Students' Assessment for learning classroom activities.ppt

Students' Assessment for learning classroom activities

1. ASSESSMENT OF STUDENT
LEARNING
Arlan M. Villanueva, M.A.
Commonwealth High School

2. What is Assessment?
Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of
developing a deep understanding of what students
know, understand, and can do with their knowledge
as a result of their educational experience; the
process culminates when assessment results are
used to improve subsequent learning.
Huba and Freed, 2000

3. Key Points
Assessmentis an ongoing
process aimed at
understanding and
improving student learning
Multiple methods
Criteria and standards
Evidence
Students know, can do and
understand
It’s more than just
collecting data

4. Sequence in Preparing Instructionally
Relevant Assessment
INSTRUCTION
Indicates the learning
outcomes to be attained
by students
LEARNING TASK
Specifies the particular set
of learning task(s) to be
assessed.
ASSESSMENT
Provides a procedure
designed to measure a
representative sample of
the instructionally relevant
learning tasks.
Is there
close
agreement
?

5. What is the Assessment
Process?
AIMS
ASSESSMENT
ACTION
ADJUSTMENT

6. Importance of Assessment
To find out what the students know (knowledge)
To find out what the students can do, and how well
they can do it (skill; performance)
To find out how students go about the task of doing
their work (process)
To find out how students feel about their work
(motivation, effort)

7. What is Student Assessment
for?
To help us design and modify programs
to better promote learning and student
success.
To provide common definitions and
benchmarks for student abilities that
will enable us to act more coherently
and effectively to promote student
learning.

8. What is Student Assessment
for?
To provide feedback, guidance, and
mentoring to students so as to help
them better plan and execute their
educational programs.
To provide improved feedback about
student learning to support faculty in
their work.

9. Functions of Assessment
Diagnostic: tell us what the student
needs to learn
Formative: tell us how well the student
is doing as work progresses
Summative: tell us how well the student
did at the end of a unit/task

10. What can be assessed?
Student learning characteristics
-Ability differences
-Learning styles
Student motivational characteristics
-Interest
-Self-efficacy
-goal orientation

11. What can be assessed? Cont.
Learning
Content knowledge
Ability to apply content knowledge
Skills
Dispositions and attitudes
Performances

12. How should we assess?
True –False Item
Multiple Choice
Completion
Short Answer
Essay
Practical Exam
Papers/Reports
Projects
Questionnaires
Inventories
Checklist
Peer Rating
Self Rating
Journal
Portfolio
Observations
Discussions
Interviews

13. Criteria In Choosing an Assessment
Method
It should be reliable.
It should be valid.
It should be simple to
operate, and should not
be too costly.
It should be seen by
students and society in
general.
It should benefit all
students.

14. Who should be involved in assessment?
The teacher
The student
The student’s peer
Administrator
Parents

15. What should we do with the information
from our assessment?
Use it to improve the focus of our
teaching (diagnosis)
Use it to focus student attention of
strengths and weaknesses (motivation)
Use it to improve program planning
(program assessment)
Use it for reporting to parents

16. Classroom Assessment
Paper and pencil assessments: Ask
students to respond in writing to
questions or problem
-Item level: Assessing lower vs. higher
skills
-Knowledge vs. application, analysis,
synthesis, and evaluation
-Authentic tasks
e.g. multiple choice, T/F, matching
(recognition), short answer, essay
(recall)

17. Paper and Pencil Assessment
Strengths
-Can cover a lot of material reasonably well
-Fair
-Effective in assessing declarative knowledge of content
-Easier to construct and administer than performance assessments
Weaknesses
-Require forethought and skill
-Less effective in assessing procedural knowledge and creative thinking
-Construction of good higher level recognition items is difficult
-Recall items that do a good job of assessing higher level thinking
(essay questions) are difficult to score.

18. Performance Assessments
-assessment that elicits and evaluates
actual student performances
Types of Performances:
1.Products: drawings, science
experiments, term papers, poems,
solution to authentic problems
2.Behavior: time trial for running a mile,
reciting a poem, acting tryouts,
dancing

19. Performance assessments
Strengths
-Effective for assessing higher level thinking and authentic
learning
-Effective for assessing skill and procedural learning
-Interesting and motivating for students
Weaknesses
-Emphasize depth at the expense of breadth
-Difficult to construct
-Time consuming to administer
-Hard to score fairly

20. How can we assess student learning?
Traditional assessment: assess student
knowledge and skills in relative isolation
from real world context.
Traditional assessment practices reflect
what students are able to recall from
memory through various means, such
as, multiple choice, true/false, fill in the
blank, and matching questions.

21. How can we assess student learning?
Authentic assessment: assess students’
ability to use what they’ve learning in
tasks similar to those in the outside
world.
Occurs when the authenticity of student
learning has been observed. It requires
information from a variety of source
such as content work samples,
observation during class activities, and
conferences with students.

