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The Process of Assessment • Why do we assess?

• Who should do the assessing?

• How important are assessment results?

“Assessment is a systematic process of gathering and interpreting information about what a student knows, is able to do, and is learning to do.”

Levels of Assessm

ent

Description

Knowledge (15%)

the substantive content of the curriculum, the facts and information that the student acquires

Process/Skills(25%)

skills or cognitive operations that the student performs on facts and information for the purpose of constructing meanings or understandings

Levels of Assessm

ent

Description

Understanding

(30%)

enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline

Performance(s)

(30%)

real-life application of understandings as evidenced by the student’s performance of authentic tasks

Activity 1 (15 minutes) Form a small group. Select a facilitator and a

rapporteur. Read the selection and the comprehension

questions. Classify each question according to the four levels

of assessment: knowledge, process, understanding, and product or performance. Justify your answer.

Answer the following questions: Can we consider all the wh questions as knowledge

questions? Why? How about “How”? Why? In three minutes share with the big group your

answers.

Maria, a young lady, went to the market because she wanted to buy a dozen eggs. She would like to bake a cake for her mother. It was her 60th birthday.

1.Who went to the market?2. Why did Maria go to the market?3. What will she do with the eggs?4. What is the cake for?5. How do you celebrate your birthday?6. How do you celebrate your mother’s birthday?

KNOWLEDGE

PROCESS/SKILLS

UNDERSTANDING

PERFORMANCE

CONTENT STANDAR

DS

PERFORMANCE

STANDARDSK-12 Philippine Basic Education

Standards

K-12 Philippine Basic Education Levels of

Assessment

What are the taxonomies and levels used for

assessment?

Developing HOTS

Ask questions that facilitate the

comprehension of both the content and language of

the lesson/subject matter.

COMPREHENSION

PRODUCTION

Bloom’s Taxonomy explains that learning at the higher levels is

dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's Taxonomy is to motivate educators

to focus on all this domains, creating a more holistic form of

education.

Bloom’s Taxonomy and LearningCateg

oryCognitiv

e Activity

Key Terms

Words to Use

in Items

Knowledge (Remembering)

Student recalls or recognizes

information, ideas, and

principles in the approximate form in which they are

learned.

memory, knowledge, repetition, description

Define,list,state,identify, label, name, who? when?

where? what?

Comprehension

(Understanding)

Student translates,

comprehends, or interprets

information based on prior learning.

explanation, comparison, illustration

Explain, predict,

interpret, infer, summarize,

convert, translate, give

example, account for, paraphrase

Category

Cognitive

Activity

Key Terms

Word to Use

in Items

Application(Solving)

Student selects, transfers, and uses data and principles

to complete a problem task with a

minimum of directions.

solution, application,

convergence

Apply, solve, show, make

use of, modify, demonstrate,

compute

Analysis(Analyzing)

Student distinguishes, classifies, and

relates the assumptions, hypotheses, evidence,

conclusions, and structure of a

statement or a question with an awareness of the

thought processes he/she is using.

logic, induction and deduction,

formal reasoning

Differentiate, compare/contrast, distinguish ___ from ____, how does ____

relate to? Why? Does

work?

Category

Cognitive Activity

Key Terms

Words to Use

in Items

Synthesis(Creating)

Student originates, integrates, and

combines ideas into a product, plan or

proposal that is new to him/her.

divergence, productive,

thinking, novelty

Design, construct, develop,

formulate, imagine, create,

change, write a poem or short story

Evaluation(Judging)

Student appraises, assesses, or criticizes on a basis of specific

standards and criteria (this does not

include opinion unless standards are

made explicit).

judgment, selection

Appraise, evaluate,

justify, judge, which would be better?

Knowledge

Process/Skills

Understanding

Performance

Remembering

Understanding

Applying

Analyzing

Judging

BLOOM’S TAXONOMY

LEVELS OF ASSESSMENT

Creating

Judging

Analyzing

Applying

Understanding (comprehension)

Remembering

WORKSHOP1. Follow with your eyes as the selection is read

to you aloud.2. Individually, create questions that will satisfy

the four levels of assessment.3. Present your questions to your group. As a

group, make a consensus of the best four questions.

