Assessment Tools

MOVITA O. CRUZAT
Head Teacher III

1. Identify appropriate assessment tool used for each level of Assessment 2. Develop/Craft appropriate test item per assessment tool 3. Reflect on the importance of the teachers knowledge and skills in the use of different assessment tools.

Group tasks: (20 minutes)

1. Using the template, list down at least 5 assessment tools commonly used during assessment. 2. Identify and describe the purpose of each listed assessment tool. 3. Determine the level of assessment where you can use the identified assessment tool 4. Report groups output for 2-3 minutes

Assessment Tools

Purpose

Description

Level of Assessment

1.

2.

What should you consider in using an assessment tool for the different level of assessment? What insights have you gained from this activity?

I.

II.

TRADITIONAL ASSESSMENT ALTERNATIVE ASSESSMENT

are tests given to the students to measure how much the students have learned

-Assess factual information and concepts -Use selected response (multiple choice, true or false or matching type format ) -Easily scored using answer keys -Typically secure (items are not known in advance)

A.

Selective type
a. b. c. Multiple choice Alternative Response (true or false, yes or no) Matching type Completion test Short answer test

B.

Supply type
a. b.

Any type of assessment in which students create a response to a question or task

Open ended questions or problems that require students to think critically Require constructed response to specific prompt (essay) are open with no single best answer Typically require an explanation or defense of the answer given Require judgment-based scoring based on criteria and performance standard (RUBRIC)

I. II. III. IV.

Essay Open ended question Problem solving Reflective Journal

Complex challenges that mirror real - life situations Range in length form short term task to long term task Require students to address an identified audience Allow students greater opportunity to personalize the task Are not secure ( task, evaluative criteria, and performance standards are known in advance)

I. II. III.

IV.
V. VI.

VII.

Demonstration Oral presentation Projects Research work Field work Portfolio GRASPS

A complex scenario that provides students opportunity to demonstrate what they know and are able to do concerning a given concept

GOAL -

Your task is ______________________________. The goal is to _______________________________. The problem or challenge is ________________. The obstacles to overcome are _______________. You are __________________________. You have been asked to ____________________. Your job is ___________________.

ROLE

AUDIENCE Your clients are _____________________. The target audience is ________________. You need to convince __________________.

SITUATION The context you find yourself in is __________ The challenge involves dealing with _________

PRODUCT, PERFORMANCE and PURPOSE You will create a ____________________ in order to __________________________. You need to develop _________ so that ______ STANDARDS and CRITERIA for SUCCESS You performance needs to _______________. Your work will be judged by ________________. Your product must meet the following standards ___. A successful result will __________________.

Possible Products and Performances

Written Oral Advertisemen Audio tape t Journal Debate Magazine Dramatization article Web site Puppet show Play Lab report Editorial Rap Skit Poetry reading Visual Computer graphic Collage Cartoon Flyer PowerPoint show Scrapbook Painting

Suggested assessment tools 1. Selected-response Item provide several response options to the students, and the student selects from among the options. a. Multiple Choice Test b. True or False c. Matching Type
(Testing to Learn- Learning to Test by Joanne Capper page 45)

Suggested assessment tools

2. Constructed response type of tests ask the

student to create or construct a response. It can be used to determine if the pupils knowledge of facts is of sufficient, breadth and depth. A rubric or scoring guide is necessary a. Essay tests b. Fill-in-the-blanks c. Performance tasks e.g. giving a speech or designing an experiment)
(Testing to Learn- Learning to Test by Joanne Capper page 45)

The focus is on how pupils construct meanings or makes sense of the facts and information. Outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format; Drawing analogies (church- priest, puppy-dog) Constructing graphs, flowcharts, and maps or graphic organizers

Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays

a. Oral Discourse/Recitation

Explain/justify something based on facts/data, phenomena or evidence Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life situation

b. Open-ended tests - Explanation

What is the key idea in _____ What might happen if _____
-

Interpretation

What are the implications of_____ What does ____ reveal about

How is ____ applied in the larger world?

-

Application

- Perspective

How could we use ___ to overcome ____? What are different points of view about? What are the evidence for?

Empathy

How might ____ feel about ____?

-

Self Knowledge

What are my strengths and weaknesses in ______?

a. Participation (e.g. in group projects) Projects Homework Experiments b. Portfolio Collection of evidence like images, anecdotes etc. to demonstrate mastery and interpretation of a given set of concepts.

Subject Area

Competency

Assessment Tool

Test Item

Assessment Level

BEST TEACHERS The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also inquire their own practice so they might get better at ensuring that their students learn successfully.