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ASSESSMENT

OF STUDENT

LEARNING

GROUP II

DELICAN
A

RIZA
JOY U.

PATACSI
L
KENNET
H

BALASA
NO
S

MECHEL
L

PASIG-PASIGAN
PASIG-PASIGAN

CHARMAINE
CHARMAINE

TORRELIZA

VENEZIA

GONZALE
S
LADY GRACE

BRAGANZ
A

CARL

SANGIL
,
CARLO

MARBEBE

RAFFY

PRINCIPLES O
HIGH
QUALITY
ASSESSMENT

. RIZA JO U.CLARITY OF LEARNING TARGETS PORT BY: DELICANA.

We consider learning targets involving knowledge. accurate and dependable only if what are to be achieved are clearly stated and feasible. Learning targets need to be stated in behavioral terms or terms which denote something .Assessment can be made precise. reasoning. skills products and effects.

COGNITIVE TARGETS .

As early as the 1950’s Bloom (1954).proposed a hierarchy of educational objectives at the .

.

SKILLS. COMPETENCIES AND ABILITIES TARGETS REPORT BY: BALASANOS. MECHELLE .

Birthday card . example. Example.Skills refers to specific activities or tasks that a student can proficiently do. language skills Skills can be clustered together to form specific competencies. Skills in coloring.

the ability to work well with others and to be trusted by every classmate (affective ability ) is an indication that the student can most likely succeed in work that requires leadership .Abilities categorized into : Cognitive Psychomotor Effective abilities For instance.

they would .On the other hand. other students are better at doing things alone like programming and web designing (cognitive ability) and therefore.

Speech and language development 4.CHILDREN DEVELOP SKILLS IN 5 MAIN AREAS OF DEVELOPMENT: 1. Fine motor skill development 5. Gross motor skill development . Cognitive development 2. Social and emotional development 3.

Competency consist of 3 parameters: Knowledge (x) Skills (s) Abilities (A) .

Abilities . range of information in subject matter area.art. Example : science. Skills -Proficiency.crafts.Knowledge -Mastery of facts.expertise or competense in given area.demonstrated performance to use knowledge and skills .

.I would call the adequate capacity to do something as a competency while a skill would be a talent or an ability to do something in a proficient manner.Difference between skills and competencies: .a competence is enough to do something properly while a skill would take it to a higher plane. .

REPORT BY: PATACSIL. PRODUCTS. KENNETH OUTPUTS AND PROJECT TARGETS .

outputs and projects. .A student’s ability is determined through it’s products.

the product or the result is evident in the person. It can be seen and .Meaning to say.

It can be measured through the persons character and personality. There is an output if the .

He has learned to face a group of people and talking of a certain topic in front of them. He/she has learned .For ex.

.A changed is evident in is personality then there is an output.

APPROPRIATENESS OF ASSESSMENT METHODS REPORT BY: BRAGANZA. CARL .

A.Essays – can test the students’ grasp of the higher level cognitive skills .Checklists – list of several characteristics or activities presented to the subjects of a study.Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives . Written-Response Instruments . where they will analyze and place a mark opposite to the .

creative endeavors . Product Rating Scales . notebooks. Performance Tests .Need to be developed to assess various products over the years c. diagrams.Consists of a list of behaviors that make up a certain type of performance .Performance checklist  .Used to determine whether or not an individual behaves in a certain way when asked to complete a .b. maps. charts.Used to rate products like book reports.

ORAL QUESTIONING REPORT BY: TORRELIZA. VENEZIA .

 OBJECTIVES  to assess the student’s stock knowledge  to determine the student’s ability to communicate ideas in coherent verbal sentences .ORAL QUESTIONING Traditional Greeks used oral questioning as the commonly-used of all forms of assessment.

ORAL QUESTIONING Factors needed to consider: the student’s state of mind and feelings. . anxiety and nervousness in making oral presentation which could mask the student’s true ability.

. activities or remarks.OBSERVATION and SELF REPORTS ♥ A tally sheet is a device often used by teachers to record the frequency of student behaviors . ► Observational tally sheets are most useful when it comes to answering these kinds of questions.

.Often used by teachers when they want to . The individuals are asked to study the list and then place a mark to the characteristics they possess or the activities which they have engaged in for a particular length of time. A self-checklist is a list of several characteristics or activities presented to the subjects of a study.

.OBSERVATION and SELF REPORTS  useful supplementary assessment methods when used in conjunction with oral questioning and performance tests.

useful to consider weighing selfassessment and observational reports against the results of oral questioning and performance tests. can offset the negative impact on the students brought about by their fears and anxieties during oral questioning or when performing actual task under observation. .

PROPERTIES OF ASSESSMENT METHODS .

VALIDIT Content. Y Construct Predictive. Concurrent. entrance examination) . •Content validity – face validity or logically validity used in evaluating achievement test. •Concurrent validity – test agrees with or correlates with a criterion (ex.

•Predictive validity – degree of accuracy of how test predicts the level of performance in activity which it intends to foretell •Construct validity – agreement of the test with a theoretical construct or trait (ex. IQ) .

testing condition. Test-retest Method (uses Spearman rank correlation coefficient) 2.RELIABILITY . test administration procedures. objectivity. Parallel forms / alternate forms ( paired observations are correlated) . Methods of estimating reliability: 1.adequacy.

3.Scorer reliability method (two examiners .Split-half method (oddeven halves and computed using Spearman Brown formula).Internal-consistency method (KuderRichardson formula 20). 2.1.

FAIRNESS .

which means: .Fairness – assessment procedure needs to be fair. .

.-Students need to know exactly what the learning targets are and what method of assessment will be used. .Freedom from teacherstereotyping.Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners. .

PRACTICALITY AND EFFICIENCY .DOES NOT REQUIRE TOO MUCH TIME . .TEACHERS SHOULD BE FAMILIAR WITH THE TEST.IMPLEMENTABLE .