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?

2.Geography Checklist

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.

REFLECTION JOURNAL

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.

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