tools for assessing the curriculum

7/27/2019 Tools for Assessing the Curriculum

1/60

PRESENTED BY:

MARITES C. LACAMBRA

and

BEN M. CALIMAG JR.


2/60

ASSESSMENTSTRATEGIES

ARE STRUCTURES THROUGH WHICH

STUDENTS KNOWLEGDE AND SKILLS

ARE ASSESSED.


3/60

PAPER AND PENCIL STRATEGY

ESSAY

Is a writing sample used to assess student in

understanding and/ or how well students

can analyze and synthesize information;

Is a pencil and paper assessment where a

student constructs a response to question,

topic, or brief statement;Provides the student with opportunity to

communicate his/her reasoning in a written

response


4/60

Purpose

Assess the students ability tocommunicate ideas in writing;

Measure understanding and masteryof complex information.


5/60

Characteristics

Measures a students ability(e.g, in makingcomparisons, applying principles to new situations,

organizing information, drawing inferences, beingpersuasive, integrating knowledge and applications,summarizing information);

Assess knowledge, reasoning, organization andcommunication skills;

Directly measures the performance specified by theexpectations;

Includes a scoring plan which specifies attributes for aquality answer (e.g. conciseness, factual knowledge,

connection between argument and supporting facts)and indicates the value associated with each of theattributes;

Affords the student a chance to construct his/her own

answer, demonstrating creativity and/or originality.


6/60

Teachers Role

Uses professional judgment todevelop the problem, question, or

statement and the scoring of the

final product.


7/60

Considerations

Is used to assess separately the studentsability to communicate ideas, writeproficiently and comprehend context;

Is less time-consuming to constructcompared to objective item testing, butcan require considerable time toevaluate;

Is not an effective means of assessing astudents entire domain of contentknowledge, or assessing more than oneor two reasoning skills at any one time.


8/60

The Select Response

is a pencil and paper assessment in which

the student is to identify the one correctanswer;

Is a commonly used procedure forgathering formal evidence about student

learning, specifically in memory, recall and

comprehension.


9/60

Purpose

Test student learning of subject/ content

knowledge (facts, concepts, principles or

generalizations, procedures);

Assess prerequisite knowledge (e. g. when

communicating in a second language,students can be assessed on vocabulary

prior to a conversation in that language.)


10/60

Characteristics

Can be administered to large numbersof students at the same time;

Can be scored very quickly;

Is stated in clear, simple language.


11/60

Teachers Role

Identifies the format (e.g. multiple

choice, true/ false);

Selects the content to be covered;

Designs the questions.


12/60

Considerations

Is always influenced by the students ability toread and understand the items;

Can utilize computer and optical scanningtechnology to save time and effort with itemdevelopment, item storage and retrieval, testprinting and optical scan scoring;

Can make it more difficult to determine how thestudent arrived at an answer with true/ falseand multiple choice.


13/60

The Performance-Based

Strategy

The Performance Task

Is an assessment which requires students todemonstrate a skill or proficiency by asking them tocreate, produce, or perform;

May be an observation of a student or a group ofstudents performing a specific task to demonstrateskills and/ or knowledge through open-ended,

hands-on activities.


14/60

Purpose

Provides an efficient means where the skillscannot be demonstrated with a pencil and papertest;

Enable learners to demonstrate abilities, skills,attitudes, and behaviors;

Provide information about learners ability toorganize, draw on prior knowledge andexperiences, improvise, choose from range ofstrategies, represent learning, and makedecisions to complete a task;

Test skills in the affective, cognition, psychomotor,and perceptual domains.


15/60

Characteristics Can be diagnostic, formative or summative assessment;

Uses ongoing feedback;

Allows most learners to participate successfully invarying degrees;

Provides opportunities for learners to work individually,as well as in small groups;

Focuses on the process as well as the product;

Provides contexts that have relevance to thestudents(may enhance motivation as students work onreal task; tasks are meaningful, real worldapplications);

Provides the most realistic assessment of job-related

competencies; Includes tasks such as painting, speeches, musical

presentations, research papers, investigations, athleticperformance, projects, exhibitions, and other productsthat require students to construct a unique response to a

task.


16/60

Teachers Role

Observes a student or group of students

performing a specific task;

Shares with student the responsibility of

developing and organizing the performance

task, and setting assessment criteria;

Assigns a level of proficiency based on the

performance.


17/60

Considerations

Provides an excellent way to assess

reasoning skills

Must have clearly defined criteria for

the assessment


18/60

The Exhibition/ Demonstration

Is a performance in which a student

demonstrates individual achievement

through application of specific skills and

knowledge;

Is used to assess progress in tasks thatrequire students to be actively engaged in

an activity (e.g. performing an experiment)


19/60

Purpose

Allows students to show achievementof a skill or knowledge by requiring thestudent to demonstrate that skill orknowledge in use.


20/60

Characteristics

Is either an actual situation or a simulation(emphasis in simulation is upon mastery of thefundamental of the knowledge/ skill);

Is often used in the Arts;

Is accompanied by a list of performanceattributes as well as the assessment criteria,which should be determined prior todemonstration;

Is frequently organized in assessment stations

where the stations are used to test a variety ofskills (e.g. basketball circuit-jump shot, setshot, dribble around pylons).


