6We assess the world around us and make decisions based on that analysis
7Understanding the Concepts ASSESSMENT EVALUATION TESTING
8ASSESSMENTCollection of data. Information that enlightens the teacher and the learner, information that drives instruction, information about all the elements involved in the teaching-learning process
9EVALUATIONIt is the product of assessment. It is the objective and purposeful analysis of the product of teachers’ efforts and students’ progress
10It refers to the application of instruments to gather data TESTINGIt refers to the application of instruments to gather data
12Purposes of Classroom Assessment LEARNINGFORASOF
13Assessment FOR Learning It is designed to give teachers information to modify and differentiate teaching and learning activities. It takes into consideration individual learning styles but takes general forms as a starting point. The focus of teacher’s analysis is on HOW learning occurs and how ss apply what they know. This information can be used to provide effective feedback.
14Assessment AS Learning The purpose in this process is to develop metacognition in students, who are considered as the critical link between assessment and learning. They have to learn to make sense of information, relate it to prior knowledge and use it for new learning. They are active and engaged and can participate as designers of instruments
15Assesment OF LearningThis is summative in nature and it informs about what students know and can do. It confirms whether they have achieved the curriculum outcomes and helps to make reasonable and defensible decisions about our teaching.
16What is an example from your teaching practice of Task 1Discuss with a partner and then share with the groupWhat is an example from your teaching practice ofAssessment for learning?Assessment as learning?Assessment of learning?
19The Class as an Assessment Environment The one way to make learning meaningful is by helping ss internalize and use that knowledge. To do so, they need to OWN their learning, they have to be able to assess what they do in class, why they do it.T’s should assess all the elements involved in the teaching-learning process: ss learning and production, material, and teacher’s preparation and performance
21Basic Elements of Assessment Validity: it refers to the extent to which assessment measures what it is intended to measureFairness: it is concerned with giving all ss equal opportunities for success in assessmentReliability: It refers to the extent to which a test produces consistent, reproducible scores
22Task 2Think of one of the better teachers that you had as a K-12 student. In retrospect. How would you describe the teacher’s classroom as an assessment context?
24Traditional Assessment It consists of typical paper-and-pencil tests in which ss select from choices, calculate numbers, construct short responses, or write essays
25Alternative Assessment In this type of assessment, students are given more choices of work. It requires more detailed instructions and a scoring guide for quality control.It includes Performance-based assessment, Authentic Assessment and Portfolio Assessment
26Authentic Assessment Performance-based Assessment Portfolio Assessment It consists in evaluatingss’ knowledgeor skill in a context that approximatesthe real world or real lifeas closely as possiblePerformance-basedAssessmentGoing from “knowing” to “showing”Doing open-ended activities thathave no correctbut appropriate, acceptable answersPortfolio AssessmentIt consists in a systematic andorganized collection ofSs work that show their skillsand accomplishments alonga period of time
27Critical Elements Visible Criteria Clear, detailed directions Differentiated ScoringHOW? Using Rubrics
28A Rubric? But, What is it?"a scoring tool that lists the criteria for a piece of work or 'what counts.' “ (Goodrich, 1999)A good rubric describes levels of quality for each of the criteria being analyzed, usually on a point scale.
29Why use them? They help students and teachers define "quality." When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?" questions.Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve.Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework. As one teacher says: "They know exactly what their child needs to do to be successful."
30Examples ..\english iii\Rubric for Oral Test.doc ..\RUBRICS\4skills test word.doc..\RUBRICS\portfolio.doc..\RUBRICS\Professional Development Journal Rubric.doc../Course%20Design/RUBRICS/Project%20rubric.doc
31Task 3Suppose that you were teaching this workshop. How would you go about creating rubrics for assessing the performance of ss?