EDUCATION 26 - Assessment in learning 2

ASSESSMENT LEARNING 2

1. CHAPTER 4: AUTHENTIC ASSESSMENT: MEANING, METHODS, AND TOOLS  

2. Authentic Assessment

3. “ ” 3 is a “form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. (Mueller,2011)

4. “ ” 4 (Wiggins 1987) engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creativity.

5. “ ” 5 calls upon the examinee to demonstrate specific skills and competencies, i.e., to apply the skills and knowledge they have mastered. ( Stiggins 1987)

6. Table 3. Comparison of Traditional and Authentic Assessment 6 ATTRIBUTES TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT 1. Action/ Option Selecting a response Performing a task 2. Setting Contrived/ Imagined Simulation/ Real-life 3. Method Recall/ Recognition Construction/ Application 4. Focus Teacher- structed Student-structed 5. Outcome Indirect evidence Direct evidence

7. Non- Test Assessment of Learning PRESENTATION TITLE 7 is an alternative assessment in the sense that diverts from the paper-and-pen test, which is the only test known to many. It is an assessment that measures students’ abilities directly with real tasks.

8. Examples of non-tests assessment of learning Portfolio Teacher Observation Slates or Hand Signals Daily Assignments Journal Games Projects Debates 8

9. Examples of non-tests assessment of learning Checklist Cartooning Models Notes Panel Discussion Demonstrations. Problem-solving Discussions 9

10. 10 FIGURE 9.DESIGNING A TAXONOMY OF EDUCATIONAL OBJECTIVES. SELF-SYSTEM Beliefs About the importance of Knowledge Beliefs about efficacy Emotions Associated with Knowledge PRESENTATION TITLE

11. PRESENTATION TITLE 11 METACOGNITIVE SYSTEM Specifying Learning Goals Monitoring the Execution of Knowledge Monitoring Clarity Monitoring Accuracy

12. 12 COGNITIVE SYSTEM Knowledge Comprehension Analysis Knowledge utilization Retrieval Recall execution Analysis Synthesis Representation -Matching -Classifying -Error Analysis -Generalizing -Specifying -Decision Making -Problem Solving -Experimental Inquiry -Investigation

13. PRESENTATION TITLE 13 Knowledge Domain Information Mental Procedures Physical Procedures

14.   Three Systems of Manzano’s New Taxonomy 1 2 3 PRESENTATION TITLE 14

15. PRESENTATION TITLE 15 Three Systems of Manzano’s New Taxonomy Cognitive system All the necessary information and the knowledge which consists of information, mental procedures, and physical procedures.

16. PRESENTATION TITLE 16 2. Metacognitive system Sets goals and keeps track of how well these goals are being achieved . 3. Self-system decides whether to continue the current behavior or engage in a new learning activity.

17. PRESENTATION TITLE 17 Three Systems of Manzano’s New Taxonomy 3. Self-system decides whether to continue the current behavior or engage in a new learning activity.

18. Features of Authentic/ Performance Assessment PRESENTATION TITLE 18 An emphasis on ‘ doing ‘ open-ended activities for which there is no correct, objective answer and that may assess higher thinking. In many performance assessments, there is no correct objective answer unlike in a true -false test or a multiple-choice test.

19. Features of Authentic/ Performance Assessment PRESENTATION TITLE 19 2.Direct methods of evaluation Authentic/Performance assessments use direct method such as judging demonstration of a dance step, oral presentations to assess speaking rather than asking students to enumerate the dance steps in order to describe good oral presentation in a paper-and-pencil test.

20. Features of Authentic/ Performance Assessment PRESENTATION TITLE 20 3.Self- assessment in authentic /performance assessment, students may be given the opportunity to assess their performance with the use of scoring rubrics .

21. Features of Authentic/ Performance Assessment PRESENTATION TITLE 21 4. Assessment of group performance as well as individual performance . some performance/authentic assessments evaluate how students perform individually and how they perform as group. A group may be directed to come up with a capstone project. They may evaluated for the group’s output (the capstone project) and individually for the individual member’s contribution.

