Assessment is 3.

Assessment should that you may bias your

generally defined as the reflect real-life or assessment by
process of gathering real-world contexts. specifically defining
quantitative and/or 4. Assessment must be what you are looking for
qualitative data for the comprehensive and (i.e. when you focus
purpose of making holistic. exclusively on a learning
decisions. 5. Assessment should outcome, you may be
Assessment of learning lead to student learning. ‘putting on blinders’
can be defined as the regarding the other
systematic and Models of Assessment: things that may be
purpose-oriented 1. Authentic happening with student
collection, analysis, and assessment learning). This
interpretation of is based on students’ assessment model
evidence of student abilities to perform tends to be more
learning in order to meaningful tasks they qualitative in nature.
make informed may have to do in the Examples:
decisions relevant to “real world.” In other Writing Samples
the learners. words, this form of Especially those
Assessment for assessment determines requiring reflection
learning refers to the students’ learning in a Interviews or focus
use of assessment to manner that goes groups with students
identify the needs of beyond multiple choice Brainstorming sessions
students in order to tests and quizzes. with students
modify instruction Authentic Ecological observation
Alternative Methodologies: of students engaged in
assessments, also Biology lab practical work in a classroom
referred to as Portfolio
performance tests or Music jury Learning Targets
authentic assessments, Mock trial Competencies are often
are used to determine Acting in a play more general than
what students can and 2. Developmental learning objectives.
cannot do, in contrast to Assessment Competencies are
what they do or do not Authentic assessment bundles of essential
know. In other words, an looks at students’ knowledge, skills and
alternative assessment progress in developing abilities (KSAs) required
measures applied skills, abilities, values, to achieve an
proficiency more than it etc., rather than acceptable level of
measures knowledge. evaluating students’ performance.
Typical examples of final products Learning objectives are
alternative Example: An instructor specific statements that
assessments include may compare two work clearly describes what a
portfolios, project work, samples using a participant will be able
and other activities developmental rubric to to do after an
requiring some type of determine students’ instruction.
rubric. levels of development. Learning Targets are
Principles in Assessing 3. Emergent concrete goals written
Learning using assessment is a model in a student-friendly
Alternative Assessment: based on Michael language that clearly
1. Assessment is both Scriven’s (1967) goal describe what students
process- and free evaluation model. will learn and be able to
product-oriented. With emergent do by the end of a class,
2. Assessment should assessment, unit, or course.
focus on higher-order assessment is
Assessment can structured using Performance
include a measure of “effects” rather than assessment is an
non-cognitive learning learning outcomes. This assessment activity or
outcomes. model honors the idea set of activities that
require students to
generate products or
performances that
provide direct or indirect
evidence of their
knowledge, skills, and
abilities in an academic
content domain.
Types:
*Visual Products
*Kinesthetic Products
*Written Products
*Verbal Products
*Oral presentations/
Demonstrations
*Dramatic/ Creative
Performances
*Public Speaking
*Athletic Skills
Characteristics of a
Good Performance
Assessment
*It is authentic, that is, it
includes performance
tasks that are
meaningful and realistic.
*It provides
opportunities for
students to show both
what they know and
how well they can do
what they need to know.
*It allows students to be
involved in the process
of evaluating their own
and their peers’
performance and output.
*It assesses more
complex skills
*It explains the task,
required elements, and
scoring criteria to the
students before the
start of the activity and
the assessment.
How do you conduct
performance
assessment?
*Define the purpose of
performance of
product-based
assessment. The
teacher may ask the
following questions:
What concept, skill, or
knowledge of the students’ level of
students should be mastery within each
assessed? criterion.
At what level should the Holistic Rubric – in
students be performing? holistic rubric, student
What type of knowledge performance or output
is being assessed (e.g. is evaluated by applying
remembering to all criteria
creating)? simultaneously, thus
*Choose the providing a singles
activity/output that you score based on overall
will assess judgment about the
*Define the criteria. quality of student’s
Criteria are guidelines or work.
rules for judging student Analytic Rubric – in
responses, products, or analytic rubric, student’s
performances. work is evaluated by
Content criteria – to using each criterion
evaluate the degree of a separately, thus
student’s knowledge providing specific
and understanding of feedback about the
facts, concepts, and student’s performance
principles related to the or product along several
topic/subject; dimensions.
