Planning for assessment

PLANNING FOR ASSESSMENT:

CORE PRINCIPLES

PLANNING FOR ASSESSMENT:

CORE PRINCIPLES

Assessment

• Assessment is part of “teaching for success.”

• Assessment information helps students chart and contribute to their own growth.

• Assessment is more focused on personal growth than on peer competition.

• Assessment information is more useful to the teacher than grades.

for

Interest – Readiness – Learning Profile

by

Self – Peers - Teachers

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys• Interest Centers• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testKWLChecklistObservation/EvaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk around Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Pre-assessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are meaningful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps• makes efficient use of instructional time

Examples of Pre-Assessments:What Do You Want to Learn About Rome?

Name: _______________________These are some of the topics we will be studying in our unit on Ancient Rome.We want to know what you want to learn about. Number your choices from 1to 8. Make sure that 1 is your favorite and 8 is your least favorite.____ geography____ government (laws)____ agriculture (foods they grew)____ architecture (buildings)____ music and art____ religion and sports____ roles of men, women, and children

What Can You Tell Us About Rome?1. What country is Rome in? ________________________________________________2. What does the word civilization mean?_______________________________________ _________________________________________________________________.3. Can you give us some examples of different civilizations? ________________________

__________________________________________________________________.4. Can you name any famous Roman people? ___________________________________

__________________________________________________________________.5. Many things in our country and culture came from the Romans. Can you think of any?

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________.

Examples of Pre-Assessments: How Do You Like to Learn?1. I study best when it is quiet. Yes No2. I am able to ignore the noise of

other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no

matter what. Yes No8. Sometimes I get frustrated with my work

and do not finish it. Yes No9. When my teacher gives an assignment, I like to

have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to

create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on

an assignment. Yes No14. I like to have a certain amount of time to work on

an assignment. Yes No 15. I like to learn by moving and doing. Yes No

16. I like to learn while sitting at my desk. Yes No

Formative Assessment Is...

A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes

Summative Assessment Is...

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

• Should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment

. “Teaching facts in isolation is like trying to pump water uphill.”

(Carol Tomlinson)

DEPED ORDER NO. 73 S. 2012

GUIDELINES ON THE ASSESSMENT

AND RATING OF LEARNING OUTCOMES UNDER THE K TO 12

BASIC EDUCATION CURRICULUM

Effective SY 2012-2013, the standardsbased assessment and rating system

shall be implemented to support the progressive roll-out starting with Grade 1 and 7 of the K to 12 Basic Education Curriculum to public and private elementary and secondary schools nationwide.

ENCLOSURES: 1. General Guidelines for the Assessment and Rating of Learning Outcomes 2. Prototype Rubrics for the different levels of Assessment 3. Prototype Formative and Summative Assessment Tools4. Sample Assessment Matrices

and Rubrics for Grade 1

5. Guidelines for Assessing Learning Outcomes for Grade 1

6. Sample Assessment Matrices and Rubrics for Grade 17. Sample Report Card (Grade 1 and 7

General Guidelines for the Assessment and Rating of

Learning Outcomes

Assessment shall be used primarily as a quality assurance tool to track student progress in the attainment of standards, promote self-reflection and personal accountability for one’s learning and provide a basis for the profiling of student performance.

Nature and Purpose of Assessment

Assessment shall be holistic with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standard-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students’ attainment of standards in terms of content and performance , a critical evidence of learning.

LEVEL OF ASSESSMENT Level of Assessment

Percentage Weight

Knowledge 15% Process o Skills 25% Understanding(s) 30%Products/Performance

30%

Total 100%

Use of Multiple MeasuresKNOWLEDGE What do we want students to know? How do we want them to express or provide evidence of what they

know?PROCESS OR SKILLS What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know?

Understanding

What do we want students to understand? How we want them to provide evidence of their understanding?Products/ Performances What products or performances do we want students to produce as evidence of their learning? How do we want them to provide evidence that they can use or transfer their learning to real-life situations?

LEVELS OF PROFICIENCYLevel of Proficiency

Equivalent Numerical Value

Beginning 74% and below

Developing 75-79% Approaching Proficient Advanced

80-84% 85-89% 90% and above

PROMOTION AND RETENTION

Promotion and retention of students shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the school year, the students are still at the Beginning level, then they shall be required to take summer classes.

