PCK4 3.

Technology Literacy - the ability to use, manage,

evaluate, and understand technology.
Project - the students research a topic and present it in a
creative way.
Life skills - take a look at intangible elements of a
Demonstration - students present a visual enactment of a
student’s everyday life. These intangibles focus on
particular skill or activity.
both personal and professional qualities.
Problem-Solving - required student to place him/herself
5 Skills under Life skills
in or react to a situation where their prior learning is
1. Flexibility - the ability to adapt to new situations,
needed to solve the problem or evaluate the
improvise, and shift strategies to achieve a
situations.
goal/outcome.
Discussion - students in a class verbally interact on a
2. Leadership - the ability to set a goals, walk a team
given topic.
through the steps required, and achieve those goal
Transversal Competencies - competencies that are
collaboratively.
transferable b/w jobs. Used to describe as
3. Initiative - the ability to take charge of working toward
“EXPERIENCE”.
a goal.
Global Citizenship - the idea that one’s identity transcend
4. Productivity - the ability to achieve a goal using these
geography or political borders and that one’s
skills: setting and meeting deadlines, prioritizing
responsibility or rights originate from membership in
needs, managing time, working ethically, collaborating
a large class: “humanity”
and cooperating with others.
Critical and Innovative Thinking Skills - this is how we
5. Social Skills - the ability to connect and interact with
think extensively and profoundly in all learning areas
others.
at school and lives outside of school.
Physical Health and Religious Beliefs - giving importance
DEVELOPING PERFORMANCE TASK
to our health while constantly living and working, as
Performance Task
well as respecting various religious beliefs.
 Any learning activity or assessment that asks
Media and Information Literacy - it enables people to
students to perform to demonstrate their
demonstrate and make informed judgements as
knowledge, understanding and proficiency.
information and media users, as well as become
skilled creators and producers of information and
DIFFERENTIATING PERFORMANCE TASKS FOR DIVERSE
media messages in their own right.
LEARNERS
Interpersonal Skills - are the skills we utilize on a daily
TECHNIQUES:
basis as we connect and communicate with others,
1. Prior Knowledge Links
both individually and in group.
 Taps into students’ prior experiences and
Intrapersonal Skills - are the internal skills and habits that
knowledge.
help us control our thoughts, deal with problems and
 Asking about individual experiences in
learn new information.
reference to a certain topic.
21st Century Skills - refer to the knowledge, life skills,
2. Paired and Cooperative Learning
career skills, habits, and traits that are critically
 Combine students with varying learning
important to student success in today’s world,
abilities, interests, language proficiencies, or
particularly as students, move on to college, the
other skill strengths into groups of two or more
workplace, and adult life.
to provide peer support throughout the lesson.
Learning Skills - teaches students about the mental
3. Non-linguistic Representation
processes required to adapt and improve upon a
 Help students learn using different modalities.
modern work environment.
 Teach students a few words using American
4 Skills under Learning Skills
sign language and challenge them to
1. Critical Thinking - the ability to find solutions to
communicate their observation without words.
rpoblems.
4. Realia and Hands-on Learning
2. Creativity - the ability to think “outside the box”.
 Provide tangible objects to illustrate what is
3. Collaboration - the ability to work together with others
being discussed, and get students to participate.
and coordinate to achieve goal.
5. Curricular and Personal Connections
4. Communication - the ability to talk/write effectively
 Relating new concepts to previously learned
with and to others.
one to help students to connect with other
content and discipline areas.
Literacy Skills - focuses on how students can discern facts,
6. Oral, Reading , and Writing Skills
publishing outlets, and the technology behind them.
 Encourage students to integrate the three
3 Skills under Literacy Skills
learning modalities of speaking, reading and
1. Information Literacy - the ability to identify, find,
writing.
evaluate, and use information effectively.
2. Media Literacy - the ability to identify different types of
media and evaluate and understand the
messages received through each.
 SCORING RUBRICS
 are descriptive scoring schemes that are developed
by the teachers or evaluators to guide the analysis of
the products or process of students’ effort.
TYPES OF RUBRICS
1. Developmental Rubrics
 A subset of analytic trait rubrics.
 It designed to answer the question, “ to what
extent are students who engage in
programs/services developing this
skill/ability/value/etc.?”
