Assessment strategies for Social Studies

Teaching Social Studies in Elementary Grades (Philippine History and Government) topic: Assessment strategies for Social Studies

1. Assessment of learning g athering of evidences about students’ academic performance over a period of time in order to determine learning and mastery of skills process of gathering information to come-up with decisions on intervention and instruction with learners

2. Guidelines for assessment: Assessment tools should be grounded on the goals of the curriculum. Assessing students’ achievement should be especially used to improve instruction. National and local agencies should support the capacitation of teachers in developing, selecting and implementing assessment tools.

3. Characteristics of 21 st Century Assessment: Responsive Flexible Integrated Informative Multiple Communicated Technically sound

4. Assessment is abstract but it is guided by the terms to make it concrete (tools to assess-kinds of assessment): Measurement Evaluation

5. Types of measurement: Objective (requires specific answer) Subjective (measures understanding and comprehension)

6. Types of assessment: Diagnostic assessment Form of assessment that is done before the instruction Done in order to know the strengths and weaknesses of learners “Assessment for learning”

7. Types of assessment: Formative assessment u sed to gather data for the purpose of identifying next steps in learning p rovides feedback about the performance of learners to accelerate and improve learning to adjust teaching-learning process “Assessment as learning”

8. Types of assessment: Summative assessment Done at the end of every lesson or unit using a paper-and-pencil test to identify student achievement Instrument to determine the extent of learning “Assessment of learning”

9. How to plan for assessment What to be assessed? What is the purpose of assessment? What assessment tools will best provide the information we need? How often and when will the data be collected?

10. Importance of assessment: Feedback to students Feedback to teachers Feedback to parents Provides information for selection purposes Provides the accountability of the teacher and school Provides incentives to students

11. Table of Specifications (TOS)

12. Forms of assessment Traditional assessment Used to determine the student learning outcomes Students typically answer questions through recalling information (intellectual abilities)

13. Reliability vs Validity Reliability (measuring what it is supposed to measure) Validity (when answers/scores are the same regardless of the date they take the exam)

14. Test Items Samples

15. Matching Items Guidelines: Specify point value response to the questions. Column headings are specific and descriptive. Right column “answers” listed in alphabetical order. Right column contains one/two more than the left. The elements in each column are homogeneous. No writing/grammar/spelling errors.

16. Fill-in-the-blank Items Guidelines: Point value is specified. Item clearly indicates the desired response. There is only one response to the question. Missing information is limited to one to two words. No writing/grammar/spelling errors. Item strongly aligns with learning targets.

17. Multiple choice Questions Guidelines: Item is/may not be written in a form of question. Options “all of the above” and “none of the above” should be limited. All answer options are of similar length. There is only one accurate response to the question. No writing/grammar/spelling errors. Four plausible options are provided.

18. Essay Items Guidelines: Application and higher-order questions are included. Item asks for 3-5 elements only. Questions should be clear. There are multiple possible answers. No writing/grammar/spelling errors. Rubric is used to evaluate.

19. Forms of assessment Authentic assessment Allow learners to stimulate real-life situations to ensure authentic lifelong learning

20. Rules in implementing authentic assessments: Determining the skills and achievements that students will develop. Elaborating the task that students will use to demonstrate their skills and achievements. Determining and communicating scoring rubrics for evaluation.

21. Rules in implementing authentic assessments: Identifying proofs for supporting decisions. Improving educational and instructional programs.

22. Forms of assessment Alternative assessment Moves away from traditional paper-and-pen assessment Performance-based assessment, Product-based assessment, Portfolio assessment

23. In scoring authentic/alternative assessments, teachers should use “Rubrics”. It has two kinds: Analytic Rubrics (require teachers to identify major skills that are relevant with what is intended to measure) Holistic Rubrics (require teachers to evaluate performance/product based on overall quality)

24. Analytic Rubrics

25. Holistic Rubrics

26. Thank you! Yosef Eric C. Hipolito , LPT, MAED, MED Historian, Philippine Historical Association [email protected]