‘ne ASSESSMENT AND EVALUATION IN MATHEMATICS BASIC CONCEPT OF AUTHENTIC ASSESSMENTRT ASSESSMENT AND EVALUATION IN MATHEMATICS. BASIC CONCEPT OF AUTHENTICASSESSMENT LEARNING OBJECTIVES: At the end of the chapter, the students are expected to: Discuss the basic concept of Authentic Assessment Differentiate Authentic Assessment from Traditional Assessment Discuss observations-based assessment tools; Determine the performance samples assessment tools; and dentify the different performance assessment tools epee ‘The terms assessment, evaluation, testing, and marks were discussed in the Assessment of Learning I. these terms are often used in determining the degree of attainment of student learning outcomes. Attimes they are used interchangeably. Let’s define again these terms. Assessment refers to the process of gathering data and information about what the students know and can do, Such information may be sourced through observation of students during their learning activities, examining the result of their learning activities or testing their knowledge and skills. Through assessment, the teacher can find out what students are learning. Evaluation involves the task of interpreting, forming conclusions, and making judgments about the information which was gathered in the process of assessment. The data gathered are neither useful nor useless but they reflect the learning process. Such information becomes meaningful only when they are processed and interpreted as to how well the students are attaining their desired competencies. strument of assessment. A test is an assessment tool that reflects the Testing is an records of the students’ learning outcomes. ‘Marks are reports of the result s of evaluating information obtained in the assessment process. Marks have certain components related to the learning activities undertaken by the students. Examples of such components are: 20% for class participation 10% for completed assignments 20% for quizzes 30% — for submitted reports 20% — for oral presentation of completed project 100% TOTAL Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill demonstrations, performance in learningactivities, testresults,and rubrics ratings:ASSESSMENT AND EVALUATION IN MATHEMATICS. which cover a period of time and should reveal the progress of students in competencies. Evaluation on the other hand, occurs when a mark or grade is assigned after a quiz, @ presentation, or a completed task. In recent years, higher education institutions in the Philippines have joined in the international focus on the need to include in the teaching-learning process the assessment and documentation of student learning outcomes. This focus is in recognition of the importance of information on learning outcomes in the improvement of the educational experiences that colleges and universities offer. Why Authentic Assessment? “The common practice of using recall and recognition objective the skills and knowledge they have mastered.” — Richard Stiggins (1987) “Authentic assessments are products and/or performances correlated with real life experiences.” — Newton Public Schools Other names for authentic assessment are performance assessment, alternative assessment, and direct assessment. Characteristics of Authentic Assessment 1. Authentic assessment starts with clear and definite criteria of performance made known to the students. 2. Authentic assessment is criterion-referenced rather than norm-referenced and so it identifies strength and weaknesses, but does not compare students nor rank theirlevels of performance. Authentic assessment requires students to make their own answers to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS). 4. Authentic assessment often emphasizes performance and therefore students are required to demonstrate their knowledge, skills, or competencies in appropriate situations. Authentic assessment does not rely on ability to recall facts or memorize details; instead students are asked to demonstrate skills and concepts they have learned. 5. Authentic assessment encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired learning outcomes. 6. Authentic assessment does not encourage rote leaming and passive taking of tests; instead, students are required to demonstrate analytical skills, ability to integrate what they have learned, creatively, and ability to work in a group, skills in oral and written communications. In brief, authentic assessment values not only the finished products which are the learning outcomes but also the process of learning. 7. Authentic assessment changes the role of students as passive test takers into becoming active and involved participants in assessment activities that emphasize what they are capable of doing instead tests to measure students’ skills or retained facts has come under scrutiny because of the limitation encountered in determining the students’ capability to utilize their knowledge and skills in work and professional practice. At best, these tests=~ ASSESSMENT AND EVALUATION IN MATHEMATICS. are able to give a “snap shot” of the students’ ability to recall facts and information at a given time but fail to provide a “moving picture” of how they will perform in real-world situations which exist in the workplace. While multiple choice, true— false, or matching type tests can be indicators of academic achievements, teachers and students are often misled by