2. Checklist
 A distinct type of rubric where there only two
performance levels possible.
 Longer than other types of rubric.
3. Holistic Rubric
 Applied all criteria simultaneously and
providing single score based on an overall
judgement about the quality of the students’
work.
4. Analytic Rubric
 Students’ work is evaluated by using each
criterion separately, thus providing specific
feedback about a students’ performance along
several dimensions.
DEVELOPING RUBRICS
1. Identify the learning outcomes and performance
task to be evaluated.
2. Identify the quality the attributes or indicators of
the performance task.
3. Determine measure criteria.
4. Determine the benchmarks and point values.
5. Write the benchmark or performance descriptors
for each criterion.
AUTHENTIC ASSESSMENT OF
THE AFFECTIVE DOMAIN
Affective Domain
 part of a system that was published in 1965 for
identifying understanding and addressing how
people learn.
5 Categories in the affective domain based on the
Taxonomy:
1. Receiving - the awareness and willingness of the
learner to listen and respond.
2. Responding - is the action on a particular situation.
It emphasizes the willingness to
respond.
3. Valuing - is the value or behavior of a learner in a
certain situation.
4. Organization - brings responsibility to the
learner’s behavior to formulate
systematic planning and problem-
solving.
5. Characteristics - it is how the learners control
their feelings and act according to their
values.
AFFECTIVE TARGETS
1. Attitude - is a mental predisposition to act that is
expressed by evaluating a particular
entity with some degree of favor and
disfavor.
4 Components of Attitude
1.1. Cognition - are the beliefs, theories and
cause-and-effect of beliefs and
perceptions.
1.2. Affective - refers to the feeling and
emotions such as fear, likes, and anger.
1.3. Behavioral Intention - these are our goals
and aspirations and our expected
response toward the attitude.
1.4. Evaluation - is the degree of goodness and
badness towards the attitude.
2. Interest - the personal preference for certain
kinds of activities.
3. Motivation - provide information about the type
of environment, tasks and activities that
can individual will be motivated to do.
5 Classroom Tips to Motivate Students for
Assessment Success:
1. Create student-centered classroom
assessments.
2. Tap into intrinsic motivation
3. Give students a say
4. Take the time to personalize
5. Encourage students to monitor their own
progress.
4. Values - is a principle, standard, or quality
considered inherently worthwhile or desirable.
5. Self-Concept - is usually called a mental image of
who you are as a person, as our internal
interpretations of our actions, skills, and specific
characteristics.
6. Locus of control - is an individual’s perception of
the underlying main causes of events in his/her
life.
7. Self-Efficacy - helps students believe in
themselves.
- A person’s particular set of beliefs that
determine how well one can execute a plan of
action in prospective situations.
8. Anxiety - is directly related to feelings of
uneasiness, frustration, self-doubt, fear, or worry.
9. Creativity - as the potential for anyone to be able
to think of new and useful ideas, to look at a
problem in a new way.
10. Epistemological Belief - epistemology explores
the beliefs we hold.
APPROPRIATE METHODS
Appropriateness of Assessment Methods - are the
strategies, techniques, tools and instruments for
collecting information to determine the extent to
which the students demonstrate the desired
learning outcomes.
 Common Types of Appropriateness of
Assessment Methods:
1. Written-Response Instruments - includes objective
tests.
2. Product-rating Scale - it measures the products that
are frequently rated in education such as book
reports, maps, charts, diagram, notebook, essay
and creative endeavor of all sorts.
3. Performance Test - one of these is the performance
checklist which consists of the list of behaviors
that makes up a certain type of performance.
4. Oral Questioning - an appropriate assessment method
when the objectives are:
 To the students’ stock knowledge; and
 To determine the student’s ability to
communicate ideas in a coherent verbal
sentence.
CONSIDER:
 State of mind
 Feelings
 Anxiety
 Nervousness
5. Observation and Self-Report - useful supplementary
assessment methods when using in conjunction with
oral questioning and oral test.
DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS:
1. Student Self-Report - students can answer to a
survey or questionnaire about themselves or to
other students.
2 Types of Format using the
questionnaire and surveys:
 Constructed-Response Format
- straight forward approach
 Selected-Response Format
- composed of questions to
which there is typically one
best answer.
