EDUC-105-UNIT-2.1-EDUC-105-UNIT-2.1.pptx

EDUC-105-UNIT-2.1

1. WHY ARE YOU ASSESSING?

2. WHAT DO YOU WANT TO ASSESS?

3. HOW ARE YOU GOING TO ASSESS?

4. EDUC 105: ASSESSMENT IN LEARNING 1 MATCHING LEARNING TARGETS AND ASSESSMENT METHODS

5. 5 STANDARDS OF QUALITY ASSESSMENT to inform sound instructional decisions Clear purpose  “Why are you assessing?” Clear learning targets  “What do you want to assess?” Sound assessment design  “How are you going to assess?” Effective communication of results Student involvement in the assessment process

6. TWO CONCEPTS TO FAMILIARIZE: LEARNING TARGETS /OUTCOMES and DOMAINS ASSESSMENT METHODS or ASSESSMENT TASKS

7. LEARNING TARGETS /OUTCOMES and DOMAINS “The BALANCE in assessment”

8. DEFINING “LEARNING TARGET” A description of performance that includes what learners should know and be able to do. It contains the criteria used to judge student performance. It is derived from national and local standards. It is similar to that of a learning outcome

9. IDENTIFYING LEARNING OUTCOMES STEPS IN A STUDENT OUTCOMES ASSESSMENT (ANDERSON, ET. AL., 2015) Create learning outcome statements Design teaching/assessments to achieve these outcomes statements Implement teaching/assessment activities Analyze data on individual and aggregate levels Re-assess the process

10. LEARNING DOMAINS COGNITIVE DOMAIN (KNOWLEDGE-BASED) – “What do I want learners to know?” PSYCHOMOTOR DOMAIN (SKILLS-BASED) – “What actions do I want learners to be able to perform?” AFFECTIVE DOMAIN (VALUES, ATTITUDES, AND INTERESTS) – “What actions do I want learners to think or care about?”

11. TAXONOMY OF LEARNING DOMAINS (COGNITIVE) “What do I want learners to know?” TAXONOMY OF ANDERSON, KRATHWOHL ET. AL. (2001) a.k.a. revised Bloom’s Taxonomy

12. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Remembering . Describe the place where the pigs lived.

13. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Understanding . Summarize the story of the three little pigs.

14. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Applying . Build a theory of why only the third pig decided to build a brick house.

15. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Analyzing . Outline the actions of the pigs. And decide how you would act in the same events.

16. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Evaluating . Assess what would happen if the three little pigs acted differently.

17. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING We’ll use the tale “The Three Little Pigs” as the subject. Creating . Write a poem, song, or skit to describe the whole story in a new form.

18. EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING Remembering . What can you tell me about the first triangle?

19. Understanding . What makes the first triangle a right triangle? EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING

20. Applying . Based on what you know about right triangles, why is the second triangle not a right triangle? EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING

21. Analyzing . How is the first triangle similar to a rectangle? EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING

22. Evaluating . How would you prove that all right triangles fit in a circle, with each vertex (or corner) of the triangle touching the circle? EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING

23. Creating . How could you use the right triangle to design our next project? EXAMPLE OF BLOOM’S TAXONOMY: ART OF QUESTIONING

24. ACTIVITY: SEQUENCING Arrange the learning competencies using the hierarchy from lowest to highest.

25. ACTIVITY: SEQUENCING Domain: Cognitive Topic A: Quadratic Equations ___ (A) Solve quadratic equations by factoring. ___ (B) Describe a quadratic equation. ___ (C) Compare the four methods of solving quadratic equations. ___ (D) Differentiate a quadratic equation from other types of equations in terms of form and degree ___ (E) Formulate real-life problems involving quadratic equations. ___ (F) Examine the nature of roots of a quadratic equation.

