Tools
to Assess Curriculum
Reported by:
Mary Grace Dizon
Lorena Mendoza
Marra Eugenio
Joy delos Reyes
Syndie Jose
Klasika Espiritu
What are Assessment
Strategies?
Assessment
strategies are the structures through which student knowledge and skills are
assessed. These are:
1. Paper -and- Pencil testing
2. Performance based strategy
3. Observational
4. Personal communication
5. Oral
6. Reflective
7. Combination of strategies
PAPER-AND-PENCIL
STRATEGY
·
Essay
a. Definition
The essay:
- Writing used to assess student understanding and/or how
well students can analyze and synthesize information;
- Paper-and-pencil assessment where a student constructs a
response to a question, topic, or brief statement;
- Provides the student with opportunity to communicate
his/her reasoning in a a written response.
b. Purpose
The essay is used to:
- Assess the student’s ability to communicate ideas in
writing;
- Measure understanding and mastery of complex information.
c. Characteristics
The essay:
- Measure student’s ability (e.g., in making comparisons,
applying principles to new situations, organizing application, drawing
inferences, being persuasive, integrating knowledge and applications,
summarizing information);
- Assess knowledge, reasoning, organization and
communication skills;
- Directly measures the performance specified by the
expectations;
- Includes a scoring which specifies attributes for a
quality answers (e.g. conciseness, factual knowledge, connection between
argument and supporting facts) and indicates the value associated with each of
the attributes;
- Affords the student a chance to construct his/her own
answers, demonstrating creativity and/or originality.
d. Teacher’s Role
The teacher:
- Uses professional judgment to develop the problem,
question, or statement and scoring of the final product.
e. Consideration
The essay:
- Issued to assess separately the student’s ability to
communicate ideas, write proficiently and comprehend context;
- Less time-consuming to construct compared to objective
item testing, but can require considerable time to evaluate;
- is not an effective means of assessing a student’s entire
domain of content knowledge, or assessing more than one or two reasoning skills
at one time.
·
Select Response
a. Definition
The select response:
- is a paper-and-pencil assessment in which the students is
to identify the one correct answer;
- is commonly used procedure for gathering formal evidence
about student learning, specifically in memory, recall and comprehension.
b. Purpose
The select response is
to:
- Test student learning of student/content knowledge
(facts, concepts, principles or generalizations, procedures);
- Assess prerequisite knowledge (e.g. when communicating in
a second language, students can be assessed on vocabulary prior to a
conversation in that language).
c. Characteristics
The select response:
- Can be administered to large numbers of students at the
same time;
- Can be scored very quickly;
- is stated in clear, simple language.
d. Teacher’s Role
The teacher:
- Identifies the format (e.g. multiple choice, true/false);
- Selects the content to be covered;
- Designs the question.
e. Consideration
The select response:
- is always influenced by the student’s ability to read and
understand the items:
- can utilize computer and optical scanning technology to
save time development, item storage and retrieval, test printing and optical
scan scoring;
- Can make it more difficult to determine how the students
arrived at an answer with true/false and multiple choices.
THE PERFORMANCE-BASED
STRATEGY
The Performance Task
A. Definition
The performance task:
·
Is an assessment which
requires students to demonstrate a skill or proficiency by asking them to
create, produce, or perform;
·
May be an observation
of the student or group of students performing specific task to demonstrate
skills and/or knowledge through open-ended, “hands-on” activities.
B. Purpose
The performance task
is used to:
·
Provide an efficient
means of assessment where the skills cannot be demonstrated with a
pencil-and-paper test;
·
Enable learners to
demonstrate abilities, skills, attitudes, and behaviors;
·
Provide information
about a learner’s ability to organize, draw on prior knowledge and experience,
improvise, choose from a range of strategies, represent learning, and make
decisions to complete a task;
·
Test skills in
affective, cognition, psychomotor, and
perceptual domains.
C. Characteristics
The performance task:
·
Can be diagnostic,
formative of summative assessment;
·
Uses ongoing feedback;
·
Allows most learners
to participate successfully in varying degrees;
·
Provide opportunities
for learners to work individually, as well as in small groups;
·
Focuses on the process
as well as the product;
·
Provides contexts that
have relevance to the students (MY ENHANCE MOTIVATION S students work on “real
tasks; tasks are meaningful, “real world” applications);
·
Provides the most
realistic assessment of job-related competencies;
·
Includes tasks such as
painting, speeches, musical presentations, research papers, investigations,
athletic performance, projects, exhibitions, and other product that require
students to construct a unique response to
task.
D. Teacher’s Role
The teacher:
·
Observes the student
or group of students performing a specific task;
·
Shares with the
student the responsibility of developing and organizing the performance task, and
setting assessment criteria;
·
Assign a level of
proficiency based on performance.
E. Consideration
The performance task:
·
Provides an
excellent way to assess reasoning skills
·
Must have clearly
defined criteria for assessment
The Exhibition /
Demonstration
A. Definition
The
exhibition/demonstration:
·
Is a performance in
which a student demonstrate individual achievement through application of
specific skills and knowledge;
·
Is used to access
progress in tasks that require students to be actively engaged in n activity
(e.g. performing n experiment)
B. Purpose
The exhibition/demonstration is used to:
The exhibition/demonstration is used to:
·
Allow students to show
achievement of a skill or knowledge by requiring the student to demonstrate
that skill or knowledge in use.
C. Characteristics
The exhibition/demonstration:
·
Is either an actual
situation or a simulation (emphasis in a simulation is upon mastery of the
fundamentals of the knowledge/skill);
·
Is often used in Arts;
·
Is accompanied by a
list performance attributes as well as the assessment criteria, which should be
determine prior to the demonstration ;
·
Is frequently
organized in assessment stations where the stations are used toy test a variety
of skills (e.g., basketball circuit-jump shot, set shot, dribble round pylons).
D. Teacher’s Roles
The teachers:
The teachers:
·
Assesses how well a
student’s performs a practice, behavior or skill.
F. Considerations
The exhibition
/Demonstration:
·
May be
interdisciplinary;
·
May require students
initiative and creativity;
·
May be a competition
between individual students or groups;
·
May be collaborative
project that students work on over time;
·
Should be constructed
and administered in a manner which is equivalent for all students (e.g., all
candidates in a music demonstration play the same piano).
(Source: Teacher Companions curriculum Unit Planner April
16, 2001.)
Big help...thank you so much
TumugonBurahin