EDUC6B
Assessment as AN INTEGRAL PART OF TEACHING
*Athentic assessment- perform real world tasks, demonstrate meaningful application of
essential knowledge and skills
-demonstrate specific skills, to apply the skills and knowledge they have mastered
-usually includes a task for students to perform and a rubric by which their performance on the
task will be evaluated
*TRADITIONAL ASSESSEMNT VS. AUTHENTIC ASSESSSEMNET ( performance asses,
alternative, direct)
TA- multiple choice, gap fill, true or false,matching
-develop productive citizens
-possess a body of knowledge and skills
-Schools must teach
-test the students
-THE CURRICULUM DRIVES ASSESSMENT
-(selecting a response, contrived, recall/ recognition, teacher- structured, indirect evidence)
AA-inventories, peer rating/self rating, journals, portfolios, discussions, interviews
-develop productive citizens
-Be capable of performing real tasks
-Schools must help students
-The students perform meaningful tasks
-ASSESSEMENT DRIVES THE CURRICULUM
-(Performing task, real life, construction/application, student-structured, direct evidence)
*Diagnostic assessment-- pre assessment allows teacher to determine individual students prior
knowledge includinf misconceptions before instruction
• Formative assessment- during instruction to provide the teacher with informtion
- teacher monitor student learning to get ongoing feedback
=A FOR L - MEANT TO ENSURE LEARNING TO TAKE PLACE
• summative assessment- used at the end of the instructional period
=A OF L- a picture of hoe it took place. It is the basis of their result
• Traditional assessment- includes the paper-and pencil test
= Selected response type(Alternate response , multiple choice,matching type)+ constructed
respomse type(short answer, essay,problem solving)
= paper and pencil test
• Authentic assessment- students knowledge and skill are assessed in the context that
approcimates the resl world or real life as closely as possible
OBE-Outcome Based Education
OBE cover Qualifications of lectures- content-based learning system
- it focus on end goals, student centered lerning and variety of assessemnt
- main objective is Set clear standard for observable, measurable outcomes
- all activities are designed to achieved specific goals
- main focus are the students
- if the students do not learn(review for improvements)
- the learning domain in educational goals( affective, cognitive, psychomotor)
- common ob instructional methods include the following except( problem based learning, active
learning, cooperative assessment)
- the lowest level of thinkimg of teh updated Bloom's Taxonomy(REMEMBERING)
- THE 'UNDERSTANDING THINKING LEVEL IS A PARAPHRASE THE MEANING OF THE
CREATING LEVEL
• norm and criterion-referenced assessement- compare studens performance against
CRITERTION OR SUCCESS EHICH IS THE PREDETERMINED standard
- performance is compareddirectly to the standard withput considering how other students
perforemd in the asse
- cut scores
• Norm referenced assessment- student's performnce of other students, the norm group, npt
against a predetermined standard
- SCORES- ARE GENERALLY REPORTED AS A PERCENTILE RANKING
• Contextualied assessment- focus on construction of functioning knowledge
- performance in their appication of knowledge and skills in the real work context
• decontextualized assessment- Written exams
• suitable for assessing declaritive knowledge and do not necessarily have a direct connection
to a real life context
ESTABLISHING HIGH QUALITY ASSESMENT
1. Quality assessemnt are in accordance with contemporary view of active learnig and
motivation- learners discover and construct meaning
2. Assessemnt of high quality is valid- If it measures what it is supposed to measure.
3. Assessment of high quality is realible- when the test produces consistent scores
4. Assessment of high quality is fair- If iit assesses what it is supposed to be assessed as stated
in the learning outcomes which is expected to have been taught.
*Task designing- depends on what the teacher desired to observe as outputs of the students
(Complexity, appeal, creatvity, goal-based)
• PRODUCT - OREINTED PERFORMANCE- Based assessment empahsozes the tangible
outcomes of learning .
- assesses learners abilities to create and produce authentic and meaningful products that
demonstrate their understanding and application of knowledge
*PRODUCT -ORIENTED LEARNING COMPETENCIES
product- wide array of studnets that target specific skills
students performance-the target learning outcomes that students are expected to achieve
Rubrics- help evaluate students [erformance or proficiency in given task as it relates to a final
output
PYRAMIDD OF LEVEL OF EXPERTISE TO FOLLOW
Novice or Beginner's level (Level 1)- Does the finished product illustrate the minimum expected
parts and functions?
Skilled level( Level2)- does the finished output contain additional parts and fuctions on top of the
minimum requirements?
Expert level(Level 3)- Does the finished product contain the minimum requirements, have
additional features and aesthetically pleasing?
*TYPES OF RUBRICS
Holistic rubric- provides a global score for a student's performance on a task
Analytic rubric- Specifies at least two citeria by which a student's performance on a task is to be
evaluated and provides a seperate scores each criterion