Assessment in Learning 2
Spady, 1994:1
"Outcome-Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens''
Article XIV, Section 14 of the 1987 Philippine Constitution
"The state shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression."
Think-Pair-Share
- A three-part assessment. This assessment is also an excellent classroom activity as well. - THINK. The first thing you do is think the first thing you do is assign your classic question, think about in work-on. Be sure to give students appropriately time for the question. Give appropriate "wait time". - PAIR. Pair students with the classmates. It's probably best that the teacher chooses the partners. Working together in assignment helps to promote 21st century life skills, and don't forget to allow students to compare their thoughts and answers. Together students discuss and compare their answers. - SHARE. Your student is called upon to share their thoughts on the question with the rest of the classroom. The teacher makes corrections on the student's responses for all to hear.
Hand Signal: One to Five
- One to five is a whole class assessment. - Quickest and easiest way to assess a large group of students. - A teaching maybe working a problem on the board. At some point that teacher will want to stop, then they will formatively assess their students by having them rate their understanding on a scale from one to five using their fingers. - 1 finger: student is absolutely lost. - 2 fingers: student has a vague idea. - 3 fingers: student in the middle. - 4 fingers: has a good understanding. - 5 fingers: student has mastery.
Contextualization
- The educational process of relating the curriculum to a particular setting, situation, or area of application to make the competencies relevant, meaningful, and useful to all learners. (A teaching design or modification that is used to bring closer to the situation, ability, background, experiences, or context of the lesson being studied by students.)
Individual Whiteboards
- To perform this assessment, teachers must provide each student with an individual whiteboard. Distribute an individual whiteboard to each student, then ask the student questions such as "what is the square root of 144?". The student will respond by writing their response to the question on the whiteboard using a dry erase marker. Now the teacher will individually assess each student's response, and more importantly, the teacher can give appropriate corrections to any mistakes made. The student can both see the mistake and learn from mistake. - Best way to simultaneously assess, and re-teach.
· Intended Learning Outcomes (ILOs) · Teaching and Learning Activities (TLAs) · Assessment Tasks (ATs)
3 Main Elements of OBTL
Authentic Assessment
A new type of positive interaction between the assessor and assessee.
Norm-Referenced Assessments
AIM/PURPOSE: To rank students based on test achievement scores.
Vary assessment types
All students learn differently and great teachers differentiate instructions to help optimize student learning. So when incorporating different instructional practices, teachers should also provide a variety of assessments that match with the type of instruction. Varying assessments give students different opportunities to succeed.
Authentic Assessment
An examination of differences between trivial school tasks (e.g., giving definitions of biological terms) and more meaningful performance in non-school settings (e.g., completing a field survey of wild life)
Fact about Formative Assessment
As s teacher, it is your responsibility to find out if your students do not understand what is being taught. Students are going to have misconceptions. Students will become lost at time. Poor teachers continue to teach weather or not a student understand. However, teachers need to know if the students don't understand what's being told. Otherwise, you're going to wind up with the class full of confuse students that haven't learned anything.
Criterion-Referenced Assessments
Assesses a small number of students.
Norm-Referenced Assessments
Assesses a very large number of students.
Formally and Informally
Assessment can be done ____________.
Paper and pen Performance activity
Assessment can be done in a ____________ activity and much more efficient if there is corresponding ____________ given.
Quality check
Assessment focuses to deliver a _________ both the best and needs improvement output of the students.
· Assessment Activity · Nature of Activity · Cognitive Level · Development of Solution · Objectivity of Scoring · Evidence of Mastery
Attribute:
· Performing a task · Activity emulates real life · Application/analysis/synthesis · Student-structured · Difficult to achieve · Direct evidence
Authentic Assessment:
1. Authentic assessment are direct measures 2. Authentic assessments capture constructive nature of learning 3. Authentic assessments integrate teaching, learning, and assessment 4. Authentic assessments provide multiple paths to demonstration
Best Uses of Authentic Assessment
Traditional Assessment
Best examples of _____________ are paper and pencil tests or quizzes. These are standardized written assessment wherein it is given as one time shot. Students are given limited answers to choose from and time bounded.
Criterion-Referenced Assessments
Can developed individually. They are mostly created by the classroom teacher.
Authentic Assessment
Challenges that require knowledge in good sense and good judgement.
· Aims · Objectives · Outcome
Concepts of OBTL
Norm-Referenced Assessments
Developed on a large scale. They're often developed on a state or national level.
1. The Context of the Assessment 2. The Role of the Student 3. The Scoring
Dimensions of Authenticity OR Three broad categories of authentic assessment (Frey, 2012):
Authentic Assessment
Discipline inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered.
