Documentos de Académico
Documentos de Profesional
Documentos de Cultura
What is the difference between assessment and evaluation? Which comes first? The terms testing, assessment and evaluation are often used interchangeably, but strictly speaking, the three terms mean differently and cannot be used interchangeably.
Assessment is the process of gathering information about students- what they studentsknow and can do. Evaluation is the process of interpreting and making judgments about assessment information. Testing is a measure of assessment.
AUTHENTIC ASSESSMENT
Thoughtful educators agree that if the goal is to move education away from rote learning, then teachers will have to change the way they assess students. But while many teachers are aware that traditional tests alone fail to give a complete picture of students mathematical reasoning, they seem to be stuck to their old habits for lack of competence in and understanding of authentic assessment.
Authentic assessment changes the roles of students and teachers in the assessment process.
1. Students are active participants in the assessment process, rather than passive test takers.
2. Students do tasks that are interesting, worthwhile and relevant to their lives rather than specific pen-and-paper pen-andtasks than often have no meaning in their day-to-day day-toactivities.
4. Students evaluate themselves and their peers, instead of just being at the receiving end.
from taking on the responsibility for student learning to assisting students take responsibility for their own learning.
from being enemies to becoming allies of the students in the assessment process; and,
from being the sole evaluator of students performance to being just one of the many possible evaluators of student/s performance.
BALANCED ASSESSMENT
For a balanced assessment, it is suggested that teachers use standardized and teacher-made tests to measure teacherknowledge and content, portfolios to measure process and growth, and performances to measure application. Such combination provides a union of insufficiencies which will provide a more accurate portrait of the individual learner.
Balanced Assessment
Performance
Portfolio
Emphasis: Process Predict Growth Features: Reflection Goal-setting Selfevaluation Growth and Development
1. Short Assessment TasksTasksthese are used to check on students mastery of basic concepts, skills, procedures and thinking skills.
a. Open-ended Tasks- these are OpenTasksoften referred to as free response questions. A problem or situation is presented and the student is asked to give a response by perhaps describing, solving, interpreting, graphing or predicting. It should allow students to solve in a different ways.
2. Concept Mapping
A concept map is a cluster or web of information created by students to represent their understanding of concepts and relationships among ideas. It is used to reveal how students understanding changes over time.
a. Event Tasks These tasks assess broad competencies and skills and usually take a longer time to complete. Students perform better in event tasks when working together, rather than individually, which makes them well-suited for cooperative work.
b. Long Term Projects The project provides real-life realcontent to the lessons learned. Example: Prepare a map of your school drawn to scale. Discuss the measurement procedure you used and the processes you applied. This project will be due three weeks time. Each group will be required to do an oral presentation, aside from the written output of the project.
Rubrics
Assessment using alternative approaches require the use of rubrics and the judgment of human evaluators.
A rubric contains the criteria or indicators that are used in scoring students performance, portfolios or responses to an open-ended task. It opendescribes the levels of performance students may be expected to attain relative to a desired standard of achievement.
Kinds of Rubrics
Holistic rubric- scoring is based on an rubricoverall impression of a sample of student work considered as a whole. Analytic rubric- separate scores are rubricgiven for different indicators or characteristics of a students output or performance.
It is a purposeful collection of student s works that exhibits the student s efforts, progress and achievements in one or more areas.
A Creative Cover it gives the subject area, author, and title, and the general theme of the portfolio.
A Letter to the Reader It welcomes the reader and explains the cover, the title and/or the theme.
A Table of Contents
This shows how the entire portfolio is organized.
Reflections
This is meant to reveal student insight.
Self-Evaluation SelfThis encourages students to assess their own strengths and weaknesses and monitor their own learning.
To provide an opportunity to richer, more authentic and more valid assessment process.
Types of Portfolios
Best Work Portfolio Showcases the students best work as selected by the student and the teacher.
Process Portfolio
Presents the progress of a certain work from the first draft to the final form to show growth.
Working Portfolio Supplements traditional means of grading and is used for on-going informal onassessment of students progress and evidence of their learning.
Integrated Portfolio Gathers different disciplines in one piece of work in line with a thematic approach to learning.
The best and most beautiful things in the world cannot be measured by sight and touch but these must be felt with the heart. THANK YOU!