22. Features of Authentic/ Performance Assessment PRESENTATION TITLE 22 5.Extended period of time for assessment In contrast to traditional assessment, performance/authentic assessment usually requires an extended period. In traditional assessment, written test may require months and may be evaluated monthly to check on students’ progress.

23. PRESENTATION TITLE 23 Responsive Visible performance -based work (as a result of assessment) generates data that inform curriculum and instruction. Flexible Assessment needs to be adaptable to students ‘ settings. Rather than the identical approach that works in traditional assessment, 21 st century approaches are more versatile.   CHARACTESTICS OF 21 st CENTURY ASSESSMENT

24. PRESENTATION TITLE 24 Integrated Assessments are to be incorporated into the day- to- day practice rather than as add-ons at the end of instruction or during a single specified week of the school calendar. Informative The assessment results give information on whether or not the desired and targeted 21 st century skills which are clearly stated and explicitly taught are realized.   CHARACTESTICS OF 21 st CENTURY ASSESSMENT

25. PRESENTATION TITLE 25 Multiple Methods An assessment continuum that includes a spectrum of assessment strategies is the norm. Communicated Communication of assessment data is clear and transparent for all stakeholders.   CHARACTESTICS OF 21 st CENTURY ASSESSMENT

26. PRESENTATION TITLE 26 Technically Sound For fairness, adjustment and accommodations are made in the assessment process to meet students’ needs. Systematic 21 st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.   CHARACTESTICS OF 21 st CENTURY ASSESSMENT

27. PRESENTATION TITLE 27 Process- oriented Assessment. Learning outcomes in the form of procedural knowledge require demonstration of the process or procedure. Product – oriented Assessment Students’ performance may lead to a concrete product. These students’ products are the concern of product- oriented authentic assessment. AUTHENTIC ASSESSMENT: PROCESS – ORIENTED OR PRODUCT- ORIENTED

28. PRESENTATION TITLE 28 Technically Sound For fairness, adjustment and accommodations are made in the assessment process to meet students’ needs. Systematic 21 st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.   CHARACTESTICS OF 21 st CENTURY ASSESSMENT

29. 29 3 Components of Summative Assessment Written work Performance task Quarterly assessment DepEd’s Emphasis on Performance Assessment

30. GRASP G - oal R -ole A - udience S - ituation P - roduct S - tandards and Criteria Indicators

31. GUIDELINES FOR PERFORMANCE ASSESSMENT 1 . Establishing a clear purpose 2. identifying observable criteria 3. Providing an appropriate setting 4. Judging or scoring the performance  

32. Plan for product launch  1 2 3 PRESENTATION TITLE 32

33. Areas of focus B2B market scenarios Develop winning strategies to keep ahead of the competition Capitalize on low-hanging fruit to identify a ballpark value Visualize customer directed convergence Cloud-based opportunities Iterative approaches to corporate strategy Establish a management framework from the inside PRESENTATION TITLE 33 ATTRIBUTES TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT 1. Action/ Option 2. Setting 3. Method 4. Focus

34. Meet our team Takuma Hayashi President Mirjam Nilsson Chief Executive Officer Flora Berggren Chief Operation Officer Rajesh Santoshi VP Marketing PRESENTATION TITLE 34

35. The full team Takuma Hayashi President Mirjam Nilsson Chief Executive Officer Flora Berggren Chief Operations Manager Rajesh Santoshi VP Marketing Graham Barnes VP Product Rowan Murphy SEO Strategist Elizabeth Moore Product Designer Robin Kline Content Developer PRESENTATION TITLE 35

36. Plan for product launch  1 2 3 4 5 PRESENTATION TITLE 36

37. Timeline PRESENTATION TITLE 37

38. 38 FIGURE 9.DESIGNING A TAXONOY OF EDUCATIONAL OBJECTIVES.THOUSAND OAKS, CA: CORWIN PRESS SELF-ASSESSMENT Beliefs About the importance of Knowledge Beliefs about efficacy Emotions Associated with Knowledge PRESENTATION TITLE

39. Summary At PRESENTATION TITLE 39

40. Thank you Mirjam Nilsson​ [email protected] www.contoso.com