21/60

Teachers Role

Assess how well a studentperforms a practice, behavior orskill.


22/60

Considerations

May be interdisciplinary;May require student initiative and creativity;

May be a competition between individualstudents or groups;

May be a collaborative project that studentswork on over time;

Should be constructed and administered ina manner which is equivalent for allstudents(e.g. all candidates in musicdemonstration play the same piece on thesame piano).


23/60

The Observational

Strategy

Observation

Is a process of systematically viewing and

recording student behavior for the purpose

of making programming decisions;permeates the entire teaching process by

assisting the teacher in making the

decisions required in effective teaching.


24/60

Purpose

Provides systematic, ongoing

information about students in relationto areas of strength and weaknesses,preferred learning styles, uniqueinterests, learning needs, skills,

attitudes, behavior, and performancerelated expectations.


25/60

Characteristics

Can be used every day to assessstudents of different ages, across subjectareas, and in different settings (alone, in

partners, small groups or whole class); Is structured with clear purpose and

focus;

Includes a written record which shouldbe as close to the time of the event aspossible. The record should be objective.


26/60

Teachers Role

Watches students responds to questions, study,

complete assigned tasks; Listens to students as they speak and discuss with

others;

Observes nonverbal forms of communication

(e.g. attentiveness to lessons, signs of frustration); Outlines the purpose of the observation by using

the following questions as guidelines;

Who will make the observations?

Who or what is observed?

Why will the observation take place?

When will the observation take place?


27/60

When will the observation occur? How will the observation be recorded(notes, audio/

videotype)?

Observes the students in a variety of situations/settings;

Draws interferences on the basis of the observationgathered;

Observes the students performance, then recordsobservations on recording devices(checklist, ratingscale, anecdotal record) which outline theframework and criteria for observation.


28/60

Consideration

Are made using a checklist, a set ofquestions, and/ or a journal as a guide to

ensure focused, systematic observation.

Are often the only assessment tool used for

demonstration (e.g. oral speaking, drawing,playing musical instruments, applying motor

skills in the physical education program,

using equipment in Design and Technology);

Can be collected by audio tape or

videotape (allows the teacher more

detailed assessment of the performance

after the fact);


29/60

Can limit students ability to actnaturally if audio tape or video tape isused;

Can be influenced by bias in theinterpretation of an observation;

Can be considered subjective, wherethe meaning of the observation isderived only by the professional

judgment of what is observed;

Should not interfere with the naturallearning environment.


30/60

PERSONAL COMMUNICATION

STRATEGY

The Conference

Is a formal or informal meeting

between/ among the teacher andstudent and/ or parent


31/60

PURPOSE

Exchange information or share ideas betweenamong the individuals at the conference;

Explore the students thinking and to suggestnext steps;

Assess the students level of understanding of aparticular concept or procedure;

Enable a student to move ahead moresuccessfully on a particular piece of work;

Review, clarify and extend what the student hasalready completed;

Help students internalize criteria for good work.


32/60

CHARACTERISTICS

Provides a clear focus for discussion (i.e. a specificpiece of work);

Requires that responsibility for the success of the

conference is shared by all participants;

May take place as the learner is exploring a newconcept or topic, or be a goal-setting session or areport on progress;

Is brief, informal and occurs routinely;

Can be effective for both diagnostics and formative

assessment.


33/60

TEACHERS ROLE

Comes to the conference prepared withspecific questions to be answered;

Gives individual feedback and clarifiesmisconceptions;

Puts students at ease, and supports studentprogress. In the case of a writing conference, forexample, a mini-lesson may be given by theteacher;

Focuses on the process of reasoning followedby the student;

Records information (conference record) duringor immediately following the communication.


34/60

CONSIDERATIONS

Can be part of collaborative planning and

decision-making;

Is assisted by prepared questions;

Can be an extremely useful formativeassessment strategy for students involved in

major projects or independent studies.


35/60

THE INTERVIEW

Is a form of conversation inwhich all parties (teacher,

student and parent) increase

their knowledge andunderstanding.


36/60

PURPOSEFocus on inquiry where the purpose of the

meeting is based on investigation;

Explore the students thinking;

Assess the students level of understanding

of a particular concept or procedure;

Gather information, obtain clarification,

determine positions and probe formotivations;

Help determine students understanding of

qualities of good work.


37/60

CHARACTERISTICS

Tends to be a meeting which involvesinquiry;

Can be adapted to probe anyproblem or any consideration;

Occurs routinely;

Is usually guided by plannedquestions.


38/60

TEACHERS ROLE

Is responsible for the initial questions that

guide the considerations, as well as the flow

and movement of the exchange;

Generate information during the interview

which may lead to decisions, agreements,

solutions;

Allows, students to take the lead in the

interview when appropriate.


39/60

CONSIDERATIONS

Needs time built in for

conservations especially when

purpose is an honest andthoughtful exchange.