22. Classroom Assessment
Informal Assessment: teachers’
spontaneous, day to day observations
of student performances.
Examples
Verbal
-Asking questions
-Listening to student discussions
-Conducting student conferences

23. Informal Assessment-cont.
Nonverbal
-Observing
-Task performances
-On-and off-task behavior
-student choices
-student body language

24. Informal Assessment
Strengths
-Facilitates responsive teaching
-Can be done during teaching
-Easy to individualize
Weaknesses
-Requires high level of teacher skill
-Is vulnerable to
-Bias
-Inequities
-Mistakes

25. Classroom Assessment
Formal assessment: assessment that is planned in
advance and used to assess a predetermined content
and/or skill domain.
Strengths
-allows the teacher to evaluate all students
systematically on the important skills and concepts
-helps teachers determine how well students are
progressing over the entire year
-provides useful information to parents and
administrators.

26. Portfolios
A collection of student samples
representing or demonstrating student
academic growth. It can include
formative and summative assessment.
It may contain written work, journals,
maps, charts, survey, group reports,
peer reviews and other such items.
Portfolios are systematic, purposeful,
and meaningful collections of students’
work in one or more subject areas.

27. Importance of Portfolios
For Students
Shows growth over time
Displays student’s accomplishment
Helps students make choices
Encourages them to take responsibility
for their work
Demonstrates how students think

28. Importance of Portfolios
For Teachers
Highlights performance-based activities over year
Provides a framework for organizing student’s work
Encourages collaboration with students, parents, and
teachers
Showcases an ongoing curriculum
Facilitates student information for decision making

29. Importance of Portfolios
For Parents
Offer insight into what their children do in school
Facilitates communication between home and school
Gives the parents an opportunity to react to what
their child is doing in school and to their development
Shows parents how to make a portfolio so they may
do one at home at the same time

30. Importance of Portfolios
For Administrators
Provides evidence that teacher/school
goals are being met
Shows growth of students and teachers
Provides data from various sources

31. What do portfolios contain?
Three basic models:
Showcase model, consisting of work samples chosen
by the student.
Descriptive model, consisting of representative work
of the student, with no attempt at evaluation.
Evaluative model, consisting of representative
products that have been evaluated by criteria.

32. Disadvantages of Portfolio
Require more time for faculty to evaluate than test or
simple-sample assessment.
Require students to compile their own work, usually
outside of class.
Do not easily demonstrate lower-level thinking, such
as recall of knowledge.
May threaten students who limit their learning to
cramming for doing it at the last minute.

33. Rubric
It is a scoring guide that seeks to
evaluate a student’s performance based
on the sum of a full range of criteria
rather than a single numerical score.
It is a working guide for students and
teachers, usually handed out before
the assignment begins in order to get
students to think about the criteria on
which their work will be judged.

34. Rubrics are scoring criteria for
Free-response Questions
Scientific reports
Oral or Power point
presentations
Reflections/Journals
Essay
Laboratory-based
performance tests
Article review or reactions
Portfolios
Many others

35. Open-ended Question
During a storm, Wendy noticed that she always heard thunder shortly after
she saw a flash of lighting. Explain why there is a difference a time
between seeing lightning and hearing thunder.
Level of Performance Criteria Sample Answer
4 Response include the fact that light
travels faster than sound; makes the
connection with scenario
Light is faster than sound.
You can see the lightning
bolt before sound reaches
you.
3 Response only mentions the fact that
light is faster than sound; does not
relate the concept of hearing and
seeing
Sound travels slower
than light
2 Response is scientifically incorrectSound is faster than light
1 Question or parts of question
restated
Thunder follows lightning
0 No answer or answer erased

36. Concept Mapping
It requires students to explore
links between two or more related
concepts. When making concept
maps, they clarify in their minds
the links they have made of the
concepts and having visual
representation of these links, they
are better able to rearrange of
form new links when new
concepts are introduced.

37. Laboratory Performance
In this format students and teachers
know the requirements in advance and
prepare them. The teacher judges the
student performance within a specific
time frame and setting. Students are
rated on appropriate and effective use
of laboratory equipment, measuring
tools, and safety laboratory procedures
as well as a hands-on designing of an
investigation.

38. Inventories
Diagnostic Inventories: Student
responses to a series of questions or
statements in any field, either verbally
or in writing. These responses may
indicate an ability or interest in a
particular field.
Interest Inventories: student responses
to questions designed to find out past
experience and or current interest in a
topic, subject or activity.