Summative Assessments
Evaluations of long-term learning
· Hand Signal: One to Five · Brainstorming · Exit Tickets · Think-Pair-Share · Individual Whiteboards
Examples of Formative Assessment
· Portfolios · Projects · Interviews · Essays · Tests · Presentations
Examples of Summative Assessments:
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
Flexibility of the K to 12 curriculum allows for curriculum enhancement in relation to the diverse background of learners.
Criterion-Referenced Assessments
GOAL: To measure the skills and knowledge a student has mastered.
Authentic Assessment
Involvement that demystifies tasks and Standards
Assessment
Is an essential and powerful tool in the teaching and learning process.
Assessment
It is a process of obtaining data with which we could measure student competence and learning outcomes.
Contextualization
It is a process of presenting lesson in meaningful and relevant context based on previous-experiences and real-life situations.
Encourage the learners to do more
It means that through assessment, it should __________ in the academy.
Brainstorming
It usually takes place before introducing a new topic. Teachers use brainstorming to get an idea of what their students already know about a topic. Ask some examples of predator-prey relationships then list the examples on the board. The good part is students will also learn examples of predator and prey as you brainstorm. Brainstorming is a great assessment for gauging your classes prior knowledge on a topic.
· Article XIV, Section 14 of the 1987 Philippine Constitution · Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
Legal Bases of Contextualization
Formative Assessment
Master teachers use __________ to make a decisions to re-teach or move forward.
Traditional Assessment
Moreover, _____________ are indirect and inauthentic measures of students learning outcomes.
1. All students can learn and succeed, but not all in the same time or in the same way. 2. Successful learning promotes even more successful learning. 3. Schools (and teachers) control the conditions that determine whether or not students are successful at school learning.
OBE is underpinned by three basic premises:
· Students learned best when experiences in the classroom have meanings and relevance in their lives. · Things students do and associated with them are learning that last forever.
Principles of Contextualization and Localization
Localization
Refers to the process of relating learning content specifies in the curriculum to local information, conditions, environment and materials in the learners' community.
Norm-Referenced Assessments
Scores are given as a rank, based on other students' scores. (example: racers ranked from gold, silver, bronze)
Aims
Should summarize broad purposes and goals. Aims can be aspirational and are not necessarily easily measurable.
Formative Assessment
So use __________ to change a teaching method to assign extra homework or even move forward to the next topic.
1. Clarity of Focus 2. Designing Back 3. High Expectations 4. Expanded Opportunities
Spady developed four essential principles of OBE
Criterion-Referenced Assessments
Student scores are given as a percentage. (Example: If the student gets all questions right, that is 100%)
Summative Assessments
Students should be afforded ample time to study and prepare for the __________.
True
Summative Assessment. Students should not be pushed through a grade.
· In teaching, what ultimately matters is not what is taught, but what is learned; · Therefore, teachers would do well to set their course objectives in terms of learning outcomes; · What we teach and how we teach, and how we assess, ought to be aligned with the intended learning outcomes, such that they are fully integrated and consistent with each other; · The quality of teaching is judged by the quality learning that takes place.
THE SPIRIT OF OBTL
Authentic Assessment
Tasks that focus on students' ability to produce a quality product or performance.
Criterion-Referenced Assessments
Test usually last a class period.
Norm-Referenced Assessments
Test usually take a longer period of time.
'The logic is stunningly obvious: Say what you want students to be able to do, teach them to do it and then see if they can, in fact, do it."
The 'logic' of OBTL
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum. (h) flexible enough to enable and allow schools to localize, indigenize, and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The Department of Education shall adhere to the following standards and principles in developing the enhanced basic education curriculum. (d) contextualized and global
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The K to 12 curriculum framework highlight s the fundamental importance of context in shaping the curriculum, and consequently, the teaching-learning process.
Enhanced Basic Education Curriculum
The ____________, more popularly called the K to 12 Curriculum of the Department of Education, introduced content standards/ performance standards and competencies in the K to 12 Curriculum Guide.
Localization
The teacher should use things that can see in community.
Objectives
These are best seen as specific intentions that indicate the steps to be taken to achieve our aims or goals as teachers. They should be measurable and indicate the teaching and the options.
Outcome
These describe what the learners will be able to do when they have completed their course or program. They are expressed from the student's perspective so most outcome statements begin with the phrase by the end of this course or program you will be able to followed by a short list of outcomes normally around five. Outcomes must be measurable and accessible. Therefore, outcomes are more student-centered because real objectives indicate the intentions of the teacher. Outcomes are the specific measurable achievements of the successful student.
