TLE 505 Assessment of TLE Instructi.pptx

MAEd TLE

1. Aillen C. Cornero TLE 505 Assessment of TLE Instruction in School

2. 2 Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.

3. Integrated Course Design (ICD) 3

4. 4 Principles of Good A ssessment begins with  educational values is  multidimensional  and  measures learning over time has  clearly and explicitly stated goals  and purposes   experiences that lead to outcomes is  ongoing, rather than episodic

5. 5 Principles of Good A ssessment improves the entire educational community   authentic, meaningful and relevant assessment tasks  is part of a campus-wide strategy considers the responsibility of education

6. Assessment Tools and Techniques An assessment tool is a  comprehensive evaluation asset  used in both educational and business settings for evaluating and measuring knowledge, skills, performance, or competencies. Assessment tools are designed to  identify strengths, weaknesses, and areas for development , guiding tailored educational or training programs.  6

7. Importance of Assessment Tools Track student progress and identify areas needing improvement. Personalize learning experiences to suit individual student needs. Inform teaching strategies, aligning with diverse learning styles. 7

8. Importance of Assessment Tools Evaluate the effectiveness of educational programs and curricula. Ensure alignment with educational standards and requirements. Cater to the diverse needs of students in special education, ensuring an inclusive and equitable learning environment .

9. What to Include in Assessment Tools? the context and conditions required for assessment the tasks or assessment instruments to be completed a clear outline of evidence to be gathered the evidence criteria for making a judgement on competency the administration, recording and reporting requirements 9

10. What should we consider when designing the assessment strategy for a course? How is your philosophy of teaching and learning reflected in your assessment strategy? How effectively does your assessment strategy support and measure defined outcomes? What aspects of your assessment strategy are linked to essential skills learning strategies, and/or habits of mind for your discipline? How authentic and meaningful are your assessment tasks? 10

11. 6 Types of assessment to use in your classroom Diagnostic assessment Short quizzes Journal entries Student interviews Student reflections Classroom discussions Graphic organizers (e.g., mind maps, flow charts, KWL charts) 11

12. 2. Formative assessment Portfolios Group projects Progress reports Class discussions Entry and exit tickets Short, regular quizzes Virtual classroom tools like  Socrative or  Kahoot 12

13. 3. Summative assessment Recording a podcast or vlogs Writing a blog article or script for a short play Producing an independent study project 13

14. 4. Ipsative assessments Portfolios A two-stage testing process Project-based learning activities 14

15. 5. Norm-referenced assessments IQ tests Physical assessments Standardized college admissions tests like the OLSAT 15

16. 6. Criterion-referenced assessments professional licensing exams high school exit exams and citizenship tests, where the student must answer a certain percentage of questions correctly to pass.  16

17. Formative assessment 17

18. What is Assessment for Learning ? What is the aim of the learning? Why do they need to learn it? Where are they in terms of achieving the aim? How can they achieve the aim? 18

19. To promote effective assessment, teachers need to: explain the learning aims to learners and check their understanding demonstrate the standards learners are required to achieve and help them recognize when they have achieved that standard give effective feedback on assessment decisions, so that learners know how to improve 19

20. demonstrate high expectations and make it obvious to learners that they believe that they can improve on their past performance provide regular opportunities for teachers and learners to reflect on the last performance and review learners’ progress develop learners’ self-assessment skills, so that they can recognize what aspects of their own work need to improve 20

21. What is feedback ? Feedback is providing information to an individual which focuses on their performance or behavior. The feedback provided should be delivered in a positive manner and lead to action to affirm or develop an individual’s performance or behavior. Feedback provided should not be of a personal nature and should focus on hard data, facts or observed examples of evidence. 21

22. Types of feedback Affirmation feedback Developmental feedback Effective feedback 22

23. The benefits to learners of effective feedback: Progress Achievement Learners handing work in on time Learner confidence Motivation Attendance and timekeeping 23

24. The benefits to learners of effective feedback: Retention Behavior in class Learner–teacher relations Learner participation in class 24

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26. Assessing learning : the effective use of questioning It is not how well the teacher has performed, but the reaction of the learners that matters. 26

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28. 28 To achieve this vision is the offering of Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood Track (TVL). Its curriculum goal is to equip learners with life-long learning skills that enable them to be productive individuals, ready for the world of work, and contribute to achieving national goals.