39. Classroom Assessment
Presentation: a presentation by one student or by a
group of students to demonstrate the skills used in
the completion of an activity or the acquisition of
curricular outcomes/expectations. The presentation
can take the form of a skit, lecture, lab presentation,
debate etc. Computers can also be used for
presentation when using such software as
Hyperstudio, Powerpoint or Corel presentations.
Peer Evaluation: judgments by students about one
another’s performance relative to stated criteria and
program outcomes

40. Journal Assessment
This refer to student’s ongoing record of expressions
experiences and reflections on a given topic. There
are two types: one in which students write with
minimal direction what he/she is thinking and or
feeling and the other requires students to compete a
specific written assignment and establishes
restrictions and guidelines necessary to accurately
accomplish the assignment. Journals can evolve
different types of reflecting writing, drawing,
painting, and role playing.

41. REFLECTIVE JOURNAL
What happened? How do I feel
about it?
What did I learn?

42. SYNTHESIS JOURNAL
What I
Did?
What I
learned?
How I
can Use
It?

43. SPECULATION ABOUT EFFECTS JOURNAL
What happened? What could happen
because of this?

44. Summary
A fair assessment is one in which students are given
equitable opportunities to demonstrate what they
know and can do.
Classroom assessment is not only for grading or
ranking purposes. Its goal is to inform instruction by
providing teachers with information to help them
make good educational decisions.
Assessment is integrated with student’s day-to-day
learning experiences rather than a series of an end-
of-course tests.

45. Why link assessment with instruction?
Better assessment
means better teaching.
Better
teaching
means
better
learning.
Better learning
means
better students.
Better
students
mean better
opportunities
for a better
life.

46. (Read and Take Joy in being a Teacher)
THE CREATION OF A TEACHER
Anonymous
The Good Lord was creating teachers. It was His sixth day of
“overtime’’ and He knew that this was a tremendous responsibility
for teachers would touch the lives of so many impressionable
young children. An angel appeared to Him and said, “You are
taking a long time to figure this one out.”
“Yes,” said the Lord, “but have you read the specs on this order?”
TEACHER:
…must stand above all students, yet be on their level
…must be able to do 180 things not connected with the subject being
taught
…must run on coffee and leftovers,
…must communicate vital knowledge to all students daily and be
right most of the time

47. The Creation of a Teacher
…must have more time for others than for herself/himself
…must have a smile that can endure through pay cuts, problematic
children, and worried parents
…must go on teaching when parents question every move and others are
not supportive
…must have 6 pair of hands.
“Six pair of hands, “said the angel, “that’s impossible”
“Well, said the Lord, “it is not the hands that are the problem. It is the
three pairs of eyes that are presenting the most difficulty!”
The angel looked incredulous, “Three pairs of eyes…on a standard model?”
The Lord nodded His head, “One pair can see a student for what he is and
not what others have labeled him as. Another pair of eyes is in the
back of the teacher’s head to see what should not be seen, but what
must be known. The eyes in the front are only to look at the child as
he/she ‘acts out’ in order to reflect, I understand and I still believe in
you”, without so much as saying a word to the child.” “Lord,” said the
angel, “this is a very large project and I think you should work on it
tomorrow”.

48. The Creation of a Teacher
“I can’t, said the Lord, “for I have come very close to creating something
much like Myself. I have one that comes to work when he/she is
sick…teachers a class of children that do not want to learn… has a
special place in his/her heart for children who are not his/her
own…understands the struggles of those who have difficulty…never
takes the students for granted…”
The angel looked closely at the model the Lord was creating. “It is too
soft-hearted, “said the angel. “Yes,” said the Lord, “but also tough, You
can not imagine what this teacher can endure or do, if necessary”.
“Can this teacher think?” asked the angel. “Not only think,” said the
Lord,. “but reason and compromise.” The angel cam closer to have a
better look at the model and ran his finger over the teacher’s cheek.
“Well, Lord, “said the angel, your job looks fine but there is a leak. I
told you that you were putting too much into this model. You can not
imagine the stress that will be placed upon the teacher.” The Lord
moved in closer and lifted the drop of moisture from the teacher’s
cheek. It shone and glistened in the light. “It is not a leak,” He said, “It
is a tear.”

49. The Creation of a Teacher
“A tear? What is that?” asked the angel, “What is a tear
for?” The Lord replied with great thought, “It is for
the joy and pride of seeing a child accomplish even
the smallest task. It is for the loneliness of children
who have a hard time to fit in and it is for
compassion for the feelings of their parents. It comes
from the pain of not being able to reach some
children and the disappointment those children feel in
themselves. It comes often when a teacher has been
with a class for a year and must say good-bye to
those students and get ready to welcome a new
class.”
“My,” said the angel, "The tear thing is a great
idea…You are a genius!”
The Lord looked somber, “I didn’t put it there.”

50. Maraming salamat po!
THANK
YOU
VERY
MUCH!
Please visit:
www.arlanvillanueva.blogspot.com