Process criteria – to General Rubric –
evaluate the proficiency contains criteria that are
level or performance of general and can be
a skill or process; applied across tasks
Quality criteria – to (e.g. the same rubric
evaluate the quality of a can be used to evaluate
product or performance; oral presentation and
and research output).
Impact criteria – to Task-specific Rubric –
evaluate the overall contains criteria that are
results or effects of a unique to a specific task
product or performance. (e.g. one rubric can only
be used for oral
*Create the presentation and
performance rubric. another rubric
A rubric is an applicable only for
assessment tool that research output).
indicates the
performance The affective domain
expectations for any (from the latin affectus,
kind of student work. It meaning “feelings”)
generally contains three includes a host of
essential features: (1) constructs such a
criteria or the aspects attitudes, values, beliefs,
of performance that will opinions, interests and
be assessed, (2) motivation. They are the
performance non-cognitive outcomes
descriptors or the of learning that are not
characteristics easily seen or explicitly
associated with each demonstrated.
dimension or criterion, The type of assessment
and (3) performance in this domain is not
levels that identifies aimed to determine
what the students have associated with religion, that are related to a
learned. Rather, it looks they have been talked particular topic,
into how students feel about in the field of experience, or issue.
while they are learning, education. Writing Statements for
how their learning *Interest Rating Scale for
experiences have Interest is a Self-Report
influenced their psychological state that Statements should refer
emotions and future draws a person’s to the present
behaviour. attention to an object, conditions rather than
idea, or event. past or future situations.
In the affective domain *Motivation The statement should
of learning, Krathwohl Brown (1987) defines be relevant to the
et al. (1964) developed motivation as an inner psychological construct
a taxonomy of affective drive, impulse, emotion, being measured.
qualities that can serve or desire that moves B. Semantic Differential
as guide in doing one to a particular This is a widely used
affective assessment. action. It arouses and scale that employs
*To receive This level sustains behaviour. ratings of concepts with
involves willingness to *Self Confidence contrasting adjectives
receive the stimulus. This refers to how a placed at opposite ends
*To respond: This person feels about his of the number scale. For
behaviour may be or her abilities to example, the concept of
compliance to a given accomplish a task or a “Problem Solving” can
task, voluntary goal. be assessed using the
engagement, or doing following semantic
an activity with interest. What assessment tools differential scale.
*To value are used to measure *Checklist
*To organize affective learning? In particular, for
*To characterize Measurement of affective assessment, it
AFFECTIVE VARIABLES affective traits is more is a tool for identifying
IN LEARNING challenging compared the presence or
*Attitudes to measuring cognitive absence of a feeling,
This means we are and psychomotor attitude, or behaviour.
referring to a person’s dimension of learning. *Interview
reaction whether *Self-report *Student Journals
negative or positive, Questionnaires These are effective
favourable or a type of assessment tools that can be used
unfavourable toward an where the respondent is in assessing and
object, activity, person, asked to answer a monitoring student
or environment. question about thinking and attitudes.
*Values and Beliefs himself/herself, his/her *Observation
Values are behaviour, emotions, It is an assessment tool
characteristics or traits feelings, or views.it that involves looking out
that a person holds in serves many purposes for the presence or
high importance. These to include diagnosis of absence of behaviours
include principles that student’s mental and of learners in a natural
one considers to be emotional state. setting
right, and consequently A. Likert Scale
which guides the This measuring tool, Portfolio Assessment
person’s future actions invented by Rensis is an alternative to
and decisions. Likert, is a series of pen-and-paper objective
Beliefs, on the other questions or items that test as an approach to
hand, refer to our requires the respondent assessing student’s
convictions or opinions to select on a scale a learning.it is also a
we hold to be true even rating reflecting the performance-based
without evidence. While level of agreement or approach to assessing
beliefs are traditionally disagreement on items learning but more
authentic than any
one-time performance
task as it allows
examination of multiple
evidence of the process
and product of learning
developed across time
How do we do portfolio
assessment?
*Content Principle
suggests that portfolios
should reflect the
subject matter that is
important for the
students to learn.
*Learning Principle
suggests that portfolios
should enable the
students to become
active and thoughtful
learners.
*Equity Principle
explains that portfolios
should allow students
to demonstrate their
learning styles and
multiple intelligences.
