Melchor Ga-ayon Dullao

Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning.

Huba and Freed, 2000

• Assessment is an ongoing process aimed at understanding and improving student learning multiple methods criteria and standards evidenceStudents know, can do and understand. It’s more than just collecting data.

IMPORTANCE OF ASSESSMENT

To find out what the students know (knowledge)

To find out what the students can do, and how

well they can do it (skill; performance)

To find out how students go about the task of

doing their work (process)To find out how

students feel about their work (motivation,

effort)

Innovative Assessment could be any form of assessment which involves the application of a new technique or method….however, innovative assessment has come to mean more than that; it is a term we use which encompasses a whole range of different techniques and methods, not all of which are new inventions. What Unites them is a common goal; to improve the quality of student learning” (Mowl 2006)

Innovative assessment is also about ‘the redistribution of educational power' when assessment becomes not just something which is 'done to' learners but also 'done with' and 'done by' learners (Harris and Bell, 1990).

Innovative assessment is not just some trendy, new technique dreamt-up purely to save on the amount of time teachers spend on marking, it is a genuine attempt to improve the quality of learning in higher education. (Mowl, 2005)

Innovative Assessment aims to produce students who are...

deep rather than surface learners

highly motivated and committed

enterprising

equipped with a range of transferable skills

capable of self-criticism and evaluation

fairly and reliably assessed

active and reactive participants in the learning process, capable

of 'creative dissent' rather than simply passive, uncritical

recipients of other people's knowledge.

(Cowan,2006)

Benefits Of Innovative Assessment

By incorporating a range of different methods innovative assessment

assesses a broader range of skills and as such it is considered to be fairer

and less discriminatory. Consequently, innovative assessment should have

the effect of widening access to Higher Education and perhaps widening

success.

Innovative assessment is a more reliable assessment of student learning

because it is not dependent on any one method of assessment. Innovative

assessments allow for the fact that all individuals have strengths and

weaknesses, by assessing an individual’s performance across a range of

skills a more balanced and reliable assessment can be obtained.

Innovative assessment on the whole adopts a more positive approach to

education; by spreading the assessment net more widely, it provides students

with a range of opportunities to demonstrate how much they understand

(Ramsden, 1992), rather than the somewhat negative approach of how little.

Innovative assessment is usually formative and as such is more likely to

facilitate effective, well motivated student learning. Providing timely and

constructive feedback allows misunderstandings to be detected and cleared

up, and students are able to make improvements where necessary. This

process helps maintain student motivation, enabling them to learn more

steadily and fluently. If students genuinely don’t

know what they are doing wrong, as they are never informed, then this can

lead to frustration and a loss of interest in the subject.

A range of different techniques and methods should stimulate both staff and

student interest. 6. Students learn and are assessed upon a much greater

variety of skills and in a number of different situations. This should produce

more rounded and more employable graduates. Assessments may include

students demonstrating that they ‘know how to’ rather than just ‘know about’

(Race, 1994).

Innovative assessment methods are usually more realistic and

relevant, involving role plays, simulation and work placements;

students develop a better understanding of how their specific skills

and knowledge can be applied both inside and outside the

academic environment.

Innovative assessment is generally regarded as a possible

strategy for facilitating a ‘deep’ rather than a ‘surface’ approach to

learning (Marton and Säljö, 1990; Boyd and Cowan, 1985;

Ramsden, 1992). Brown and Dove (1993) consulted staff from

four different universities who were already using self and peer

assessments, the staff reported: “students using higher levels of

reflection, developing a questioning and self analytic approach to

their professional practice and engaging in deep rather than

surface learning” (Brown and Dove, 1993)

“Writings or drawings that have been scribbled, scratched or sprayed illicitly on a wall or other

surface in a public place.”

The graffiti wall is fun activity for students and gives you a visual representation of what your

students have learned during a unit of study.

Using the graffiti wall activity partway through a unit provides you with information for further

planning of instruction. If there appear to be gaps in your students’ learning, you can target those

areas and further assess to see if there is indeed a deficit that you need to focus on in future

lessons. Students may have made connections that you were not expecting or hadn’t even

thought of when planning the unit. The information you collect from the graffiti wall is valuable

formative assessment data. Leave the graffiti wall up during the remainder of the unit and

students can continue to add comments and drawings.

Step One: Preparation

1. Cover a part of a wall with white paper or

manila paper.

2. Prepare pencils,markers,pens, crayons and

other things used in drawing.

Step Two: Contracting

5. Before the activity begins contract with the students in

terms of what an

appropriate response is and how to express one's

discomfort with something in

an appropriate way.