2. Teacher Observation - one of the necessary tools
for formative assessment.
The teacher must choose whether to use the
following:
 Unstructured Observation - can be
used for the reason of making
summative judgements. It is more
practical, which teachers can record
everything they have observed.
 Structured Observation - different
from unstructured with regard to
preparation needed as well as in the
way observation is recorded.
3. Peer Ratings - is the least common method
among the three feasible methods of assessing
affect. It is seen as generally inefficient in terms
of conducting, scoring, and interpreting peer
ratings.
COMMUNICATING AFFECTIVE ASSESSMENT RESULT
 Is an integral part of classroom assessment.
 Teachers are responsible for providing feedback.
 The GOAL is to “ALWAYS ENCOURAGE ACTION.”
Effective Communication - the ability to convey
information to another effectively and efficiently.
- process of exchanging ideas, thoughts, knowledge
and information.
Feedback - provides specific information to learners on
what the need to help to revise or redo the task in
the better way. It is used to make the students the
best version of their self.
“2 Types of Feedback”
1. Feedback During Performance - also called immediate
feedback.
2. Feedback After Performance - the feedback given after
the students already performed the task.
Constructive Feedback
 Can be positive(to know they’re doing well) or
negative(to know about ways in which things
could be improved).
Feedback at the Beginning of the Instructional Process
 Teachers determine which students need help
acquiring essential skills and which students are
ready for extended learning.
Feedback During the Instructional Process
 Offers teachers an analysis of teaching
strategies and methods.
Feedback at the End of the Instructional Process
 Inform the student, parents, and teacher how
well the goals of instruction have been met.
Managing Message Quality:
1. Clear
2. Correct Message
3. Compete
4. Reliability
5. Consideration of the recipient
6. Tenders courtesy
Managing Interpersonal Dynamics:
1. Positive Body Language
2. Positive Motivation
3. Communication Skills
4. Have strong interpersonal skills.
PORTFOLIO AS A COMMUNICATION MEDIUM
Portfolio
 A systematic collection of student work and
related material that depicts a student’s
activities, accomplishments, and achievements
in one or more school subjects.
Purpose of Portfolio Assessment
1. Portfolio assessment matches assessment to teaching.
2. Portfolio assessment has clear goals. They are decided
on at the beginning of instruction and are clear to
teacher and students.
3. Portfolio assessment gives a profile of earner abilities in and establishing on- who have little input.
terms of depth, breadth and growth. going learning goals.
4. Portfolio assessment is a tool for assessing a variety of - Measures each - Assesses students on
skills not normally testable in a single setting for student’s achievement the same dimension.
traditional testing. while allowing for
5. Portfolio assessment develops awareness of own individual differences
learning by the students. between students.
6. Portfolio assessment caters to individuals in a - Represents a - Assessment process is
heterogeneous class. collaborative approach not a goal.
7. Portfolio assessment develop social skills. Students to assessment.
interact with other students in the development of - Addresses - Addresses
their own portfolio. improvement, effort and achievement only.
8. Portfolio assessment promotes independent and active achievement.
learners. - Links assessment and - Separates learning,
9. Portfolio assessment can improve motivation for teaching to learning. testing, and teaching.
learning and thus achievement. Key components of Portfolio
10. Portfolio assessment provides opportunity for 1. Introduction
student-teacher dialogue. - This should provide an overview of the purpose of
the portfolio and what the reader can expect to find in
CHARACTERISTICS OF PORTFOLIO ASSESSMENT it.
1. Collection of evidence - This evidence may include 2. Cover page
assignments, projects, tests, essays, and other types - A cover page is a visual representation of the
of work. portfolio that may include the student's name, photo,
2. Focus on growth and development: and the date.
- It provides an opportunity for students to reflect 3. Table of contents
on their own learning and to identify areas where - This provides a list of the contents of the portfolio,
they need to improve. making it easier for the reader to navigate
3. Multiple measures: - This may include both 4. Resume/Curriculum Vitae:
quantitative and qualitative measures such as grades, - A resume or curriculum vitae provides a summary
feedback from teachers, self-assessments, and peer of the student's academic and professional experiences,
evaluations. highlighting key skills and achievements.