· Vary assessment types · Clear instruction · Have students show work · Depth of knowledge · Give enough test time · Give enough study time · Assess what was covered during the class · Question weight is proportional to time question was covered
Tips for utilizing some of the assessments:
Contextualization
To __________ teachers use authentic materials, activities, interests, issues, and needs from the learners' lives.
Localization
To contextualize, we should use __________.
1. What do we want these students to learn? 2. Why do we want students to learn these things? 3. How can we best help students to learn these things? 4. How will you know when the students have learned?
To define and clarify further, answers to the following questions should be addressed by the teachers.
· Selecting a response · Contrived activity · Knowledge/comprehension · Teacher-structured · Easily achieved · Indirect evidence
Traditional Assessment:
Rubric
Upon teachers' assessment, _________ is needed to give grades to the work done by the students.
Exit Tickets
Use mainly at the end of a lesson, hence toward exit. The teacher will ask essential question. Question that revolves on a big concept of the lesson. Formative assessments are always meant to be quick. Give students about two or three minutes only. Students are given a small slip of paper. The question is answered on the slip of paper. You can use exit ticket to track implementation of standards throughout the course. Exit ticket are best for assessing a lesson's overall objective or goal.
OBTL OBE
________ is at the heart of ________ .
OBE OBTL
________ is at the institutional level and ________ is at the classroom level.
OBE OBTL
________ is the umbrella concept while ________ fleshes it out.
Summative Assessments
_________ are something that should be planned for.
Formative Assessment
__________ should take place during the teaching process.
Summative Assessments
___________ should be given at the end of units, periods, and courses.
Immediate feedback
___________ to students on their work is significant for their improvement.
Summative Assessments
_____________ are absolutely necessary because children in school need to master essential skills and knowledge successful in life.
Authentic Assessment Performance-Based Assessment
_____________ is sometimes synonymously known as _____________ which gives more opportunities for students to be creative and realistic on their works. However, they are not completely the same.
CHED Memo 46, S. 2012
_____________ mandates Outcome based Education (OBE) standards for higher education institutions.
Dr. William Spady
an academic, educational psychologist, sociologist and is considered the father of Outcome-Based Education.
Authentic assessments capture constructive nature of learning
constructivists believed that learners should create knowledge and meaning based from schemata.
Traditional Assessment
focus on learners ability of memorization and recall, which are lower level of cognition skills.
Clear instruction
if the student does not understand the questions, you can't expect them to get the correct answer. Understanding questions ensure accurate assessments.
OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
is a curriculum design framework to teaching and learning that helps you focuses on "first identifying the intended outcomes or goals of a module or programme and then aligning teaching, learning, and assessment to maximize the likelihood that students achieve those outcomes or goals."
Outcome-Based Education
is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do whatever the required outcomes are.
Authentic Assessment
methods that emphasize learning and thinking, especially higher order thinking skills such as problem-solving strategies.
Formative Assessment
should be continuously throughout the lesson. It should be integrated with your instruction to the point where you teach and then assess continuously, so make it comfortable for your students to respond to questions.
Depth of knowledge
simply being able to recall or recite information isn't enough anymore. Assess students' ability to synthesize, evaluate, and apply content knowledge. Think Bloom's Taxonomy and Webbs depth of knowledge.
Give enough study time
some of the assessments measure long term learnings. Summative assessments are not meant to be "pop" test.
Give enough test time
standardized tests lie the SATs are a little bit different, but students should not have to rush through a test simply to pass.
Authentic assessments provide multiple paths to demonstration
students demonstrate what they have learned in their most creative and original ways considering the criteria for good performance set by the teacher.
Authentic assessments integrate teaching, learning, and assessment
students' applying meaningful concepts. Best exemplified example is problem solving and decision-making skills.
Assess what was covered during the class
teachers has no right to be material on attest if they do not cover that material with their students. Placing uncovered material on a test will often cost you the trust of your students.
Have students show work
there may be times when students forget to circle an answer or maybe they make a small mistake. Nevertheless, a minor mistake shouldn't have a major effect on a grade.
Authentic assessment are direct measures
to use the acquired knowledge and skills in the real world. (e.g. Science experiment, developing feasibility study, calculating savings)
Question weight is proportional to time question was covered
you will make the topic 90% of the test if you spend 5% of your time covering it in class. Assessment items value should be reflective of the amount of time that content was covered in class.
The Role of the Student
· A defense of the answer or product is required. · The assessment is formative. · Students collaborate with each other or with the teacher.
The Context of the Assessment
· Realistic activity or context · The task is performance-based · The task is cognitively complex
The Scoring
· The scoring criteria are known or student-developed. · Multiple indicators or portfolios are used for scoring. · The performance expectation is mastery.