6. Make sure that the students work silently.

7. Students can write their own response to the prompt as well

as respond to the

questions and ideas that other students have written.

8. They should draw lines connecting their comments to those

of other students.

Step Three: Invite Students to the Board

9. Encourage students to write comments, questions

or draw what they have learned about a topic on

the graffiti board.

10. Students can jot down facts, write personal

opinions, connect their learning to

other areas of study, etc.

GRAFFITI WALL ACTIVITYLayunin ng gawaing ito na matukoy ang kaalaman ng mga mag-aaral tungkol sa heograpiya ng

daigdig. Makatutulong ito sa isasagawang talakayan sa bahagi ng Paunlarin.

1. Gumamit ng manila paper o cartolina bilang graffiti wall.

2. Maaaring pangkatan o pambuong klase ang gawaing ito.

3. Ipasagot sa mga mag-aaral ang tanong na nasa graffiti wall. Masasagot ito sa pamamagitan ng

pangungusap o guhit.

4. Paalalahanan ang mga mag-aaral na malayang maihahayag ang kanilang mga kasagutan sapagkat mga

dating kaalaman o iskema ang hinihingi sa gawain. .

5. Bigyan ng pagkakataon ang mga mag-aaral na basahin ang kanilang mga inilagay sa graffiti wall.

6. Mahalagang magkaroon ng paglalagom sa mga impormasyong ibinigay ng mga mag-aaral upang maging

lunsaran sa susunod na bahagi ng aralin, ang PAUNLARIN.

7. Itabi muna ang graffiti wall at muling ipakita kapag tapos na ang bahagi ng

PAGNILAYAN. Layon nito na masagot ang mga tanong at maiwasto ang mga konseptong naitala sa graffiti

wall.

Gawain: Isulat sa Graffiti Wall ang iyong sariling ideya tungkol sa tanong

sa ibaba. Masasagot ito sa anyo ng pangungusap o guhit.

Sa pagbabalik-tanaw sa mga nalalaman mo tungkol sa daigdig, sisimulan

ang pagtalakay sa mga konsepto at klasipikasyon ng heograpiya bilang

asignatura. Bukod dito,tatalakayin ang katangiang heograpikal ng daigdig

bilang planeta at tirahan ng lahat ng organismo, kabilang ang tao.

Sasagutan mo rin ang mga mapanghamong gawaing magbibigay ng

karagdagan at wastong kaalaman tungkol sa heograpiya ng daigdig.

Paano maipapakita ang pag-unawa sa

kahalagahan ng mga pamanang

ipinagkaloob ng mga sinaunang

kabihasnang nagtagumpay sa hamong

dulot ng kapaligiran nito?

PAMANTAYAN SA PAGGAWA NG GRAFFITI WALL

Political cartoon

is a drawing containing a commentary expressing the artist's

opinion.

are vivid primary sources that offer intriguing and entertaining

insights into the public mood, the underlying cultural

assumptions of an age, and attitudes toward key events or

trends of the times.

as a tool for helping students become skilled at reading the

unique language employed by political cartoons in order to use

them effectively as historical sources. Jonathan Burack,

Reflection journals are notebooks that students use

when writing about their own thoughts. This encourages

the development of metacognitive skills by helping

students sort what they know from what they don't know.

Is a means of recording ideas, personal thoughts

and experiences, as well as reflections and insights

a student have in the learning process of a course.

GAWAIN : REFLECTION JOURNAL

Nasa ibaba ang larawan ng nagpapakita ng epekto ng Ikalawang

Digmaang Pandaigdig. Isipin mong nanirahan ka sa mga lugar na ito. Ano

ang mararamdaman mo? Gumawa ng reflection journal at isulat doon ang

iyong damdamin.

Reflection journal

PAMANTAYAN SA PAGGAWA NG REFLECTION JOURNAL

STORY MAP

A Story Map is a visual

depiction of the settings or

the sequence of major

events.

used for teaching students

to work with story structure

for better comprehension.

Gawain 1

Narito ang mapa ng

daigdig. Suriin mo ito

at bumuo ka ng

pagpapaliwanag

tungkol sa lawak at

hugis ng mga

kalupaang nakalatag

dito.

GAWAIN 2

Ihilera ang imperyo ayon sa kinabibilangang nitong

rehiyon sa Asya at pagkatapos ay bumuo ng dayad upang

mapag – usapan at masuri ang naging sagot.

Imperyong Hittites

Imperyong Maurya

Imperyong Indo-Aryan

Imperyong Persian

Imperyong Macedonian

Imperyong Mogul

To help students visualize historical characters, events

and settings.