TYPES OF PORTFOLIO
*Working Portfolio is a
collection of a student’s
day to day works that
reflect his or her
learning.
*Show Portfolio is a
collection of student’s
best works.
*Documentary Portfolio
is a combination of a
working and show
portfolio.
ENTREPRENEURIAL
MIND
Entrepreneur
- An individual who
engage in business or
who
create new business,
bearing most of the risk
and
enjoying most of the
rewards.
- commonly seen as an
innovator, a source of
new
ideas, good, services,
and business procedure.
Entrepreneurial Mind
Frame
- It allows Entrepreneur
to see
thing in a very positive
and
optimistic light in the
midst of
crisis or difficult
situation
Entrepreneurial Heart
Flame
- Passion is the great
desire to attain
a vision or fulfill a
mission. It is all
about wanting
something so much
that a person would be
willing to
totally devote oneself to
the quest.
Entrepreneurial Gut
Game
-It refers to the ability of
the
entrepreneur to sense
without using five
senses. This also
known as i tuition.
- the gut game also
connotes courage or,
in a local dialect " Lakas
ng Loob"
(Strong intestinal
fortitude)
The 5 Essential
Characteristics of 5. Functional Humility
Entrepreneurial Mind Egos can destroy the
1. Creativity very best ideas.
The seed of Entrepreneurs who are
entrepreneurship is the committed to solving a
ability to see things business problem or
differently. It might be a reinventing a product or
new products or new service display a
processes, functional humility
entrepreneurs are driven
by the uncanny knack to
see holes in the ENTREPRENEURIAL
marketplace and devise MINDSET AND
innovations to fill them. THINKING SKILLS
ENTREPRENEURIAL
2. Suspicion of MINDSET
Predictors AN ENTREPRENEURIAL
Entrepreneurs tend not MINDSET IS A SET OF
to labor under the SKILLS THAT ENABLE
assumption that data is PEOPLE TO IDENTIFY
the sole predictor of an AND MAKE THE MOST
outcome.Especially in OF OPPORTUNITIES,
new markets and with OVERCOME AND
new products where LEARN FROM
data is largely SETBACKS,
interpretive or AND SUCCEED IN A
extrapolated, VARIETY OF SETTINGS
entrepreneurs are
undaunted by the typical 1. RISK-TAKING:
predictors that may put entrepreneurs are
off fainter hearts willing to take
calculated risks. they
3. Comfort with understand that not
uncertainty Similarly every venture will be
a distrust of prediction successful, but they
and analysis embrace uncertainty
creates an atmosphere and are not afraid to
where step outside their
uncertainty rules. comfort zones.
uncertainty is the very 2. INNOVATIVENESS:
essence of entrepreneurs are often
entrepreneurship creative and innovative.
they seek out new and
4. Openness to better ways of doing
Experimentation things, whether it's
- a comfort with improving existing
experimentation goes products/services or
beyond educated trial introducing entirely
and error. the ability to novel concepts.
experiment with 3. OPPORTUNITY
products, processes RECOGNITION:
and outcomes, no entrepreneurs have a
matter where the knack for spotting
results may lead, is the opportunities that
key element of this others might overlook.
quality they are observant,
curious, and able to
connect seemingly THINKING SKILLs refer involves examining
unrelated dots to to the ability to identify information and
identify potential marketplace breaking it down into its
business ideas opportunities and constituent parts to
4. RESILIENCE: discover the most understand the
the entrepreneurial appropriate ways and underlying structure or
journey is often filled time to capitalize on relationships.
with setbacks and them. sometimes, it is
failures. an simply referred to as the 3. creative thinking
entrepreneurial mindset ability to find and all types of
involves the ability to pursue the entrepreneurship often
bounce back from problemsolution fits. involve developing new
challenges, learn from ideas. these ideas are
failures, and persevere CRITICAL THINKING used to create new and
in the face of adversity. SKILLS OF better products and
5. VISION:entrepreneur ENTREPRENEUR critical services. learning to use
s have a clear vision of thinking is a cognitive your creative thinking
what they want to process that involves skills starts with having
achieve. they can see evaluating information, an open mind and a
the bigger picture and identifying assumptions, curious attitude.
articulate a compelling analyzing arguments, regularly brainstorm
vision that motivates and drawing logical new ideas and
and guides their action conclusions. they are challenge existing
6. RESOURCEFULNESS: the thinking skills that assumptions. by doing
entrepreneurs are often allow entrepreneurs to this, you will begin to
resourceful, finding drive their businesses find innovative solutions.
creative solutions to forward
problems and making 4. deductive reasoning
the most of the 1. problem- solving skills this is an often
resources available to having problem-solving overlooked skill needed
them skills allows you to to run a successful
identify, analyze, and business effectively.