26. ACTIVITY: SEQUENCING Domain: Cognitive Topic A: Quadratic Equations B (A) Solve quadratic equations by factoring. C (B) Describe a quadratic equation. A (C) Compare the four methods of solving quadratic equations. D (D) Differentiate a quadratic equation from other types of equations in terms of form and degree F (E) Formulate real-life problems involving quadratic equations. E (F) Examine the nature of roots of a quadratic equation.

27. ACTIVITY: SEQUENCING Domain: Cognitive Topic A: Quadratic Equations B (B) Describe a quadratic equation. C (C) Compare the four methods of solving quadratic equations. A (A) Solve quadratic equations by factoring. D (D) Differentiate a quadratic equation from other types of equations in terms of form and degree F (F) Examine the nature of roots of a quadratic equation. E (E) Formulate real-life problems involving quadratic equations.

28. ACTIVITY: SEQUENCING Domain: Cognitive Topic B: Mechanical Energy ___ (A) Decide whether the total mechanical energy remains the same during a certain process. ___ (B) Create a device that shows conservation of mechanical energy. ___ (C) State the law of conservation of energy. ___ (D) Explain energy transformation in various activities or events. ___ (E) Perform activities to demonstrate conservation of mechanical energy. ___ (F) Determine the relationship among the kinetic, gravitational potential, and total mechanical energies of a mass at any point between maximum potential energy and maximum kinetic energy

29. ACTIVITY: SEQUENCING Domain: Cognitive Topic B: Mechanical Energy C (A) Decide whether the total mechanical energy remains the same during a certain process. D (B) Create a device that shows conservation of mechanical energy. E (C) State the law of conservation of energy. A (D) Explain energy transformation in various activities or events. F (E) Perform activities to demonstrate conservation of mechanical energy. B (F) Determine the relationship among the kinetic, gravitational potential, and total mechanical energies of a mass at any point between maximum potential energy and maximum kinetic energy

30. ACTIVITY: SEQUENCING Domain: Cognitive Topic B: Mechanical Energy C (C) State the law of conservation of energy. D (D) Explain energy transformation in various activities or events. E (E) Perform activities to demonstrate conservation of mechanical energy. A (A) Decide whether the total mechanical energy remains the same during a certain process. F (F) Determine the relationship among the kinetic, gravitational potential, and total mechanical energies of a mass at any point between maximum potential energy and maximum kinetic energy B (B) Create a device that shows conservation of mechanical energy.

31. Considering… Learning outcome : design an experiment to determine the factors that affect the strength of an electromagnet Revised Bloom’s Taxonomy: Creating Marzano & Kendall’s Taxonomy: Knowledge Utilization Which of the following factors does NOT affect the strength of an electromagnet? Diameter of the coil Direction of the windings Nature of the core material Number of turns in the coil Are students able to attain the learning outcome?

32. TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

33. TAXONOMIES OF SIMPSON (1972) Progressive levels TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

34. TAXONOMIES OF DAVE (1975) behavior levels TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

35. TAXONOMIES OF HARROW (1972) Coordination levels TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

36. TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

37. TAXONOMIES OF SIMPSON, DAVE, AND HARROW (SIMPLIFIED & RE-ORGANIZED LEVELS) TAXONOMY OF LEARNING DOMAINS (PSYCHOMOTOR) “What actions do I want learners to be able to perform?”

38. ACTIVITY: SEQUENCING Arrange the learning competencies using the hierarchy from lowest to highest.

39. ACTIVITY: SEQUENCING Domain: Psychomotor Topic C: Basic Sketching ___ (A) Watch how tools are selected and used in sketching. ___ (B) Create a design using combinations of lines, curves, and shapes. ___ (C) Draw various lines, curves, and shapes. ___ (D) Set the initial drawing position.

40. ACTIVITY: SEQUENCING Domain: Psychomotor Topic C: Basic Sketching A (A) Watch how tools are selected and used in sketching. D (B) Create a design using combinations of lines, curves, and shapes. C (C) Draw various lines, curves, and shapes. B (D) Set the initial drawing position.