the results of these tests on the kind of academic work ad activities that need to be mastered. It is to be remembered that test items are not real problems; right answers are not necessarily indicators of critical thinking. When students complete high school studies or even college degree, they are expected to be able to live in the outside world armed with skills that comply with certain standards. Often, such skills do not involve mastery of grammar rules and solutions to mathematical problems. It is good for students to have mastery of these basic knowledge but if they cannot apply these skills to real-life tasks, then they have not been prepared for the real world, hence the need for authentic assessment. Authentic Assessment Defined “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge andskills...”—John Mueller(2011) ‘...Engaging and worthy problems or questions of importance, in which the students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field.” ~ Grant Wiggins (1987) From teacher-centered activities, authentic assessment encourages a learner-centered class where the teachers’ major role is to help students accept responsibility for their learning and become self-evaluators. The teacher designs activities and evaluates results which provide information needed for monitoring students’ progress and evaluating the teacher's instructional strategies. Phases of Authentic Assessment ‘The purpose of assessment is to improve student learning. Assessment achieves this purpose by gathering pieces of evidence of student performance over a period of time. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essay, story writing, and examination results. “Closing the loop” encourages the use of assessment results for further improvement. In general, outcome assessment goes through five (5) phases: 1. Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities. 2. Determining the criteria and standards of outcomes performance and the acceptable evidence that may be presented as proof of outcomes” attainment.ASSESSMENT AND EVALUATION IN MATHEMATICS 3. Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes. 4. Measuring the extent at which the students are attaining the desired leat 5. Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes and utilizing them for continuousimprovement. ‘outcomes. “Closing the loop” is demonstrated in a diagram of these phases adopted from Jon Muellers(201 1) of North Central College, Nashville, Illinois. Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being the classroom teacher. PHASE! PHASE > Determine criteria Identify the ‘ and acceptable learning outcome ‘@idoncse of J PHASE V PHASE Ill Evaluate results to Implement determine supporting attainment of learning ‘outcome and experiences and AN \\ PHASE IV | impiement assessment strategiesASSESSMENT AND EVALUATION IN MATHEMATICS Examples of Authentic Assessment activities = 1. Doing science experiments Conducting social science field research Writing stories and reports Reading and interpreting literary pieces Solving mathematical problems that have real-worldimplications Performing particular skills/competencies Simulation or role playing Exhibiting and displaying completed works . Submitting portfolios 10. Submitting original creative projects Authentic Assessment vs Traditional Assessment Traditional Assessment is commonly associated with pre-determined choice measures of assessment such as multiple choice tasks, fill-in-the-blanks, true-false, matching type and others. Students typically recall or select the answers. Essentially, traditional assessment springs from the educational philosophy which involves the following principles and practices: ion is to develop useful citizens; 2, Tobea useful citizen, one must possess a certain body of knowledge and skills; | 3. The school is entrusted to teach this body of knowledge and skills; 4, To determine if the students have acquired these knowledge and skills, the school must test the students on these knowledge and skills. Authentic Assessment is grounded on the following principles and practices: 1. A school’s mission is to develop useful citizens; 2, Tobe ausefil citizen, one has to be capable of performing useful tasks in the real-world; |. The school’s duty is to help students develop proficiency in performing the tasks that they will be required to perform after graduation in the work place; 4, The school must then require students to perform tasks that duplicate or world situations. itate real- “Attributes ‘Traditional Assessment ‘Authentic Assessment 1. Action/option | Selecting a response Performing a task 2. Setting Contrived/imagined Simulation/real-life 3. Method Recall/recognition Construction/application 4. Focus | Teacher ~ structured | Student — structured 5, Outcome Indirect evidence Direct evidence1. Observations-Based Assessment Tools To make observations-b; Suggested the following guideli 1 ased assessment systematic and objective, Diane Hart (1994) ines: Observe not only one but all the students, Observation must be as frequent and as regular aspossible Observations must be recorded in writing, Observations should cover both routine and e wRwp Example of Individual Developmental Checklist [ Name: Year & Sectior Oral Communication Stage 3 Stage 4 Stage 1 Stage 2 s Speaks with hesitation Speaks in complete Speaks Volunteers to sentence extemporaneously participate