To increase comprehension by organizing and

sequencing main story events.

To develop a historical sense of story that will help in

the creation of new content.

To increase awareness that time, people and events

are interrelated.

WHY WE USED STORY MAP

Defined as a very short, in-class writing activity (taking one-minute or

less to complete) in response to a teacher-posed question, which

prompts students to reflect on the day’s lesson and provides the

teacher with useful feedback.

This strategy was originally developed by a Physics professor at the

University of California, Berkeley (cited in Davis, Wood, & Wilson, 1983),

then popularized by Cross and Angelo (1988) as one of a wide variety of

quick “classroom assessment techniques” (CATs)—designed to provide

instructors with anonymous feedback on what students are learning in class.

WHAT ARE THE BENEFITS OF THE ONE-MINUTE

PAPER Students listen more actively in class.

Improvement in students writing with more considered answers being provided

during the later weeks.

Students were able to identify where they needed special assistance or where

they needed to prepare more effectively.

Students to realise and document that they had learnt something in their

classes.

Teacher demonstrates respect for and interest in student opinion

Inform the revision process at the start of the next class.

Students don’t wait until the end of the semester to identify their problem

learning areas.

Possibly have an impact on retention if students don’t get ‘lost’ in their learning.

Encourages the students active involvement in the learning process(Light p38, 1990)

Gawain 1: gumawa ng isang one minute paper

tungkol sa One child policy ng China

1 (Poor) 2 (Acceptable) 3 (Good) Score

Definition shows misunderstanding of the

term

Definition is accurate but somewhat

unclearClear, accurate definition

Incomplete response with brief mention of

both EPA and EJnet definitions; or only

one definition discussed

Partial response includes accurate

comparison with one definition,

limited comparison with second

Full response includes an accurate

comparison with both EPA and EJnet

definitions

Student offers brief or perfunctory

response

Student offers a well-reasoned

response

Student outlines a clear personal or

cultural or scientific (or other) reason to

support the definition

Language errors are a major obstacle for

comprehending the student’s writing OR

language production is minimal

Student able to communicate ideas

with some errors and language gaps

Student is able to express ideas clearly

and/or with detail; writing shows few

errors

Total

RUBRICS FOR ONE MINUTE PAPER

complex examples which give an insight into the context

of a problem as well as illustrating the main point.

student centered activities based on topics that

demonstrate theoretical concepts in an applied

setting. Fry et al (1999)

case study approach is one way in which such active

learning strategies can be implemented in our

institutions. (Bonwell and Eison, 1991; Sivan et al,

2001).

Why Use Case Studies in Teaching?

Allow the application of theoretical concepts to be

demonstrated, thus bridging the gap between theory and

practice.

Encourage active learning.

Provide an opportunity for the development of key

skills such as communication, group working and

problem solving.

Increase the students' enjoyment of the topic and

hence their desire to learn.

Gawain 1:

Gumawa ng isang case study tungkol sa

PANGANGALAGA SA MGA KAYAMANANG

PANGKULTURAL, PANGKASAYSAYAN AT

PANGKALIKASAN

RUBRIC PARA SA CASE STUDY SA PANGANGALAGA SA MGA KAYAMANANG

PANGKULTURAL, PANGKASAYSAYAN AT PANGKALIKASAN

BATAYAN (CRITERIA) KATANGI-TANGI (OUTSTANDING)

(4 PUNTOS)

MAHUSAY (SATISFACTORY)

(3 PUNTOS)

KATAMTAMAN (DEVELOPING)

(2 PUNTOS)

NAGSISIMULA (BEGINNING)

(1 PUNTOS)

Pagkilala sa Pangunahing Isyu

tungkol sa Heograpiya at Kultura

Nakikilala at nauunawaan ang lahat ng

mga pangunahing isyu tungkol sa

heograpiya at kultura. Nakapagbibigay

ng 5 isyu sa bawat aspeto.

Nakikilala at nauunawaan ang karamihan

ng mga pangunahing isyu tungkol sa

heograpiya at kultura. Nakapagbibigay

ng 3-4 isyu sa bawat aspeto.

Nakikilala at nauunawaan ang ilang isyu

tungkol sa heograpiya at kultura.

Nakapagbibigay ng1- 2 isyu sa bawat

aspeto.

Hindi nakikilala at hindi nauunawaan

ang kakaunting isyu tungkol sa

heograpiya at kultura. Nakapagbibigay

ng 1 isyu sa bawat aspeto.

