Outcomes assessment- the process of Rubric- is a coherent set of criteria for Essays-, classified as non-objective tests, allow for
objective tests, allow for the
gathering information on whether the
instruction…
Outcomes - based assessment- focuses
on the student activities - to design
assessment activities
Assessment- requires attention not only
to outcomes
intended learning outcome / lesson
objective- basis of the assessment task.
DepEd Order No. 73, s. 2012- cites the
use of multiple measures
Feedback- must be specific
Assessment- should be on real-world
application
principle of constructive alignment-
means that tasks are aligned to the
intended learning outcome.
Constructive alignment- is based on the
constructivist theory - learners use their
own activity to construct their
knowledge or other outcome/s.
Assessment methods- can be classified
as traditional and authentic.
Traditional assessment method- usual
paper-and-pencil test - assesses learning
in the cognitive domain
authentic assessment- refers to non-
paper-and-pencil test. - also called
alternative assessment
Psychomotor learning- cannot be
measured by a paper-and-pencil test.
Portfolio- falls under non-paper-and
pencil test - a purposeful collection of
student work
-It can be a collection of
products or recorded performances or
photos of performances.
Working Portfolio- is a project "in the
works," containing work in progress
growth portfolio- demonstrates an
individual's development and growth
over time.
- also called
development portfolio. - can serve as a
holding tank for work
Display, Showcase, or Best Works
Portfolios - display of the students' best
work.
Assessment or Evaluation Portfolio- to
document what a student has learned
based on standards and competencies
students' work
- to assess performance made
evident in processes and products
- serve as a scoring guide
Products and performances- can be
scored reliably only with the use of
scoring rubrics.
analytic rubric- is evaluated separately -
good for formative assessment; -, you
can combine the scores.
holistic rubric- evaluated simultaneously
- scoring is faster - good for summative
assessment.
. Students must be given the opportunity
to demonstrate learning that is aligned to
their multiple intelligences and do their
learning styles.
objective test- must cover the various levels of
Bloom's taxonomy.
Deciding on the type of objective test- tests that will
be designed and constructed by the teacher.
Table of Specifications or TOS- is a test map that
guides the teacher in constructing a test - ensures
that there is balance between items
Constructing the test items- actual construction of
the test items follows the TOS. - the actual number of
items to be constructed in the draft should be double
the desired number of items,
5) knowledge level items- included in the final test
form,
(10) knowledge level items- be included in the draft
Item analysis and try-out- The test draft is tried out -
is to determine the: (a.) item characteristics through
item analysis
Binomial-choice or alternate response tests- are tests
that have only two (2) options
modified true-false test- can offset the effect of
guessing
Multiple Choice Tests-offers the student with more
than two (2) options per item
set of options- there is a "correct" or "best" option
all the others are considered -"distracters".
Matching Type- the choices progressively reduce as
one successfully matches
Matching type items-, often test lower order thinking
skills
imperfect type- Another type of a matching type of
test - an answer may be repeated
Supply Type or Constructed-Response Type- consist
of a stem and a blank where the students would write
the correct answer. - depend heavily on the way the
stems are constructed
assessment of higher order thinking skills - require
students to organize their thoughts
Restricted Essay- short focused response
Non-restricted /Extended Essay- can be much longer
and compl
good testing program- must be supplement rather
than supplant
It must be progressive.- include not only mastery of
subject matter but also the physical and mental
health of the learners
It must be cooperative- must be cooperatively
planned by all personnel
It must be descriptive- more meaningful and
significant to the administrators
It must be suggestive.- giving advance activities or
exceptional work
It must be comprehensive.- considers the students'
character
It must be practical.- A testing program must be
practical from standpoint of time - A device must be
used to suit the individual learner
It must be economical.- must be economical in using
the 7Ms resources
It must be usable.- must be usable to the learners,
supervisors and administrators.
It must be flexible- adaptable to all walks of life be it
rural or urban learners,
Administering the Test- when it is suitable in format, -
when directions to the pupils and students are clear
and complete
Scoring the Test- must be done first before
interpretation
Applying the Results- Application of the results is vital
to the whole testing program.
Retesting- necessary to determine the success - must
be done to determine if there are improvements
Making Suitable Records and Reports-, students'
records must be comprehensive, cumulative,
Sociogram- is a sociometric test to determine the
social relationships of students among peers
- a teacher-made device to determine
how a student is liked
Star- who choose or vote each other.
Mutual choice- students who choose or vote each
other.
Clique- three or more students who choose or vote
each other
One-way choice- who choose someone but the one
they choose did not vote or choose them
Isolate- chooses his friends but nobody choose him as
a friend