tools and strategies to assess the curriculum

STRATEGIES TO ASSESS THE CURRICULUM

#STRATEGIES TO ASSESS THE CURRICULUM

PAPER-AND-PENCIL STRATEGY

This strategy focuses in assessing the student’sunderstanding and how well the students learn fromthe topic that the teacher has been discussed. Thisstrategy is more on the cognitive domain where astudent constructs a response to a question, topic , orbrief statement and it also provides the student withopportunity to show what he has learn in the topicthat the teacher discussed.


- is a writing sample used to assess

student understanding and/or how well

students can analyze and synthesize

information


Characteristics

• Measures student’s ability

• Directly measures the performance

• Includes a scoring plan

• Affords the student a chance to

construct his/her own answers


- is a pencil-and-paper assessment in

which the student is to identify the one

correct answer.


Characteristics

• Can be administered to a large

number of students at the same time

• Can be scored very quickly

• Stated in clear, simple language


PERFORMANCE-BASED STRATEGY

This strategy is an assessment which requiresstudents to demonstrate a skill by askingthem to create, produce, or perform. Thisstrategy is more on the psychomotor domainwhere a student enables to demonstrateabilities and skills.


- is an assessment which requires

students to demonstrate a skill or

proficiency by asking them to create,

produce, or perform


Characteristics

• Can be diagnostic, formative or

summative

• Allows most learners to participate

successfully in varying degree

• Provides opportunities to work

individually, as well as in small groups

• Focuses on process as well as

products

• Provides most realistic assessment


- Is a performance in which a student

demonstrates individual achievement

through application of skills and

knowledge


Characteristics

• Either actual situation or simulation

• Often used in Arts

• Accompanied by a list of performance

attributes as well as assessment

criteria

• Frequently organized in assessment

stations


OBSERVATIONAL STRATEGY

- it is the active acquisition of information froma primary source. In real life, observationemploys the senses. This strategy is a processof systematically viewing and recordingstudent behavior for the purpose of gettingthe weaknesses and strength of the studentfor the teacher to make a good decision ineffective teaching.


ORAL STRATEGY

- this strategy lets the students voice out there ideasand respond to a question by the teacher ratherthan writing. It also boosts up the confidence of thechild to stand up and voice out his ideas about thequestion that the teacher asked to him. It also helpteachers and students clarify their purpose forlearning and link previous information with newunderstanding.


REFLECTIVE STRATEGY

- is the process of gathering information andreflecting in one’s own learning. It assistsstudents to take more responsibility andownership of their learning and it also motivatesthe child if he sees his performance is high orlow. It can help students to witness personalgrowth through comparison with their ownprevious work.

TOOLS TO ASSESS THE CURRICULUM

#TOOLS TO ASSESS THE CURRICULUM

ANECDOTAL RECORD

- are the written observations, word for word, and action foraction of exactly what a child is doing and saying. A transcript,if you will, on an event, series of events or even throughout theday.- the anecdotal record provide an ongoing record of writtenobservations of student progress for the teacher to easilyunderstand what are the likes and dislikes of that student or thestrengths and weaknesses of that student and it also helps theteacher to improve his way of teaching his student


PURPOSE

• provide an outgoing record of writtenobservation of student progress;

• to record objectively, significant observations,that are not part of a formal assessment whichmight otherwise be forgotten or rememberedincorrectly;

• record observations of unanticipatedperformances, behaviors, incidents or events.


THE CHECKLIST

-are tools that state specific criteria and allowteachers and students to gather information andto make judgments about what students knowand can do in relation to the outcomes-is a written list of performance or criteria which isused to assess student performance throughobservation or may be used to assess writtenwork

PURPOSE


• record whether a specific skill orbehavior was “ evident” or “notevident”.

• record the presence or absence ofspecific behaviors in given situations.


RATING SCALE

- A rating scale is a set of categories designed to elicitinformation about a quantitative or a qualitativeattribute. In the social sciences, particularly psychology,common examples are the Likert scale and 1-10 ratingscales in which a person selects the number which isconsidered to reflect the perceived quality of aproduct. It provide detailed diagnostic information on astudent’s performance, product, attitude, behavior inreference to a stated criteria.


PURPOSE

• record the frequency or even thedegree to which a student exhibitsa characteristic;

• record the range of a studentachievement in relation to specificbehaviors


RUBRICS

-contains brief, written descriptions ofthe different levels of studentperformance;

- is a descriptive rating scale whichrequires the rater to choose amongthe different levels.


PURPOSE

• summarize both studentperformance and product againstpre-stated criteria;

• make scoring of studentperformance more precise thanusing a list of items.

Non-test Monitoring and Assessment1. Oral written reports- students research a topic and then

present either orally or in written form.

2. Teacher observation- the teacher observes students whilethey work to make certain the students understand theassignment and are on task.

3. Journal- students write daily on assigned or personal topics.

4. Portfolio of student’s work- teacher collects samples ofstudents work and saves for determined amount of time.

5. slates or hand signals- students used this as a means ofsignaling answers to the teacher.

6. Games- teachers utilize fun, activities to have the studentspractice and review concepts.

7. Projects- the students research on topic and present it in acreative way.

8. Debates- the students take opposing position on a topic anddefend their position

9. Checklist- the teacher will make a list of objectives that studentsneed to master and then check off the skill as the student mastersit.

10. Cartooning- students will use drawings to depict situation.

11. Models- the students produce a miniature of replica of a giventopic.

12. Notes- students write a summary of the lesson.

13. Daily Assignments- the students complete the work assigned on a dailybasis to be completed at the school or home.

14. Anecdotal record- the teacher records a students behavior.

15. Panel- A group of students verbally present information.

16. Learning Centers- students use teacher provided activities for hands-onlearning activities.

17. Demonstration- students present a visual enactment of particular skill oractivity.

18. Problem solving- student follow up a step-by-step solution of a problem.

19. Discussions- Students in a group verbally interact on a given topic.

20.Organize note sheets and study guides- students collect information tohelp pass a test.

tools and strategies to assess the curriculum

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