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Assessment Tools

We

need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.

Knowledge (15 %) Process and Skills (25 %) Understanding (30 %) Product and Performance (30 %)

Theory without practice is

insufficient (useless); practice unguided by theory is aimless.

1. Identify appropriate assessment tool used for each level of Assessment 2. Develop/Craft appropriate test item per assessment tool 3. Reflect on the importance of the teachers knowledge and skills in the use of different assessment tools.

1. Choose one learning competency in your subject area. 2. Write 3 test items using different assessment tools on the assigned level of assessment for each group.
Subject Area Assigned Level of Assessment

EsP
MAPEH AP TLE Math Science English Filipino

Knowledge
Knowledge Process and Skills Process and Skills Understanding Understanding Product and Performance Product and Performance

Group Presentation (5 minutes)

1. What are your considerations in writing test items?


2. What insights have you gained from this activity? 3. What is its implication to you as school head or classroom teacher?

What should you consider in using an assessment tool for the different level of assessment?

I.

TRADITIONAL ASSESSMENT II. ALTERNATIVE ASSESSMENT

- are tests given to the students to measure how much they have learned

Assess factual information and concepts Use selected response (multiple choice, true

or false or matching type format ) or constructed response (completion test or short answer test format) Easily scored using answer keys Typically secure (items are not known in advance)

A.

Selective type
Multiple choice b. Alternative Response (true or false, yes or no) c. Matching type
a.

B.

Supply type
Completion test b. Short answer test
a.

Any type of assessment in which students create a response to a question or task

Open ended questions or problems that require students to think critically Require constructed response to specific prompt (essay) are open with no single best answer Typically require an explanation or defense of the answer given Require judgment-based scoring based on criteria and performance standard (RUBRIC)

I. II. III. IV.

Essay Open ended question Problem solving Reflective Journal

Complex challenges that mirror real - life situations Range in length form (short term task to long term task) Require students to address an identified audience Allow students greater opportunity to personalize the task Are not secure ( task, evaluative criteria, and performance standards are known in advance)

I. II. III. IV. V. VI. VII.

Demonstration Oral presentation Projects Research work Field work Portfolio GRASPS

A complex scenario that provides students opportunity to demonstrate what they know and are able to do concerning a given concept

GOAL - Your task is ______________________________. The goal is to _______________________________. The problem or challenge is ________________. The obstacles to overcome are _______________. ROLE You are __________________________. You have been asked to ____________________. Your job is ___________________.

AUDIENCE Your clients are _____________________. The target audience is ________________. You need to convince __________________.

SITUATION The context you find yourself in is __________ The challenge involves dealing with _________

PRODUCT, PERFORMANCE and PURPOSE You will create a ____________________ in order to __________________________. You need to develop _________ so that ______ STANDARDS and CRITERIA for SUCCESS You performance needs to _______________. Your work will be judged by ________________. Your product must meet the following standards ___. A successful result will __________________.

Possible Products and Performances


Written Advertisement Journal Magazine article Web site Play Lab report Editorial Oral Audio tape Debate Dramatization Puppet show Rap Skit Poetry reading Visual Computer graphic Collage Cartoon Flyer PowerPoint show Scrapbook Painting

the substantive content of the curriculum, the facts and information that students acquires

Suggested assessment tools


1. Selected-response Item provide several

response options to the students, and the student selects from among the options. a. Multiple Choice Test b. True or False c. Matching Type
(Testing to Learn- Learning to Test by Joanne Capper page 45)

Suggested assessment tools 2. Constructed response type of tests ask the student to create or construct a response. It can be used to determine if the pupils knowledge of facts is of sufficient, breadth and depth. A rubric or scoring guide is necessary a. Essay tests b. Fill-in-the-blanks c. Performance tasks e.g. giving a speech or designing an experiment) d. Games and activities

the cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings

Suggested assessment tools making sense of the facts and information. Outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format; Drawing analogies (church- priest, puppy-dog) Constructing graphs, flowcharts, and maps or graphic organizers

Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays

refers to enduring big ideas, principles and generalizations inherent to the discipline, which are assessed using the facets of understanding

Six Facets of Understanding Explanation Interpretation Application Perspective Empathy Self knowledge

Suggested assessment tools a. Oral Discourse/Recitation Explain/justify something based on facts/data, phenomena or evidence Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life situation

b. Open-ended tests - Explanation What is the key idea in _____ What might happen if _____ - Interpretation What are the implications of_____ What does ____ reveal about

How is ____ applied in the larger world? Application How could we use ___ to overcome ____? Perspective What are different points of view about? What are the evidence for? Empathy How might ____ feel about ____? Self Knowledge What are my strengths and weaknesses in ______?

real to life application of

understanding as evidenced by students performance of authentic tasks

a. Participation (e.g. in group projects) Projects Homework Experiments

b. Portfolio Collection of evidence like images, anecdotes etc. to demonstrate mastery and interpretation of a given set of concepts.

b. Actual Products Cooked dish, decorated cake, table skirt design, baby dress, haircut, artworks, Choreographed dance, dance props created/improvised, folk dance execution, actual execution of games Poems, speeches, short story, games created Discoveries, inventions,

The validation of idea occurred only as it was tested in experience. Thought was incomplete until it was acted on and the consequences of action were assessed.

How can we see this in teachers paraphernalia?

REFERENCE OF SCORES: (to be attached in the grading sheet/class record every quarter) Knowledge: 1. Quiz 1 part 1 (see test notebook) 2. Quiz 2 part 1 (see test notebook) 3. Recitation 4. Relay Game (see test notebook) 5. Periodical Test- Items number 1,5,7,12, 17, (see test notebook)

Process/ Skills 1. Quiz 1 part 2 (see test notebook) 2. Quiz 3 part 1 (see test notebook) 3. Performance (see activity plan) 4. Journal Number 1,2 (see test notebook) 5. Periodical Test Items number 2, 3, 8, 9, 16 (see test notebook)

Understanding:
1. Quiz 3 part 2 (see test notebook) 2. Quiz 4 part 1 (see test notebook) 3. Journal Number 3, 4 (see test notebook) 4. Culminating Activity (see activity plan) 5. Periodical Test Items number 4,10,13,18-19 (see

test notebook)

Products/Performances 1. Quiz 2 part 2 (see test notebook) 2. Quiz 4 part 2 (see test notebook) 3. Group Activity Output (see activity plan) 4. Culminating Activity (see activity plan) 5. Periodical Test Items number 6,11,14,15, 20 (see test notebook)

BEST TEACHERS
The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also inquire their own practice so they might get better at ensuring that their students learn successfully.

Test can either ruin or build a child. Hence, either ruin or build a nation. Hope the latter serves the purpose of assessment .

Benjie M. Buendicho

Mathematics Teacher Dayap National High School

DEVELOPING APPROPRIATE TEST ITEM PER LEVEL OF ASSESSMENT

Develop/craft appropriate test item per assessment tool.

Learning Area: ____________________________ Level of Assessment: ______________________ Type of Assessment Tool: ___________________ Topic/Competency: ________________________ Test Item _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________