You are on page 1of 21

STAGE 2: ASSESSMENT EVIDENCE

PART 2:

OTHER EVIDENCES AND FACETS OF UNDERSTANDING

Think about it:

Is the performance task alone sufficient assessment for student learning?

Focus Questions:
What other kinds of assessments will have to be done? Aside from the project, how else can you assess student mastery and learning?

Think of the assessment methods you are using in your own classroom?

On going Assessment: A Diagnostic Continuum


Feed and Goal Setting
Formative Assessment (Keeping Up and Checking Up)
Portfolio Check Exit card Peer Evaluation Conference 3 Minute Pause Quiz Observation Journal Entry Talk around Self Evaluation Questioning

Pre-Assessment (Finding Out)


Pre- Test KWL Check List Observation SelfEvaluation Questioning

Summative Assessment (Making Sure) Unit Test Performance Task Product / Exhibit Demonstration Portfolio Review

Assessment OF Learning (Summative) vs. Assessment FOR Learning (Formative)

When the cook tastes the soup, thats formative assessment; when the customer tastes the soup, thats summative assessment. Paul Black

Assessment for learning: Assessment for learning is formative, and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout instruction. Assessment of learning: Assessment of learning is summative, and involves determining the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.

Assessment OF Learning (Summative)


The purpose is: To measure student achievement at a point in time for reporting and accountability To sort students in rank order To maximize student learning through standardized tests, etc.

Assessment FOR Learning (Formative)


The purpose is: To promote further improvement of student learning during the learning process To involve students in the ongoing assessment of their own achievement

The Grading System From DEPED Memo # 158


Levels of Assessment Assessment Procedure Weight Determine linkage with A-M-T

Knowledge
Process or Skills Understanding(s) Product/ Performance (Transfer task)

15%
25% 30%

30 %
TOTAL 100%

SUFFICIENCY: Snapshot

VS

Photo Album

Sound Assessment requires multiple evidence over time.

ASSESSMENT
Means to get evidence that the students are able to accomplish the standards

Accomplishment of standards necessitates demonstration of understanding in varying facets

EXPLAIN

INTERPRET

APPLY

6 FACETS OF UNDERSTANDING SEE FROM ANOTHER POINT OF VIEW


REFLECTION

EMPHATIZE WITH

A student who really understands


Facet 1 can explain

Tells the big ideas in own words, makes connections, predicts, explain reasoning, and induces a theory from data Student theories, the why

A student who really understands


Facet 2 can interpret

Makes sense of stories, art works, data, situations, or claims translates ideas, feelings, or work done in one medium into another shows its meaning importance

A student who really understands


Facet 3 can apply

uses knowledge and skill in new situations has know-how effectively self-adjusts while performing

A student who really understands


Facet 4 sees in perspective

sees things from different points of view articulates the other side of the case sees the big picture recognizes underlying assumptions takes a critical stance

A student who really understands


Facet 5
Demonstrates empathy

projects oneself into, feels, and appreciates anothers situation, affect, point of view sees and explains how an idea or theory can be all too easily misunderstood by others perceives what others often do not

A student who really understands


Facet 6 reveals selfknowledge

engages in effective metacognition can accurately self-assess past and present work accepts feedback and criticism without defensiveness regularly reflects on the meaning of ones learning and experiences

Thank you for listening!

You might also like