Download - Education 7 assessing learning
![Page 1: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/1.jpg)
CHAPTER VI:
ASSESSING LEARNING
EDDIE T. ABUGUniversity of Rizal SystemCainta Rizal
![Page 2: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/2.jpg)
THIS BRIEF, CONCLUDING CHAPTER SHALL ACQUAINT YOU
WITH SOME BASICS PRINCIPLES ON
ASSESSMENT OF LEARNING AND WITH FEW
EFFECTIVE ASSESSMENT STRATEGIES
![Page 3: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/3.jpg)
The process of communicating information about students’ achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’.
![Page 4: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/4.jpg)
BASIC PRINCIPLE :
ASSESSMENT AS AN
INTEGRAL PART OF TEACHING
![Page 5: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/5.jpg)
TEACHING CANNOT BE WHOLE AND COMPLETE
WITHOUT YOU ASSESSING LEARNING
AND YOU DOING SOMETHING AFTER YOU HAVE
ASSESSED STUDENTS’ LEARNING
![Page 6: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/6.jpg)
1.THE USE OF THE TRADITIONAL
PAPER-AND-PENCIL TESTIS NOT ADEQUATE TO MEASURE THE MANY TYPES OF LEARNING
![Page 7: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/7.jpg)
Tomlinson argues the commitment to cater for individual differences, In A differentiated classroom multiple ongoing assessments are used, yet in a traditional classroom assessment is used to see “who got it” (Marsh 2004).
![Page 8: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/8.jpg)
2.AN AUTHENTIC ASSESSMENT
CONSISTS IN LOOKING DIRECTLY
INTO THE PERFORMANCETHAT WE VALUE.
![Page 9: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/9.jpg)
Traditional ------ AuthenticSelecting a Response -------- Performing a Task
Contrived ----------------------- Real-life
Recall/Recognition --------- Construction/Application
Teacher-structured ---------- Student-structured
Indirect Evidence ------------ Direct Evidence
![Page 10: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/10.jpg)
:
3. ASSESSMENT IS FORMATIVE AND SUMMATIVE.
iT IS NOT WISE TO RESERVE ASSESSMENT ONLY AT THE END OF EACH GRADING PERIOD.IT WILL BE QUITE LATE, IF ONLY BY THEN YOU DISCOVER THAT SOME PREREQUISITE SKILLS WERE NOT LEARNED AT THE BEGINNING.
![Page 11: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/11.jpg)
Formative assessment Utilized to immediately determine whether students have learned what the instructor intended.This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.
![Page 12: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/12.jpg)
Summative assessment Cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program.
![Page 13: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/13.jpg)
SUMMATIVEa midterm exam, a final projecta paper, a senior recital
FORMATIVEDraw a concept map in class to represent their understanding of a topicSubmit one or two sentences identifying the main point of a lecture
![Page 14: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/14.jpg)
4. SELF-ASSESSMENT
A PEDAGOGICALLY SOUND PRACTICE.
![Page 15: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/15.jpg)
Self-assessment is the process of looking at oneself in
order to assess aspects that are important to one's identity.
It is one of the motives that drive self-evaluation, along with self-verification
and self-enhancement. Sedikides (1993)
![Page 16: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/16.jpg)
BUILD COMFORT INTO LEARNING
TO MAKE YOUR STUDENTS RESPOND POSITIVELY
![Page 17: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/17.jpg)
WHEN YOUR STUDENTS ARE INVOLVED
IN THE ASSESSMENT PROCESS,THEY TAKE GREATER INTEREST
IN THEIROWN LEARNING.
![Page 18: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/18.jpg)
SOMETEACHER-TESTED
(EFFECTIVE)ASSESSMENT STRATEGIES
![Page 19: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/19.jpg)
1. REFLECT AND REVISE GIVE STUDENTS A CHANCE
TO REFLECT ON AND REVISE PREVIOUSLY COMPLETED WORK WILL HELP ENSURE
THAT THEY DO, ULTIMATELY, MASTER CONTENT
OBJECTIVES.
![Page 20: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/20.jpg)
2. USE RUBRICSSTUDENTS CAN USE THE SAME TOOL TO SELF-AND-PEER-ASSESS ASSIGNMENTS THAT TEACHERS EMPLOY TO ASSESS THEIR WORK.IF STUDENTS WRITE A SUMMARY OF AN ARTICLE THEY READ, FOR EXAMPLE, THEY CANUSE A RUBRIC TO DETERMINE HOW WELL THEIR WORK MEETS THE ESTABLISHED CRITERIA FOR THE ASSIGNMENT.
![Page 21: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/21.jpg)
![Page 22: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/22.jpg)
3. THE EXIT SLIPGIVE STUDENTS A CHANCE TO ASSESS THE TEACHER, TOO. TEACHERS CAN GIVE STUDENTS A FORM TO FILL OUT AND TURN IN AT THE END OF THE CLASS.
![Page 23: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/23.jpg)
![Page 24: Education 7 assessing learning](https://reader035.vdocuments.us/reader035/viewer/2022062709/5592395f1a28ab0f5d8b45bd/html5/thumbnails/24.jpg)
THANK YOU.