41. ACTIVITY: SEQUENCING Domain: Psychomotor Topic C: Basic Sketching A (A) Watch how tools are selected and used in sketching. D (D) Set the initial drawing position. C (C) Draw various lines, curves, and shapes. B (B) Create a design using combinations of lines, curves, and shapes.

42. TAXONOMY OF LEARNING DOMAINS (AFFECTIVE) “What actions do I want learners to think or care about?” TAXONOMY OF KRATHWOHL ET. AL. (1964)

43. ACTIVITY: SEQUENCING Arrange the learning competencies using the hierarchy from lowest to highest.

44. ACTIVITY: SEQUENCING Domain: Affective Topic D: Short Story ___ (A) Write down important details of the short story pertaining to character, setting, and events. ___ (B) Share inferences, thoughts, and feelings based on the short story. ___ (C) Relate story events to personal experience. ___ (D) Read carefully the short story. ___ (E) Examine thoughts on the issues raised in the short story.

45. ACTIVITY: SEQUENCING Domain: Affective Topic D: Short Story D (A) Write down important details of the short story pertaining to character, setting, and events. A (B) Share inferences, thoughts, and feelings based on the short story. B (C) Relate story events to personal experience. C (D) Read carefully the short story. E (E) Examine thoughts on the issues raised in the short story.

46. ACTIVITY: SEQUENCING Domain: Affective Topic D: Short Story D (D) Read carefully the short story. A (A) Write down important details of the short story pertaining to character, setting, and events. B (B) Share inferences, thoughts, and feelings based on the short story. C (C) Relate story events to personal experience. E (E) Examine thoughts on the issues raised in the short story.

47. SPECIAL TYPE OF TAXONOMY: S.O.L.O. Taxonomy S tructure of the O bserved L earning O utcome a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right.  SOLO Taxonomy (Biggs & Collis, 1982)

48. SPECIAL TYPE OF TAXONOMY: Systems of knowledge MARZANO & KENDALL (2007)

49. MARZANO & KENDALL (2007) TAXONOMY OF LEARNING DOMAINS (COGNITIVE) “What do I want learners to know?”

50. Bloom’s Taxonomy 2023: Chart and How to Use It For a deeper understanding of the taxonomy of Cognitive Domain, visit the site: https://custom-writing.org/blog/blooms-taxonomy

51. ACTIVITY: TAXONOMIC CLASSIFICATION Determine which domain and level of learning are targeted by the following learning competencies taken from the basic education curriculum guides.

52. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Identify parts of a microscope and their functions Cognitive Remembering

53. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Employ analytical listening to make predictions Cognitive Applying

54. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Exhibit correct body posture Psychomotor Adapting

55. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Recognize the benefit of patterns in special products and factoring Cognitive Understanding

56. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Infer that body structures help animals adapt and survive in their particular habitat Cognitive Analyzing

57. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Differentiate linear inequalities in two variables from linear equations in two variables Cognitive Analyzing

58. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Follow written and verbal directions Cognitive Applying

59. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Perform jumping over a stationary object several times in succession, using forward-and-back and side-to-side movement patterns Psychomotor Adapting

60. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Compose musical pieces using a particular style of the 20th century Cognitive Creating

61. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Describe movement skills in response to sound Psychomotor Observing

62. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Prove statements on triangle congruence Cognitive Evaluating

63. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Work independently and with others under time constraints Affective Valuing

64. ACTIVITY: TAXONOMIC CLASSIFICATION LEARNING COMPETENCIES DOMAIN LEVEL Design an individualized exercise program to achieve personal fitness Psychomotor Adapting

65. Learning target TYPES: KNOWLEDGE AND SIMPLE UNDERSTANDING DEEP UNDERSTANDING AND REASONING SKILLS PRODUCTS AFFECT CATEGORIES OF LEARNING