7. customer- centri ity overcome a variety of deductive reasoning is a
successful challenges that arise. logical process in which
entrepreneurs problem-solving skills a conclusion is drawn
understand the can also help based on a set of
importance of meeting entrepreneurs identify premises that are
customer needs. they market gaps and assumed to be true. you
listen to feedback, innovate. by applying may also have heard it
adapt their offerings this creative thinking called “top-down”
based on customer skill, they can uncover reasoning. this skill
preferences, and strive unmet customer needs comes in handy when
to deliver value to their and develop solutions there isn’t enough
target audience. that give them a verifiable data available
competitive edge. to make crucial
8. continuous learning analytical thinking decisions.
the entrepreneurial entrepreneurs must
mindset involves a possess strong 5. decision making
commitment to ongoing skills an unavoidable
learning and 2. analytical thinking critical thinking skill
selfimprovement. entrepreneurs must needed to succeed as
entrepreneurs stay possess strong an entrepreneur is the
informed about industry analytical skills to make ability to make
trends, market changes, data-driven decisions decisions. if you are an
and new technologies that can drive their indecisive person, you
businesses forward. may struggle as an
ENTREPRENEURIAL analytical thinking entrepreneur. this is
because a significant
part of entrepreneurship
is decision-making.here
are just a few examples
of some important
decisions all
entrepreneurs will make
6. communication a
critical thinking skill for
entrepreneurs that
cannot be understated
is the ability to
communicate well.
nearly 70% of people
say they’ve personally
wasted time as a result
of communication
issues in their business.
some entrepreneurs
believe that this skill is
only important for
leaders of teams.
however, solopreneurs
also need great
communication skills.
as an entrepreneur, you
need to communicate
with your customers,
partners, and
employees
DEVELOP CRITICAL
THINKING SKILLS
WAYS TO DEVELOP
CRITICAL THINKING
SKILLS
1. ask questions
2. gather information
3. analyze and interpret
4. think creatively
5. reflect
6. develop logical
reasoning
How to improve critical
thinking skills
1. Ask questions
develop a habit of
questioning and seeking
deeper understanding.
Challenge assumptions
and explore different
perspectives.
2. Analyze information
practice evaluating
information objectively.
Look for evidence,
credibility, and logical
reasoning behind a wellrounded
arguments or claims. knowledge base and
3. Seek diverse make informed
perspectives engage judgments
with people who have
different viewpoints and Benefits of critical
backgrounds. This thinking
helps broaden your 1. Better
perspective and decision-making critical
exposes you to thinking involves
alternative ways of analyzing information,
thinking evaluating alternatives,
4. Consider different and making reasoned
possibilities avoid decisions. This skill
jumping to conclusions helps individuals make
too quickly. Explore informed choices that
multiple possibilities align with their goals
and consider various and values.
outcomes before 2. Problem solving
making a judgment. 5. critical thinkers excel at
Practice active listening breaking down complex
listen attentively to problems into
others and try to manageable
understand their components, identifying
viewpoints without root causes, and
interrupting or forming developing effective
immediate judgments. solutions.
This helps you gather 3. Enhanced creativity
more information and critical thinking fosters
gain a deeper creativity by
understanding of encouraging individuals
different perspectives to consider multiple
5. Reflect on your own perspectives and think
thinking take time to beyond conventional
reflect on your own approaches.
thoughts and beliefs. 4. Better judgment
Identify any biases or critical thinking helps
assumptions you might individuals make
have and challenge objective judgments by
them to develop a more considering evidence
balanced and and reasoning rather
open-minded approach. than relying solely on
6. Solve problems emotions or biases.
creatively approach 5. Adaptability critical
problems from different thinkers are more
angles and explore adaptable to change as
various solutions. they are open to
Encourage creative considering new
thinking and explore information and
unconventional adjusting their views
approaches based on evidence.
