Assessment of learning

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Education

Published on March 1, 2014

Author: dylanerrolcross

Source: slideshare.net

Description

Lesser known assessment techniques such as background knowledge probe, the one-minute paper, etc.

ASSESSMENT of LEARNING As reported by Marvin B. Gonzaga BSED-Bio. Sci.

How is learning assessed? A learning conscious teacher conducts regular assessment to measure the extent of the students’ learning. One of the main reasons for giving assessment is to find out if the students have accomplished the criteria of an assigned task Learning has nothing to do with what the teacher covers At the start, the teacher has to make it categorical what the learning criteria are of a specific lesson. If the student masters a criterion, give the student enrichment works. Otherwise, give the student remediation and corrective help.

Classroom Assessment Techniques 1. Background Knowledge Probe Description  These are short, simple questionnaires prepared by teachers for use at the beginning of the school year, at the start of the new unit or lesson, or prior to introducing an important new topic.  May require students to write short answers, to circle correct response to multiple-choice questions, or both.

Procedures 1. Consider what the students may already know about an important new concept. Try to find at least one point that students are most likely to know, and use that to lead to other, less familiar points. 2. Prepare a few questions that will probe the students’ existing knowledge of the concept, topic or subject. 3. Write your questions on the board or hand out short questionnaires. Make a point of announcing that these are not graded tests or quizzes. 4. At the next meeting, tell the students of the results and let them know how that information will affect you as a teacher and how it will affect them as learners.

2. One-Minute Paper Description  Also known as the Half-Sheet Response and Minute Paper.  A teacher asks students to respond briefly to some variation on the following questions: “What was the most important thing you learned during this class?” “What unanswered?” and important question remains

Procedures 1. Decide what you want to focus on and when to administer this method. 2. Write Minute Paper prompts that fit your course and students. 3. Set aside 5 – 10 minutes to use the technique, as well as time later to discuss the results. 4. Write the questions beforehand on the board. 5. At a convenient time, hand out pieces of paper to be used in writing students’ answers. 6. Unless there is a good reason to do so, direct students to leave their names off their papers. 7. Let students know how much time they will have, what kinds of answers you want, and when they can expect feedback.

3. One-Sentence Summary Description Challenges students to answer the questions “ Who does what to whom, when, where, how, and why? ” (WDWWWWHW) about a given topic, and then to synthesize those answers into a simple, informative, grammatical, and long summary sentence.

Procedures 1. Select a topic or work that your students have recently studied. 2. Answer the questions “Who Did/Does What to Whom, When, Where, How and Why?” in relation to that topic. 3. Turn your answers into grammatical sentence that follows the WDWWWWHW pattern. 4. Allow your students twice as much time as it took to carry out the task and give them clear directions on the One-Sentence Summary technique.

4. What’s The Principle? Description  After students figure out what type of problem they are dealing with, they often must decide what principle/s to apply in order to solve the problem.  Very helpful for Physical Science in high school and even in intermediate elementary.

Procedures 1. Identify the basic principles that you expect students to learn in your course. 2. Find or create sample problems or examples that illustrate each of these principles. 3. Create a form that includes the listing of the relevant principles and matching examples. 4. Try out your assessment to make sure it is not too difficult. 5. After applying the necessary revisions, apply the assessment.

4. Rubrics Description  A rubric is a scoring guide used in subjective assessments.  Implies that a rule defining the criteria of an assessment system is followed by evaluation.  It can be an explicit description of a performance characteristics corresponding to a point on a rating scale or the definition of a single scoring point on a scale.  Can be used to classify any product or behavior, such as essays, research reports, portfolios, artworks, recitals, performances, etc.

Example

Advantages • Complex products or behaviors can be examined efficiently. • Developing a rubric helps to precisely define faculty expectations. • They are useful for assessments involving multiple reviewers. • Summaries of results can reveal patterns of student strengths and areas of concern. • Rubrics are criterion-referenced, rather than normreferenced. This is more compatible with cooperative and collaborative learning environments than competitive grading schemes. •Ratings can be done by students to assess their own work, or can be done by others, such as peers, fieldwork supervisors, or faculty.

Steps in Making Rubrics  Identify what you are assessing (eg. Critical thinking)  Identify the characteristics of what you are assessing (eg. Appropriate use of evidence, recognition of logical fallacies).  Describe the best work you could expect using these characteristics. (The Top Category)  Describe the worst acceptable product using these characteristics. (The Lowest Acceptable Category)  An unacceptable product describes The Lowest Category.  Develop descriptions of intermediate-level products and assign them to intermediate categories.  Revise as needed to eliminate ambiguities.

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