66. TWO CONCEPTS TO FAMILIARIZE: LEARNING TARGETS /OUTCOMES and DOMAINS ASSESSMENT METHODS or ASSESSMENT TASKS

67. ASSESSMENT METHODS or ASSESSMENT TASKS “The APPROPRIATENESS in assessment”

68. ASSESSMENT METHOD SELECTED-RESPONSE FORMAT MULTIPLE CHOICE TRUE OR FALSE MATCHING TYPE INTERPRETIVE

69. ASSESSMENT METHOD CONSTRUCTED-RESPONSE FORMAT BRIEF-CONSTRUCTED ORAL QUESTIONING PERFORMANCE TASKS ESSAY ITEMS

70. ASSESSMENT METHOD TEACHER OBSERVATIONS STUDENT SELF-ASSESSMENTS

71. ACTIVITY: MATCHING Match the descriptions in column A with the correct method in column B.

72. Column A Column B ___ 1. Student writes a restricted or extended response to an open-ended question A. Brief-constructed response ___ 2. Teacher monitors students’ behavior in class as well as the classroom climate B. Essay ___ 3. Student evaluates his/her performance at a learning task in relation to a learning outcome. C. Observation ___ 4. Student demonstrates his/her skills based on authentic tasks. D. Oral questions ___ 5. Student chooses a response provided by the teacher or test developer. E. Performance assessment ___ 6. Student gives a short answer by completing a statement or labelling a diagram. F. Selected-response G. Self-assessment

73. Column A Column B B 1. Student writes a restricted or extended response to an open-ended question A. Brief-constructed response C 2. Teacher monitors students’ behavior in class as well as the classroom climate B. Essay G 3. Student evaluates his/her performance at a learning task in relation to a learning outcome. C. Observation E 4. Student demonstrates his/her skills based on authentic tasks. D. Oral questions F 5. Student chooses a response provided by the teacher or test developer. E. Performance assessment A 6. Student gives a short answer by completing a statement or labelling a diagram. F. Selected-response G. Self-assessment

74. Column A Column B B 1. Student writes a restricted or extended response to an open-ended question A. Brief-constructed response C 2. Teacher monitors students’ behavior in class as well as the classroom climate B. Essay G 3. Student evaluates his/her performance at a learning task in relation to a learning outcome. C. Observation E 4. Student demonstrates his/her skills based on authentic tasks. D. Oral questions F 5. Student chooses a response provided by the teacher or test developer. E. Performance assessment A 6. Student gives a short answer by completing a statement or labelling a diagram. F. Selected-response G. Self-assessment

75. TWO CONCEPTS TO FAMILIARIZE: LEARNING TARGETS /OUTCOMES and DOMAINS ASSESSMENT METHODS or ASSESSMENT TASKS

76. MATCHING LEARNING TARGETS WITH ASSESSMENT METHOD CONSTRUCTIVE ALIGNMENT Teaching-learning activities and assessment tasks activate the same verbs as in the Learning Target

77. Learning target TYPES: KNOWLEDGE AND SIMPLE UNDERSTANDING DEEP UNDERSTANDING AND REASONING SKILLS PRODUCTS AFFECT CATEGORIES OF LEARNING How are you going to assess?

78. LEARNING TARGETS AND ASSESSMENT METHOD ASSESSMENT METHODS TARGETS Selected-Response and Brief-constructed response Essay Performance Tasks Oral Questioning Observation Student Self-Assessment Knowledge & Simple Understanding 5 4 3 4 3 3 Deep understanding & reasoning 2 5 4 4 2 3 Skills 1 3 5 2 5 3 Products 1 1 5 2 4 4 Affect 1 2 4 4 4 5 Note: Higher numbers indicate better matches (5 = excellent, 1 = poor)

79. ACTIVITY: METHOD SELECTION Determine if the following assessment methods and learning outcomes match. Explain briefly in one or two sentences.