4. Personalization: allows students to showcase their 5. Personal statement
strengths and interests. It allows for greater - This is a brief essay that provides insight into the
flexibility in demonstrating learning and can help to student's personality, goals, and values.
engage students who may struggle with traditional 6. Samples of work
assessment methods. - This could include academic assignments, creative
5. Formative and summative: Formative portfolio work, or projects completed outside of class that
assessments are used to provide ongoing feedback demonstrate the student's skills and abilities.
to students and to guide their learning. Summative 7. Reflective essays
portfolio assessments are used to evaluate student - Reflective essays provide an opportunity for the
performance at the end of a unit or course. student to reflect on their learning experiences and
6. Authentic assessment: Portfolio assessment is an growth throughout their academic career.
authentic form of assessment that allows students to
demonstrate their learning in real-world contexts. It
provides a more accurate representation of a Types of E-Portfolio
student's skills and abilities than traditional  Assessment Portfolio - highlights one’s achievement
assessments that rely solely on standardized tests. or skills, and the main purpose of this is to
showcase growth and development in a
DIFFERENCES IN ASSESSMENT OUTCOMES BETWEEN particular subject area or skill.
PORTFOLIOS AND STANDARDIZED TESTING PRACTICES  Display or Showcase Portfolio - also known as
(POPHAM, 2011) display or best works portfolio. It contains the
PORTFOLIO STANDARD TEST product to demonstrate the strength of the
- Represents therange - Assesses students owner at any given moment.
of reading and writing across a limited range of  Process (Learning) Portfolio - there’s a process to
students are engaged in. reading and writing get from the finish. It demonstrates all facets or
assignments which may phrases of the learning process.
not match what students  Hybrid Portfolio - a combination of process and
- Engages students in do. showcase portfolio. It enables students to
assessing their progress - Mechanically scored feature both the process and outcome of their
and/or accomplishments or scored by teachers learning.
E-Portfolio - involves selecting an organizing artifacts,
reflecting on their significance, and presenting them in a
coherent and visually appealing manner.
“Uses of E-Portfolio”
 Assessing student learning outcomes.
 Performance evaluation
 Individual’s competencies and achievements.
“Benefits of Using E-Portfolio”
“Uses of E-Portfolio”
 Reflection  Collaboration
 Organization  Career  Flexibility
 Assessment  Advancement
Parts of E-portfolio
1. Introduction: This section provides an overview of the
e-portfolio, introduces the author, and explains the
purpose and goals of the portfolio.
2. Background and context: This section describes the
author’s background, including their educational,
professional, and personal experiences that have
shaped their learning and development.
3. Learning objectives: This section outlines the author’s
learning objectives and goals for creating the e-
portfolio, including what they hope to achieve
through the process.
4. Evidence of learning: This section includes examples of
the author’s work, such as papers, projects,
presentations, or other artifacts that demonstrate
their learning and skills. These may be organized by
subject, course, or competency.
5. Reflection: This section includes the author’s
reflections on their learning experiences and how
they have grown and developed over time. Reflection
may be in the form of written reflections, videos, or
audio recordings.
6. Professional development: This section showcases the
author’s professional development activities, such as
workshops, conferences, or training programs.
7. Career goals: This section describes the author’s career
aspirations, including their short- and long-term goals,
and how their learning and experiences have
prepared them for their chosen career path.
8. Feedback: This section includes feedback from peers,
mentors, or instructors on the author’s work and
progress.
9. Conclusion: This section summarizes the e-portfolio,
reflects on the author’s learning journey, and provides
final thoughts on the process.
“GRADING AND REPORTING SYSTEM”
Types of Assessment used to Determined Grades:
 Exams
 Quizzes
 Homework
 Projects
 Class Participation
Nature of Grades
- grades are a way to evaluate and communicate
students’ performance in a particular subject or
course.
Purpose of Grades:
 Importance of feedback in learning.
 Benefits of grades for students, teachers, and
educational programs.
 Role of grades in motivating students.
Rationale for Assigning Grades
 Communication
 Evaluation
 Motivation
 Decision-making
Key Principles Underlying the Use of Grades
 Placement
 Promotion
 Graduation
TYPES OF GRADING AND REPORTING SYSTEM
1. Letter Grade - students performance are summarized
by means of letter.
2. Percentage Grade - using a percentage scale (percent
of 100).