in speaking activities Date: Date: Date: Date:[ASSESSMENT AND EVALUATION IN MATHEMATICS Written ‘Communication Stage 1 Stage 2 Stage 3 Stage 4 Writes with difficulty Writes with some Writes with correct Submits essays and improvement grammar and syntax reports Date: Date: Date: Date: Example of Group Developmental Record Sheet For Student Teachers with major in English ti its. Prepares Writes Motivates Student lesson plan | outcome class and scieatet Name . participatein before based sustain ‘lass teaching objectives interest ‘Angeles, Susan 7 7 7 Cruz, Shirley 7 7 | Manalo, Kurt 7 7 7 Perez, Regina 7 7 7 | Valdez, Robert 7 7 | ~| Zerrudo, Claire 7 7 Example of Observation Checklist Name: ‘Topic/Activity: Attributes 1. Clarity of presentation 2. Opportunity for class interaction 3. Organization 4, Grammar and syntax 5, Provision of summary [ Interview Sheet is another observation tool which is also called the conference recording form. Interview sheets consist of a list of questions the teacher intends to ask and Space for recording the student’s answer. See example of interview sheet on the next page.ASSESSMENT AND EVALUATION IN MATHEMATICS Example of Inte eh Propos Date: Student’sName: Interviewer’s Name: Course/Subject:_ Topics |. Why did you select this topi 2. What are the sources of your materials? 3. What is the theoretical basis of your researchtopic? 4, How do you plan to gather data for yourresearch? 5, What research instruments do you intend to use? 6. What is your timeline for the completion of your research? 7. How much do you expect to spend for thisresearch? IL. Performance Samples Assessment Tools A portfolio isa compilation of pieces of evidence of a and accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook containing evidence of a student's accomplishments or as high-tech as a laser disk containing stored descriptions, written works and pictures of the student's activities and individual's skills, ideas, interests, accomplishments. The portfolio serves the following purposes: a. The teacher can assess the growth and development of the students at various levels. b. Parents are informed of the progress of their children inschool. ¢. Instructional supervisors are able to evaluate the strength and weaknesses of the academie program What can be included on a portfolio? | Compact disk Audio tapes | Conference Pictures Art work | Field reports Essays | Video tapesASSESSMENT AND EVALUATION IN MATHEMATICS Graduating following Students should be able to prepare employability portfolio such as the Employability Competencies Portfolio Academic Competencies Canunderstand printed materials Canuseresearchandlibrary skills Can use technology in preparing oral presentation Can use scientific method in solving problems Can write and speak effectively in English and Filipino Personal Management Competencies Attends school work daily punctually Meets school deadlines Knows personal strengths and weaknesses | Demonstrate self-control Can follow oral and written instructions Can work without supervision Can leamnewskills ‘Team Work Competencies Can participate actively in a group Knows and respects group’s values Listens to other group members Can express ideas to other group members Can be either leader or member of a team Can adjust in changing settings and people III. Performance Assessment Tools Student achievements at specific place and time are actual student performances that deserve to be assessed. One of the most frequently used measurement instrument is the checklist. A performance checklist consists of list of behaviors that make up a certain type of performance (e.g. using a microscope, preparing aleter, solving a mathematics problem set, ec). tis used to determine whether or not an individual behaves in certain way when asked to complete a particular task. If a particular behavior is present when an individual is observed, the teacher places a check opposite it on the list. 10ASSESSMENT AND EVALUATION IN MATHEMATICS Example of Performance Checklist in Solving Mathematical Problem Behari —__|. Identifies the given information. Identifies what is being asked. 3. Uses variables to replace the unknown. 4. Formulates the equations. 5. Performs algebraic operations. 6. Obtain an answer. 7. Verifies if the answer is correct. | Oral Questioning is an appropriate assessment method for actual performance when the objectives are (a) to assess the student's stock knowledge and/or (b) to determine the student’s ability to communicate ideas in coherent verbal sentences. While oral questioning ment, several factors need to be considered when using this option. sssin indeed an option for assess Of particular significance are the student's state of mind and feelings, anxiety and nervousn making oral presentations that could mask the student’ trucability. as device when used by the teacher to hecklist is a list of re asked to or activities Observations and self-reports need a tally she record the frequency of student behaviors, activities, or remarks. A sel several characteristics or activities presented to the subjects of a study. The students study the list and then to piace a mark opposite the characteristics that they posse: in which they have engaged for a particular length oftime. Observation and self-reports are useful supplementary assessment methods when tse conjunction with oral questioning and performance test 1