80. ACTIVITY: METHOD SELECTION OUTCOME : Perform correlation and regression analysis on real-life problems in different disciplines ASSESSMENT METHOD : Brief-constructed response NOT MATCH!

81. ACTIVITY: METHOD SELECTION OUTCOME : Appreciate contemporary art forms found in various regions. ASSESSMENT METHOD : Student self-assessment MATCH!

82. ACTIVITY: METHOD SELECTION OUTCOME : Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution. ASSESSMENT METHOD : Essay MATCH!

83. ACTIVITY: METHOD SELECTION OUTCOME : Propose ways to enhance sports related to projectile motion. ASSESSMENT METHOD : Selected-response MATCH!

84. ACTIVITY: METHOD SELECTION OUTCOME : Conduct an investigation to provide evidence that plants can manufacture their own food. ASSESSMENT METHOD : Performance assessment MATCH!

85. ACTIVITY: METHOD SELECTION OUTCOME : Demonstrate the generation of electricity by movement of a magnet through a coil. ASSESSMENT METHOD : Essay NOT MATCH!

86. ACTIVITY: METHOD SELECTION OUTCOME : Name the pictures that begin its name with a particular consonant. ASSESSMENT METHOD : Oral Question MATCH!

87. ACTIVITY: METHOD SELECTION OUTCOME : Use verbs in the simple present tense. ASSESSMENT METHOD : Oral Question MATCH!

88. ACTIVITY: METHOD SELECTION OUTCOME : Nakapagbibigay halimbawa ng pagtupad at hindi pagtupad ng Karapatan ng bawat kasapi mula sa mga serbisyo ng komunidad . ASSESSMENT METHOD : Selected-response MATCH!

89. ACTIVITY: METHOD SELECTION OUTCOME : Listen perceptively to selected art songs and excerpts of opera. ASSESSMENT METHOD : Observation MATCH!

90. In reference to garavalia , marken , & sommi (2003) Tip in choosing an assessment method: Determine the role of the assessment (placement, feedback, diagnosis, intervention?) Nature of the task Level of cognitive processing Context of the assessment

91. In reference to garavalia , marken , & sommi (2003) QUESTIONS TO PONDER: What evidence of learning should be gathered? What mental processes should students demonstrate? How would the assessment be carried out? What is the format?

92. In reference to garavalia , marken , & sommi (2003) QUESTIONS TO PONDER: How long will the assessment take? Are there systems in place and resources available for this assessment? How will the assessment results be interpreted?

93. ACTIVITY: ASSESSMENT SCENARIOS For each of the following situations, indicate which method provides the best match. In determining the appropriate method, apply the Revised Bloom’s Taxonomy. Justify your choice in one or two statements.

94. ACTIVITY: ASSESSMENT SCENARIOS Mr. Dasas wants to know if his students can identify the different parts of a flower.

95. ACTIVITY: ASSESSMENT SCENARIOS Mr. Banquin wants to find out if his students can examine the quality of education in the country.

96. ACTIVITY: ASSESSMENT SCENARIOS Ms. Geronimo wants to check if her students can build a useful 3D object using recycled materials.

97. ACTIVITY: ASSESSMENT SCENARIOS Ms. de la cruz wants to determine if her Grade 1 pupils can write smoothly and legibly

98. ACTIVITY: ASSESSMENT SCENARIOS Ms. Uy wants to check if her students can subtract two-digit numbers.

99. ACTIVITY: ASSESSMENT SCENARIOS Ms. Alonsabe wants her students to think, write down and solve three challenging situations where ratio and proportion can be applied in real-life.

100. ACTIVITY: ASSESSMENT SCENARIOS Mr. Balmeo needs to know if his students can construct a frequency distribution table after he demonstrates the procedure.

101. ACTIVITY: ASSESSMENT SCENARIOS Mrs. Dayao wants to see if her students have grasped the important elements of the story before continuing on to the next instructional activity.