Pagsusuri ng mga Isyu ukol sa

Heograpiya at Kultura

Malinaw, malalim at kumpleto na

pagsusuri ng lahat ng isyu tungkol sa

heograpiya at kultura.Nauugnay sa isang

malikhaing paraan ang heograpiya ng

isang lugar sa kanyang kultura.

Malinaw, malalim at kumpletong

pagsusuri sa karamihan ng mga isyu

tungkol sa heograpiya at kultura.

May kakaunting linaw sa pagsusuri sa

ilang isyu tungkol sa heograpiya at

kultura.

Kulang ang pagsusuri ng mga isyu

tungkol sa heograpiya at kultura.

Pagtutukoy ng mga Banta sa mga

Gawaing Pangkapaligiran at

Pangkultural

Makapagbibigay ng 5 o higit pang banta

sa gawaing heograpiya at kultural sa

komunidad.

Makapagbibigay ng 3 hanggang 4 na

banta sa gawaing heograpiya at kultural

sa komunidad.

Makapagbibigay ng 2 pang banta sa

gawaing heograpiya at kultural sa

komunidad.

Makapagbibigay ng 1 lamang na banta

sa gawaing heograpiya at kultural sa

komunidad.

Pagtatasa ng mga Pagpapahalaga ng

Pamayanan sa heograpiya at Kultura

Maayos na pagdodokumento,

pagkakatwiran at pag-aangkop ng

pagpapahalaga sa heograpiya at kultura.

Nakagagawa ng 5-7 hakbang na

pagpapahalaga sa heograpiya at kultura.

Maayos na pagdodokumento,

pagkakatuwiran at pag-aangkop ng

karamihan sa pagpapahalaga sa

heograpiya at kultura. Pagsasagawa ng

3-4 hakbang ng pagpapahalaga sa

heograpiya at kultura.

Maayos na pagkakatwiran at pang-

aangkop ng ilang pagpapahalaga sa

heograpiya at kultura. Nakagawa ng 1-

2hakbang ng pagpapahalaga sa

heograpiya at kultura.

Hindi maayos na pagkakatwiran at

pag-aangkop ng kaunting

pagpapahalaga sa heograpiya at

kultura. Nakagagawa ng 1-2 hakbang

ng pagpapahalaga sa heograpiya at

kultura.

Pag-aambag ng mga epektibong

Solusyon at Istratehiya upang

Mapayabong ang Kapaligiran at

Kultura

Ang mga solusyong iminumungkahi

ay katangi-tangi at nagpakikita ng

malalim na pag-unawa ukol sa isyu o

problema ng komunidad.

Ang mga solusyong iminumungkahi

ay mahusay at nagpakikita ng

wastong pag-unawa ukol sa isyu o

problema ng komunidad.

Ang mga solusyong iminumungkahi

ay hindi malinaw at nagpakikita ng

pag-unawa ukol sa isyu o problema

ng komunidad.

Walang solusyong ibinigay at

nagpakikita ng limitadong pag-unawa

ukol sa isyu o problema ng

komunidad.

is a kinesthetic activity that involves all

students in the class and that facilitates

short exchanges between students.

Methods/ ProceduresThe teacher:

1.Forms two concentric circles containing the same number of students.

Students in the inside circle face a partner standing in the outside circle.

2.Asks students from the inside circle to share something with their

partner in timed activity.

3.Has students reverse roles. The students on the outside circle share

with their partner, controls the timing, e.g., “Outside circle, it’s your turn

to share for one minute.”

4.Has the inside circle rotate and the students turn to face their new

partner. Repeat steps 2 and 3.

This activity is a great way for students to share with the class their thoughts after a reading passage was assigned. By using this activity, you are able to engage all students in the sharing process while still allowing them to express their own opinion without the fear of “being wrong”.

This is a good strategy to use to check for understanding,it is useful in helping teachers determine if they need to reteach content or lesson to the learner.

It is a useful tool when the question asked has many answers or the topic discussed has several aspects to be raised.

STEPS TO FOLLOW

The teacher begins by posing a question.

The students write down 2-3 responses to the

question on a scrap piece of paper.

When they have 2-3 responses written down,

the students stand.

The teacher then randomly calls on a student to

share one of his/her responses.

The students check off ideas from their list that

are shared by other students. When all of their

ideas have been shared (whether or not they

shared the item), the student sits.

The teacher continues to “whip around” the

room until all of the ideas have been shared.

THE RULES

1.The answers must be short.

2.Everyone should respond as quickly as possible.

3.All answers are accepted.

4.Everyone participates.

5.No “editorial comments” about other people’s statements (except when the teacher corrects blatant errors; otherwise, even the teacher should not comment).

6.Whip-around should happen before changing topics, before breaks, or at the end of class.