7. Stay informed stay 6. continuous learning
updated on current the skill of critical
events, scientific thinking promotes a
discoveries, and other mindset of continuous
relevant information. learning, encouraging
This helps you develop individuals to seek out
new information and employees  Analyzing the data
expand their knowledge. 7. TECHNOLOGY.  Reaching a
7. Increased Entrepreneurs should be conclusion
self-awareness critical aware of the presence  Implementation and
thinking encourages of technology to evaluating decision
individuals to reflect on improve their products
their own thoughts, or services or introduce COMMON WAYS OF
beliefs, and biases. new innovations in the DEVELOPING IDEAS:
This self-awareness market 1. Recognizing the need.
contributes to personal Develop an idea or a
growth, better OTHER product that can satisfy
decision-making, and OPPORTUNITY-SEEKIN a need, and respond to
more effective G PROCESSES THAT the need by establishing
interpersonal CAN GUIDE A a business concern.
relationships PROSPECTIVE 2. Improving an existing
1. MARKETS. his refers ENTREPRENEUR AS TO product. The result of
to the number of WHAT KIND OF consumer
prospective buyers, BUSINESS TO dissatisfaction to the
competitors, the price, ESTABLISH ARE AS existing product could
and the quality of goods FOLLOWS: open the door to
and services that have 1. Look at other introducing innovations
to be analyzed. successful or improvements.
Business opportunities business/entrepreneurs. 3. Recognize trends.
exist in areas where Looking up to other Entrepreneurs should be
consumer satisfaction entrepreneurs as a role able to recognize the
is weak or incomplete. model that could be an opportunity to develop a
2. INDIVIDUAL inspiration, by doing product and set trends
INTERESTS. The what they have done or that can make them
business interest of do it even better. leading entrepreneurs.
individuals should 2. Respond to a 4. Be aware of
match business problem area. The everything. There is no
opportunities. For solution to a problem other way to know
example, if one is a might be transformed about what is
good cook, he could inti a business venture. happening around you,
venture into the food 3. Home-Based but to research and
business Business Option. These read.
3. CAPITAL. This serves must not be takes for 5. Questions and
as the fuel that keeps granted, foe there are assumptions. Anybody
the business operating. some big businesses can question the
The availability of funds that started as a small relevance or quality of
should fit the type of business at home. any product or service,
business to organize 4. Linkage of provided or services,
4. SKILLS .The Resources. The provided, that there is
entrepreneur should entrepreneur can an effort to improve the
have the proper skills in produce his own input product.
the business he is going instead of buying them 6. Naming it first, then,
to undertake develop it. If you have
5. SUPPLIERS OF The Steps in Market an idea, study it and
INPUT. It is important Research are develop it into
that there are steady  Defining the something that is worth
suppliers of raw problem a business
materials and other  Making a
inputs to the business. preliminary ENVIRONMENTAL
6. MANPOWER .The investigation STIMULANTS TO
success of any  Planning the CREATIVITY a sense of
business also depends research control over one ' s work
on the efficiency of its  Gathering the data ideas
GOOD PROJECT
MANAGEMENT
manager serves as a
good role model
SUFFICIENT RESOURCE
access to necessary
resources
ENCOURAGE
management
enthusiasm for new
ideas
VARIOUS
ORGANIZATIONAL a
mechanism for
considering new ideas
RECOGNITION a
general sense that
creative work will
receive appropriate
feedback, recognition,
and reward
SUFFICIENT TIME
time to think creatively
about a problem
CHALLENGE a sense of
challenge arising from
the intriguing nature of
the problem itself
PRESSURE
PRESSURE a sense of
urgency that is internally
generated from the
competition as a
personal sense of
challenge
OUTSIDE
ORGANIZATION from a
general desire to
accomplish something
important

p
6. E v alu ate - S tudents, their peers and teachers or even the parents are involved in
rating the achievement of the students based on their evidence of
learning, reflections of their experiences and the organizations of the
portfolio.
7. C o n fer - Teachers confer with the students or parents to discuss the student’s
learning progress
- A lso the tim e to congratulate students for their accom plishm ent or help
them identify areas for their improvem ent
8. E x h ib it - Time to celebrate success in the form of exhibit of student’s portfolios
- This includes the awarding of best learning portfolio