29. B. Rationale There were three phases of the review namely: Review of the cognitive and affective demands, together with the review of the essential and desirable competencies Horizontal and vertical alignment; Cross validation with the Master Teachers 29

30. C. Curriculum Framework 1.1 improve learners’ knowledge, skills, values, and attitudes through quality and effective delivery of the basic, common, and core competencies; 1.2 equip learners with certifiable, and relevant skills, gauged through an authentic and timely assessment, that shall make them locally and globally competitive and productive citizens; 1.3 develop among the learner’s proper self-care and home management; 1.4 provide an avenue for learners to explore and apply aspects of Micro, Small and Medium Enterprises (MSME) for sustainability 30

31. 1.5 develop the skills of the learners aligned with the Sustainable Development Goals and the 21st Century Educational Framework; 1.6 strengthen Information and Communication Technology (ICT) skills that shall enable the learners to cope with the advancement of technology; and 1.7 provide guidance for learners on the career path to take such as post-secondary education/higher education, entrepreneurship, middle-level skills development and employment 31

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33. Theoretical/Philosophical Bases Constructivism Contextualization 33

34. The New Features of the EPP/TLE Curriculum 34

35. D. Structure of the Learning Area Information and Communication Technology (ICT) Agricultural and Fishery Arts (AFA) Family and Consumer Science (FCS) Industrial Arts (IA) 35

36. Specializations by Sector A. Information and Communications Technology (ICT) 1. Computer Systems Servicing ▪ Computer Systems Servicing 2. Computer Programming ▪ Java ▪ .Net 3. Visual Arts ▪ Animation ▪ Illustration 4. Telecommunication ▪ Contact Center Services 36

37. B. Agriculture and Fishery Arts (AFA) 1. Crop Production ▪ Agri-crop Production ▪ Organic Agriculture 2. Animal Production ▪ Poultry ▪ Swine ▪ Ruminants 3. Aquaculture ▪ Fish culture ▪ Fish Grow -out 37

38. B. Agriculture and Fishery Arts (AFA) 4. Fish Capture ▪ Fishing Gears ▪ Fish Capturing 5. Food and Beverage Processing ▪ Fruits and Vegetables ▪ Meat ▪ Seafoods 38

39. C. Family and Consumer Science (FCS ) Food Preparation ▪ Cookery ▪ Bread and Pastry 2. Garments ▪ Dressmaking ▪ Tailoring 3. Handicrafts ▪ Needle Craft ▪ Paper Craft ▪ Fashion and Design 39

40. C. Family and Consumer Science (FCS ) 4. Food Services ▪ Barista ▪ Bartending ▪ Food and Beverage Services 5. Beauty Care ▪ Barbering ▪ Hair Dressing ▪ Nail Care 6. Health and Wellness ▪ Caregiving ▪ Wellness 40

41. C. Family and Consumer Science (FCS ) 7. Tourism Services ▪ Local Tour Guiding ▪ Tourism Promotion ▪ Attraction and Theme Park ▪ Travel Services 8. Hotel Services ▪ Housekeeping ▪ Front Office Services Events management 41

42. Industrial Arts (IA) Residential Plumbing ▪ Technical Drafting ▪ Plumbing 2. Residential Construction ▪ Masonry ▪ Tiles Setting 3. Carpentry ▪ Home Furniture ▪ Fixture 42

43. 4. Automotive and Small Machine ▪ 4 Wheels Vehicle ▪ 2 Wheels Vehicle ▪ Small Engine 5. Metals and Engineering ▪ SMAW 6. Electronics and Electrical Engineering ▪ Electrical Installation and Maintenance ▪ Electronics and Products Assembly Services ▪ Domestic Refrigeration and Air Condition Services 43

44. The World of Work Soft Skills Creative Skill Problem-solving skill Critical thinking skill Communication skill 44

45. The World of Work 2. Hard Skills Operating tools, machines, equipment and paraphernalia Occupational Safety and Health (OSH) Computer Skills Entrepreneurial Skills Technical skills 45

46. The World of Work Life-long Learning Skills are the concept of pursuing additional education and the development of further skills beyond an individual’s formal or compulsory education. 46

47. https://www.westminster.edu/about/accreditation-assessment/definition.cfm#:~:text=Assessment%20is%20the%20systematic%20basis,increase%20students'%20learning%20and%2 (Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes by Erwin 1991) Vocational Learning Support Programme:16–19 https://dera.ioe.ac.uk/id/eprint/7800/1/AssessmentforLearning.pdf 6 Ofsted/ALI (2001). The Common Inspection Framework for inspecting post-16 education and training. Ofsted/Adult Learning Inspectorate. https://www.prodigygame .com/main-en/blog/types-of-assessment/ https://dera.ioe.ac.uk/id/eprint/7800/1/AssessmentforLearning.pd https://www.deped.gov.ph/wp-content/uploads/MATATAG-EPP_TLE-CG-Grades-4-and-7.pdf 47