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FORMATIVE ASSESSMENT
- Assessment for Learning pertains to the use of formative evaluation to determine and improve students’ learning Outcomes.
- Teaching and learning plans are based on the results of formative assessment which provides feedback the effectiveness of teaching and learning process as seen from the students learning.
Formative assessment occurs at three (3) points of instruction:
(1) during instruction;
(2) between lessons; and
(3) between units.
(William & Leahy, 2007).
SUMMATIVE
ASSESSMENT
- Assessment of Learning uses summative evaluation which provides evidence of students’ level of achievement in relation to curricular learning Outcomes.
- Summative assessment on the other hand, is used to determine how much students have learned at the end of term, unit or academic year. Summative assessment is one basis for determining the final grade as demonstrated from the achievement of the students.
NORM-REFERENCED ASSESSMENT
Gives us information on what the student can perform by comparing to another student. It describes student performance in the class by comparing to others.
CRITERION-REFERENCED ASSESSMENT
CONTEXTUALIZED ASSESSMENT
DECONTEXTUALIZED ASSESSMENT
ANALYTIC
ASSESSMENT
refers to specific approach in
the assessment of learning outcomes.
HOLISTIC
ASSESSMENT
Prsented By:
Canindo, Jyrish
Solomon, Rhecylin
Includes written exams and term papers, which are suitable for assessing declarative knowledge, and do not necessary have direct connection to a real-life context.
It describes assessment practices which measures skills and knowledge in dealing with situations or perform specific tasks which the students identified as important and meaningful to them.
It was performanced-based tasks which authentic in nature.
The focus is on the student construction of function knowledge and the students' performance in application of knowledge in the real way context of the discipline area.
It focuses on declarative knowledge and procedural knowledge in artificial situations detached from the real work context .
Describes the performance of the students without reference to the performance of others which uses preset criteria or predefined and absolute standard or outcomes.
Usually, it describes student's mastery of the course content, thus there is no competition for a limited percentage for a high score.
Teachers can actually rank the achievement of their students; as a result, there is a limited percentage of competition for those who are high scorers.
Overview
Intended Learning Outcome :
At the end of the chapter, you should be able to distinguish the different types of assessment, and relate it to learning outcomes.
- Assessment is an essential and powerful tool in the teaching and learning process.
- it is a process of obtaining data with which we could measure student competence and learning outcomes.
TYPES
OF
TRADITIONAL ASSESSMENT
AUTHENTIC ASSESSMENT
- This kind of assessment is standardized and for speed-based, and norm-referenced (Bailey, 1998).
Paper-and-pencil tests or quizzes
TRADITIONAL ASSESSMENT
Traditional assessments are indirect and inauthentic outcomes.
Focus on learner’s ability of memorization and recall, (Smaldino, 2000).
2. Authentic assessments capture constructive nature of learning.
In a constructivist point of view, learners should create knowledge and meaningful based from schemata. Thus, assessments cannot just ask students to repeat information they have received. Students must also be asked to demonstrate that they have accurately constructed meaning about what they have been taught. Moreover students must be given the opportunity to engage in the construction of meaningful Authentic tasks not only see as assessments but also as vehicles for such learning
A. The Context of the Assessment
- Realistic activity or Context
- The task is performance based
- The task is cognitively complex
B.The Role of the Student
- A defense of the answer or product is required.
- The assessment is formative.
- Students collaborate with each other or with the teacher.
C.The Scoring
- The scoring criteria are known or student-developed.
- Multiple indicators or portfolios are used for scoring.
- The performance expectation is mastery.
The commonly reported dimension of authenticity are gropued into three broad categories (Frey, 2012)
3. Authentic assessments integrate teaching, learning, and assessment.
Problem solving and decision making skills are best exemplified by this, purpose. Students are learning the process of developing a solution to a problem by simply applying the meaningful concepts
4. Authentic assessments provide multiple paths to demonstration.
authentic tasks tend to give the students more freedom on how they will demonstrate what they have learned.
1. Authentic assessments are direct measures.
This could be done also by teachers by asking the students to use what they have learned in some meaningful way. (e.g. Conducting a science experiment - hypothesis testing, developing feasibility study, calculating savings).
AUTHENTIC ASSESSMENT
2. Authentic assessments capture constructive nature of learning.
In a constructivist point of view, learners should create knowledge and meaningful based from schemata. Thus, assessments cannot just ask students to repeat information they have received. Students must also be asked to demonstrate that they have accurately constructed meaning about what they have been taught. Moreover students must be given the opportunity to engage in the construction of meaningful Authentic tasks not only see as assessments but also as vehicles for such learning
1. The task should be representative of performance in the field.
2. Attention should be paid to teaching and learning the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students’ should present their work publicly and defend it.
Four basic characteristics of Authentic Assessment
Some of the best uses
of authentic assessment
- focuses on the analytical and creative thinking skills, students to work cooperatively and that reflect student learning, student achievement and student attitudes of relevant activities.
1. Authentic assessments are direct measures.
This could be done also by teachers by asking the students to use what they have learned in some meaningful way. (e.g. Conducting a science experiment - hypothesis testing, developing feasibility study, calculating savings).
Summative assessment
-Conducted at the end of each section or unit to find out student achievementE.g. tests, exams, essays, or projects that form a portion of a student’s final grade.07).