4. Choose a reporter from the group to practice the asking of the questions and qualifying the answers of the participants.

The Wind and the Sun were disputing which was the stronger. Suddenly they saw a traveller coming down the road, and the Sun said:

"I see a way to decide our dispute. Whichever of us can cause that traveller to take off his cloak shall be regarded as the stronger. You begin.”

So the Sun retired behind a cloud, and the Wind began to blow as hard as it could upon the traveller. But the harder he blew the more closely did the traveller wrap his cloak round him, till at last the Wind had to give up in despair. Then the Sun came out and shone in all his glory upon the traveller, who soon found it too hot to walk with his cloak on.

Level Comprehension

Mental Activity

AppliedUses

information to express

opinions and form new

ideas

Comprehending beyond the

lines

Interpretative

Combines information and makes inferences

Comprehending between the

lines

LiteralGets the

information drift

Comprehending the lines

Knowledge

Process/Skills

Understanding

Performance

Literal

Interpretative

Applied

LEVELS OF COMPREHENSION

LEVELS OF ASSESSMENT

How do we assess student’s oral responses?

What could help us?

QUESTION 2

Question-Answer

RelationshipsQAR

[Raphael, 1982, 1984]

Answer Description

Right There

The answer is in the text or the discussion, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text or utterance, and the words used to create the question are often also in that same place.

Think and Search

The answer is in the text or the discussion, but you might have to look in several different sentences or utterances to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs, pages or utterances.

Answer Description

Author and I

The answer is not in the text or the discussion, but you still need information that the author or teacher has given you, combined with what you already know, in order to respond to this type of question.

On My OwnThe answer is not in the text or the discussion, and in fact you don't even have to have read the text or listen to the lesson to be able to answer it.

Levels of Assessment

Blooms Taxonomy

Levels of Comprehens

ion

QAR

Performance Creating Applied On My Own

Understanding

Judging

Interpretive

Author & I

Process/skills

Analyzing

Think & Search

Applying

Understanding(Comprehension

)

Knowledge Remembering Literal Right There

At the end of the quarter, the student’s performance will be

described based on the prescribed

level of proficiency which has equivalent numerical values.

The proficiency level is computed

from the sum of all the performances of students in

various levels of assessment.

Common Assessment Methods

Observation method is a technique in which the behavior of learners is watched and recorded without any direct contact.

TYPES OF OBSERVATION

A. What the learner has accomplished?

B. What mode/s has/have the learner used?

C. What the learning environment is like?

D. What other factors that help/hinder the learning process?

Anecdotal Records

The process of recording significant incidents or specific, observable behaviors learners.

These records provide cumulative information about students' development in the learning objectives of the language arts as well as their physical and social growth and development.

By systematically collecting and analyzing anecdotal comments, teachers can evaluate students' progress and abilities to use language and then plan appropriate instruction.

Accountable talkStay on topic.Use information that is accurate and appropriate for the topic.

Think deeply about what the pupil has to say.

Noticing nonverbal cues

Significant portions of communications come from facial expressions, eye movement,etc.

Retellings

New accounts or adaptations of a text that allow students to consider information and summarize, orally, what they understand about the information.

CHARACTERISTICS Y N

Identify topic

Organize ideas into sequence or coherent thought

Follow rules in outline-making

Identify main idea(s)

Identify details that affect the main idea(s)

List the major events in the paragraph

Aware of the types of paragraph organization

CHARACTERISTICS Y N

Give the main idea of selection

Recognize main ideas of a selection heard or read

Find the topic sentence in a given paragraph

Identify the central theme of stories read or heard

Give the main idea of selection

Comprehension of Main Ideas

Summarizing

CHARACTERISTICS Y N

Retell a sentence in own words

Summarize the major points and events of a story previously read

Summarize the story by paragraph units

Summarize the story by sentence units

It is assessment which helps us distinguish between teaching

and learning.

TEAC HE

R

Nasa puso nang mapagmahal na guro ang tunay na pagbabago…

Xie XieThank you

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