40/60

ORAL STRATEGYQUESTIONS

Are posed by the teacher to determine if studentsunderstand what is being/has been presented or toextend thinking, generate ideas or problem-solve.

ANSWERS

Provide opportunities for oral assessment when thestudent responds to a question by speaking ratherthan by writing.


41/60

PURPOSEProvide a mechanism which monitors

a students understanding whileassessing student progress (what theyknow and can do);

Gather information about a studentslearning needs.


42/60

CHARACTERISTICS

Help teachers and students clarify theirpurpose for learning and link previousinformation with new understanding.


43/60

TEACHERS ROLE

Notes how students answer questionsduring the instruction to know if the

students understand what is beingpresented or are able to perform skills;

Should ensure that all studentsparticipate , not just those individualswho typically respond with answers.


44/60

CONSIDERATIONS

Can help to ensure that all studentsare involved if tracking is done toensure that all students participate;

Is used with consideration that some

individuals are not comfortable orfluent expressing themselves orally.


45/60

THE CLASSROOM

PRESENTATION

Is an assessment which requiresstudents to verbalize their knowledge ,select and present samples of finishedwork and organize thoughts, in order to

presents a summary of learning abouta topic.


46/60

PURPOSE

Provide summative assessment upon

completion of a project or an essay;

Assess students when it isinappropriate or difficult to test astudents understanding or knowledgewith pencil-and-paper test.


47/60

CHARACTERISTICS

Can provide students with an

opportunity to use concrete materialsto express their ideas and talents;

May be a teaching tool if thepresentation is designed to further thelearning of the audience.


48/60

TEACHERS ROLE

With the students or alone, sets thecriteria for the assessment of the

presentation (i.e .., rubric);

Monitors student progress at selected

stages during student preparation;

Provides oral or written feedback afterthe presentation.


49/60

CONSIDERATIONS

Is a natural form of assessment forspeeches, debates and subjects suchas the study of languages;

Holds the potential to increase peercomparisons which may be harmful tosome students because of the oral and

visual aspects of presentations;

Is a critical skill to be taught,practiced, assessed and evaluated.


50/60

THE REFLECTIVE STRATEGY

SELF ASSESSMENTIs the process of gathering information and

reflecting on ones own learning;

Is the students own assessment of personal progressin knowledge, skills, processes, or attitudes;

Leads a student to a greater awareness andunderstanding of himself or herself as a learner.


51/60

PURPOSE

Assist student to take more responsibility andownership of their learning;

Provides insights and information that enablestudents to make decisions about their learning andto set personal learning goals;

Use assessment as a means of learning;

Focus on both the process and products of learning;

Help students critique their own work;

Help students internalize the characteristics/criteriaof quality of student work.


52/60

CHARACTERISTICS

promotes the development of metacognitive ability (the

ability to reflect critically on ones own reasoning);

May involve an introspective observation, a product

assessment or a test;

May include attitude surveys, interest inventories andpersonal journals;

Involves questions such as How do I learn best?,What

are my areas for growth?, Where do I need to

improve?;

Is used to determine if a students beliefs about his/her

performance correspond to the actual performance

observed by the teacher


53/60

TEACHERS ROLE

guides students by helping students understand

how to reflect on learning;

provides time and opportunities for self-assessment;

design the questions or selects the self-assessmenttool;

can use students self-assessment to determinechange or growth in the students attitude,understandings, and achievements;

completes the assessment based on personalreflection about achievement or performance


54/60

CONSIDERATIONS

is used to compare whether the student

and the teacher have similar views of

expected performance and criteria for

evaluation;

develops gradually as students begin to

use the process in daily activities;

can help students to witness personal

growth through comparison with their own

previous work, regardless of ability.


55/60

The Response Journal

provides frequent written reflective

responses to a material that a

student is reading, viewing,listening to, or discussing


56/60

PURPOSE

record personal reflections,observations and interpretations


57/60

CHARACTERISTICS

allows time for students to formulate well-consideredresponses

includes both factual information and the students

personal reflections;

is provided within a climate which is non-threateningand open and which encourages risk-taking;

can provide the focus for a student-teacher conference;

is a vehicle for communication with teachers, peers,

parents;

can include visual representations (e.g., artwork,

sketches);

can be used in all subject areas


58/60

TEACHERS ROLE

writes comments in the spirit of adialogue (by asking questions andsharing thoughts)

CONSIDERATIONS


59/60

CONSIDERATIONS

focuses on the process of reflectivethinking;

includes depth of thought and connection

with understandings and experience asappropriate criteria for assessments;

respects the personal nature of a journal

and the learners desire for privacy;

does not emphasizes the formal aspects of

writing style or correctness.


60/60

COMBINATION OF

STRATEGIES

PORTFOLIO

is a purposeful collection of samples of a students work that isselective, reflective and collaborative;

demonstrates the range and depth of a studentsachievement, knowledge, and skills over time and across avariety of contexts;

has student involvement in selection of portfolio materials aspart of the process;

is a visual presentation of a students accomplishments,capacities, strengths, weaknesses and progress over aspecified time.

tools for assessing the curriculum

Documents