RODRIGUES-REPORT-IN-SCIENCE for specific topic.pptx

report for science

1. UNIT IV ASSESSMENT STRATEGIES FOR SCIENCE

2. 01 02 Characteristics effective assessment Discuss principles of assessing learning in science; Explain the emphasis or focus of modern assessment in science; Examine assessment strategies in terms of their advantages and implementation guidelines; and 03 - Explain ways on how to make assessment engaging and effective. I. LEARNING OBJECTIVES At the end of this lesson, you should be able to:

3. II. LEARNING ACTIVITIES Assessmen t is the ongoing process of gathering, analyzing, and interpreting evidence of students learning. Teachers reflect on findings in order to make informed and consistent judgment to improve students learning. Three types of assessment may be utilized by the teachers inside the classroom.

4. Assessment is the ongoing process of gathering, analyzing, and interpreting evidence of students learning. Teachers reflect on findings in order to make informed and consistent judgment to improve students learning. Three types of assessment may be utilized by the teachers inside the classroom. Assessment for learning - A form of formative assessment that occurs when assessment are integrated with instruction and help the teachers monitor the student’s progress. Identify their learning needs, and adjust their instruction accordingly. The teachers provide immediate feedback so that the students become self-directed, meta-cognitive, and successful.

5. ASSESSMENT AS LEARNING - A form of formative assessment occurs when the students reflect on and monitor their progress to inform their future learning goals.

6. Assessment of learning - A form of summative assessment occurs when the teachers use evidence of students learning to make judgments on the student’s achievement against goals and standards.

7. Assessment can be formative. Formative assessment aims to improve instruction and learning by providing the students and the teachers with information about the student’s progress in accomplishing learning outcomes. Summative assessment , on the other hand, aims to evaluate student learning at the end of an instructional unit or program by comparing it against some standard or benchmark. They are often high stakes, which means that they have a high numeric value.

8. How can assessments be made more effective and e ngaging? The National Science Education Standard of United States characterize effective assessment as: Congruent with instruction Based on authentic tasks and meaningful science-learning processes and context - Multi-dimensional and uses a wide range of tools and methods A collaborative process involving the students Ongoing and continuous

9. LESSON 20 TRADITONAL ASSESSMENT IN SCIENCE

10. - Characterize traditional assessment strategies in science; - Examine advantages and disadvantages of traditional forms of assessment in science; and - Provide alternative forms of assessment for given competencies and traditional assessment forms. I. LEARNING OUTCOMES At the end of this lesson, you should be able to:

11. Traditional assessment is the classic way of testing and evaluating the student’s learning with the use of standardized pen and paper. It makes use of multiple-choice, true or false, or matching type test items. Assessment is often separate from the instruction, and the curriculum drives the traditional assessment ( Abdao , 2015). The main purpose of traditional assessment is to evaluate if the students have truly learned the content or to determine if the students are successful in acquiring the necessary knowledge from the class lecture/ discussion or activities. The students are ranked or given grade according to standards or other learners. This form of assessment gives the teacher a snapshot of the student’s knowledge of the content as the student’s demonstrate what they know through paper-and-pen tests. The students often display lower level of thinking skills because they are asked to recall and comprehend body of knowledge that has been taught to them. It is easy to prepare, administer, and score. II. LEARNING ACTIVITIES

12. It is practical, product-oriented, reliable, valid and summative ( Abdao , 2015). The students are evaluated easily and quickly. Other examples of this method of assessment are standardized test, aptitude tests, intelligence tests, and achievement tests. With this method of assessment, the students are not evaluated as to what they can do with the knowledge that they have acquired. It is rigid and fixed because it provides limited ways of assessing the students’ knowledge and comprehension. The students are asked to memorize and recall information. They do not necessarily practice their higher-order thinking skills. It may also stimulate feelings of anxiety that are not helpful for the student. Most of the time, the students work alone during activities, thereby promoting competitiveness. They are pressured to finish the exam/test in a fixed time.

13. ALTERNATIVE FORMS

14. Alternative Forms - refers to ways of expressing or achieving the same thing using different approaches or methods, often when the original method is not suitable or available. It essentially means finding substitute or other possibilities to achieve a desired outcome.

15. GAME PLAYING - Games are challenging and more engaging than formal tests. Skills and knowledge are concretely revealed when the students engage in meaningful games. Online platforms and applications can be used in designing games. STORY WRITING - Reading or writing stories is an engaging way to present information and to assess the student’s knowledge. LETTER WRITING - This provide opportunity for the students to demonstrate their ability to communicate science ideas and advance their advocacies. Persuasive writing is central to the relationship between science, mathematics and technology. ADVERTISEMENTS - Statistic and experiment result are used in advertisements and campaigns. Since the student are immersed nowadays in the digita l world, they will find this activity interesting and relevant as they can practice their computer and data l iteracies . REFLECTIONS - When the students reflect in an open-ended way about what they know, their perspective is broadened. Written reflections can be recorded as journal entries and persuasive writing and may be published in school publication. They are Nine Alternative Forms of assessment that you can use in the classroom

16. 6. MODEL MAKING - Models are simplified representations of the world that enable the students to imagine about it in new ways, make predictions, and test ideas. 7. EXPERIMENTS - Conducting experiments allow the students to demonstrate their understanding of concepts and their ability performing science process skills, values, and attitudes. 8. INVESTIGATIONS - Scientific investigations provide the students the opportunity to pose and answer question and utilize a variety of tools and strategies to come to the best possible answer. These pieces of output encompass the entire scientific method. 9. CONVENTIONS, CONFERENCES, AND DABATES - At scientific conventions, the students share ideas and research outputs with the larger community. they learn about each other’s work, evaluate, and debate.

17. SUBMITTED BY: RODRIGUES, KYLA GABAYERON BEED 2-A SUBMITTED TO: PROF. ELSA Z. BARNIZA

18. THANK YOU!