communication Strategy
The Conference
A. Definition
The interview:
• Is a form of conversation in which all
parties (teacher, student and parent)
increase their knowledge and
understanding.
Personal Communication Strategy
The Interview
B. Purpose
ORAL STRATEGY
ORAL STRATEGY
Combination of Strategies
Combination of Strategies
The Portfolio
A. Definition
The Portfolio
B. Purpose
• Document typical student work and
progress;
• Provide a comprehensive view of the
student’s progress, efforts and
achievements;
• Reflect growth and progress but may serve
different purposes during the year;
Combination of Strategies
The Portfolio
B. Purpose
• Provide a focus for student reflection on their
own learning;
• Build a student’s sense of responsibility for
his/her own learning;
• Build a student’s confidence in her/his abilities
as a learner;
• Promote an on going process where the students
demonstrate, assess and revise in order to
improve and produce quality work.
Combination of Strategies
The Portfolio
C. Characteristics
• Tracks students progress on a variety of
assessment over a period of time;
• Promotes the skills of student self-
assessment and goal setting;
• Has a stated purpose and intended
audience which are important to the entire
process;
Combination of Strategies
The Portfolio
C. Characteristics
• May include entries that the student and
teacher consider as important
representations of learning;
• Can provide a focus for a conference or an
interview involving the student, the
teacher and parents;
• Provides the opportunity for students to
practise, assess, and select their work.
Combination of Strategies
The Portfolio
D. The Teacher's Role
• Makes regular formative assessments during the
portfolio assessment during the portfolio process
to determine individual needs and progress
toward specified learning expectations in order
to provide further instruction;
• Provides regular feedback to students regarding
their performance related to pre-stated criteria
in order to help the students to improve;
Combination of Strategies
The Portfolio
D. The Teacher's Role
• Determines or negotiates with the
students the purpose for the portfolios,
the criteria for selections and the time
frame for use;
• Reads the reflections and comments on the
student’s assessment of personal learning.
Combination of Strategies
The Portfolio
E. Considerations
• Is developed collaboratively by teachers
and students, including shared development
of purpose of portfolio and criteria for
selecting samples for inclusion;
• Requires standardization regarding what is
included if the portfolio is used for
evaluative purposes.
RECORDING DEVICES / TOOLS
Recording Devices / Tools
• Anecdotal Record
• Checklist
• Rating Scale
• Rubric
• Learning Log
Recording Devices / Tools
The Anecdotal Record
A. Definition
The Rubrics
A. Definition
The Rubrics
C. Characteristics
The Rubrics
D. The Teacher’s Role