PROTOTYPE RUBRICS FOR THE DIFFERENT LEVELS OF ASSESSMENT

A. KNOWLEDGE (15%)- information acquired

Relevance- 8% Adequacy – 7%

B. SKILLS (25%)- ability to process and make sense of information

Understanding of Content- 10% Critical Thinking- 15%

C. UNDERSTANDING/S (30%)- expressed using any three of the six facets of understanding: Explanation, Interpretation, Application, Empathy, Perspective, and Self-knowledge Breadth of Understanding (connection to a wide range of contexts) Depth of Understanding ( use of insights, reflection)

D. TRANSFER OF UNDERSTANDING (30%)

(life situation)Products/outputs which are

reflective of learner’s creative application of understanding

Performances- skillful exhibition or creative execution of a process, reflective of masterful application of learning or understanding

PROTOTYPE FORMATIVE AND SUMMATIVE

ASSESSMENT TOOLS

A. PRE-ASSESSMENT TOOLS What I know about ______________ What I can do in relation to ________ What I understand about__________ What I want to know about________

B. FORMATIVE ASSESSMENT TOOLS

- Quizzes - Games (puzzles) - Focus group discussion - Questions from the students - Teacher questions to the

class

C. SUMMATIVE ASSESSMENT TOOLS

The students’ attainment of the content standard may be evaluated through authentic performance tasks.

Scoring guides and rubrics are used for assessing products/ performance.

PAGTATASA SA

EDUKASYON SA

PAGPAPAKATAO

KP1:

(Kaalaman)

KP2:

(Kasanayan)

KP3:

(Pag-unawa)

KP4:

(Produkto o

Pagganap)

Pre-Assessment

Formative Assessment

Summative Assessment

Aralin

Pamantayang

Pangnilalaman

Pamantayan sa Pagganap Pagtatasa

Paraan sa Pagmamark

a

GRASPSG - GOAL (Layunin)

R - ROLE (Gampanin/Papel)

A - AUDIENCE (Paglilingkuran)

S - SITUATION (Sitwasyon)P - PRODUCT /PERFORMANCE

(Inaasahang Pagganap at Layunin)S - STANDARDS & CRITERIA (Mga

Pamantayan at Kraytirya)

GRASPSBK: Ang tao ay likas na panlipunang

nilalang, kaya’t nakikipag-ugnayan siya

sa kanyang kapwa upang malinang siya

sa aspetong panlipunan, intelektwal,

politikal at pangkabuhayan. ANG PAKIKIPAGKAPWA (Ikalawang Markahan)

GOAL (Layunin): Bigyan ng kakayahan o tulungan ang kapitbahayan sa isang mahirap na baranggay sa tamang paglinis at pagbigay ng kaayusan sa kanilang lugar.

GRASPS

R- ROLE (Gampanin/Role)Isa kang Barangay Kagawad o Assistant sa Barangay Health Center

A- AUDIENCE (Paglilingkuran)Mga kapitbahayan sa mahirap na barangay

GRASPS

S - SITUATION

Inatasan ka ng inyong Kapitan ng

Barangay na mamuno sa pagpaplano

ng pagbibigay-kaalaman tungkol sa

kalinisan, kaayusan at tamang

nutrisyon sa isang barangay kung saan

maraming batang marumi at may

pangangati, ubo at sipon.

GRASPSS – SITUATIONGagawa ka ng plano upang isagawa

ang mga sumusunod:A. Lecturette o orientasyon sa tamang

paghugas ng kamayB. Pagpapakain ng masustansya at

murang meryendaC. Paglilinis ng lugar (hal., pagwawalis,

pagtatapon at paghakot ng basura)

GRASPS

S- SITUATIONIsasagawa ang mga ito ng iyong team

sa isang Sabado. Makipag-ugnayan kayo sa mga ahensyang: Dept. of Health Health and Nutrition Center, depEd Local Govt. Unit in charge of Waste

Management in the Barangay

GRASPS

P- PRODUCT /PERFORMANCE (Inaasahang Pagganap at Layunin)

Gagawa ka ng plano. Kailangang i-document ng team mo ang aktwal na pagsasagawa.

Tatayahin ang Plano at aktwal na pagsasagawa gamit ang rubric

GRASPSS – STANDARDS AND CRITERIA (Mga Pamantayan at Criteria)1.Nilalaman ng plano a. Layunin b. Gawain at panahong ilalan c. Mga taong gagawa d. Mga kakailanganing gamit e. Mga ahensyang makatutulong2. Pagsasagawa ng plano

THINK ABOUT ON-GOING ASSESSMENT

STUDENT DATA

Open response testOral responsePortfolio entryExhibitionCulminating productQuestion writingProblem solvingJournal EntryShort Answer Test

TEACHER DATA

Anecdotal recordsObservation by checklistSkills checklistClass discussionSmall group interactionTeacher – student conferenceAssessment stationsExit cardsPerformance tasks and rubrics

DIFFERENTIATED INSTRUCTION

JUST DO IT!!!

Thank Youand

God Bless..