“2 Types of Grading System Used in the Philippines”
2.1. Averaging Grading System - the grade of a
student in a particular grading period equals the
average of the grades obtained in the prior
grading periods and the current grading period.
2.2. Cumulative Grading System - the grade of a
student in a grading period is equal to the
current grading period which is assumed to have
the cumulative effects of the previous grading
period.
3. Verbal Description - grade descriptors consist of
characteristics of performance at each grade.
4. Checklist - the least complex form of scoring that
examines the presence or absence of specific
elements in the product of a performance.
REPORT TO PARENTS & ASSESSMENT OF ONE’S
TEACHING PRACTICE
Parent Report
 Information provided by parents about their
children’s development.
Why do teachers report to parents?
— The purpose of reporting is to share information
about a child's learning, progress, and achievement
towards this vision in ways that support further
learning.
How to communicate student progress effectively to
parents?
1. Clearly Set Your Student’s Baseline
2. Show How Work at Home Impacts Progress
3. Be Honest About Student Performance 2. Case studies and problem
4. Remember Students’ Social and Emotional Well-being solving assignment
5. Maintain Your Student’s Confidence 3. Projects
4. Profolios
5. Debates
“Before, During & After the Conference” 6. Demonstration
Before the Conference: 7. Games
- Get informed Prepare your materials 8. Oral and Written Reports
- Send informative invitations. 9. Demonstration
10. Rating Scale
During the Conference: 11. Cartooning
- Create a welcoming environment 12. Internships
- Open with positives
- Discuss progress and growth ADVANTAGES OF NON-TEST
- Avoid teacher-talk - It can implement quickly
- Ask questions and listen - Reduces time demands
- Make a plan - Can assess by multiple perspectives
- Be honest and have a thick skin - Develop a measurable criterion
- Students centered
After the Conference: - Promote creativity
- Follow up - Engages a full of life learning
- Communicate regularly
- Enhance your instruction DISADVANTAGES OF NON-TEST
- Time consuming
Report Cards - Must be carefully designed to students
- are one way that teachers report to parents, they - Bad behaviors of student
cannot provide all the information that parents need
about students' ongoing learning. PERFORMANCE EVALUATION
- Teacher assessment refers to the systematic method
“ASSESSMENT OF ONE’S TEACHING PRACTICE” used by a school to review and score the performance
Reflective Practice and quality of teachers in the classroom.
- thinking about or reflecting on what you do. - The ultimate purpose of a teacher evaluation system
- linked to the concept of learning from experience. is to improve the teacher’s effectiveness — and the
more effective a teacher is, the more successful
Learner Attainment Data their students will be.
- evidence and result if various assessment that are
used in the monitoring and evaluation if learner 1. Student as Evaluators - According to Campbell, P.
progress and achievement. Edgar, S., Halsted, A. (1994). "Students as evaluators:
- Allow the teachers to identify the strengths A model for program evaluation, teachers are always
and weaknesses of an entire class as well listening to students' opinions, checking for
individual students. comprehension, and whether they have
Learner's Test Score accomplished a task.
- According to Valerie Strauss (2016), if you're 2. Peers as Evaluators - Peer Evaluation of Teaching
thinking that determining scores on standardized consists of the review of teaching performance by
tests is a simple matter of figuring out how many colleagues, usually in the same or a similar discipline,
answers each student got right, you are wrong. In with the purpose of assessing and improving the
fact, scores are derived through statistical models quality of teaching.
and scaling practices that can be misleading about “TWO DISTINCT PURPOSES OF PEER EVALUATION”
student achievement, and this can have an effect on • FORMATIVE - are intended to develop or improve
education policy, according to a newly released teaching
paper. • SUMMATIVE - are intended for judgment in increment,
contract renewal, or promotion processes.
Non-tests / Non-test Indicators 3. Supervisor as Evaluators - According to Sullivan &
- are instrument that doesn't involve a test, it can Glanz 2000, pg. 24 "Supervision is the process of
be a further to learning of a students or learners. engaging teachers in instructional dialogue for the
- A non-test is often an alternate assessment in the purpose of improving teaching and increasing
sense that it diverts from the paper-and-pen test. student achievement" to make it more
understandable it is the process of improving
TYPES OF NON-TEST instruction in order to facilitate student learning.
1. Homework