CHAPTER 3

Introduction

Teaching social studies as an

interdisciplinary approach has resulted

in increased instructional time at the

Elementary level as teachers integrate

social studies into art, language arts,

math music, physical Education, and

science.

The National Council for Social Studies (NCSS) Committee on Testing and Evaluation

Evaluation instruments should:

Focus

Be used to improve curriculum and instruction

Measure both content and process

Be chosen for instructional, diagnostic, and

prescriptive purposes

Reflect a high degree of fairness to all people

and groups.

Evaluation of student achievement should

Be used solely to and improve teaching and learning

Involve a variety of instruments and approaches to measure knowledge, skills, and attitudes;

Be congruent with the objectives and the classroom experiences of the students.

State and local agencies should

Secure appropriate funding to implement and support evaluation programs

Support the education of teachers in selecting developing

Using assessment instruments

Assessment Versus Evaluation

○ Collection

○ Storage

○ Retrieval of data

Assessments are merely tools for collecting the data or information about the students level of understanding of the instructional objectives.

Evaluations – involve teacher judgments that are made based on the information obtained from the assessment.

Two basic categories

Formal assessments are very structured assessments

that are planned in advance, it includes traditional

teacher-made tests, oral presentations, and group

projects.

Informal assessments are the discussions, and other

activities, Informal assessments are also those nonverbal

cues that eacher use to determin students’ level of

attentiveness or confusion.

Formative and Summative Evaluations Formative evaluations

Summative Evaluations

According to Herman, Aschbacher, and Winters (1992, 13) there are 10 factors must be developed, Assessments must measure the instructional goals and objectives.

Assessments must involve the examination of the processes as well as the products of learning.

Performance-based activities not constitute assessments perse.

Cognitive learning theory and its constructivist approach to knowledge acquisition support the need to integrate assessment methodologies with instructional outcomes and curriculum content.

An integrated and active view of student learning requires the assessment of holistic and complex performances.

Assessment design is dependent on assessment purpose

The key to effective is the match between the task and the intended student outcome.

The criteria used to evaluate student performances are critical, in the absence of criteria, assessment remains an isolated and episodic.

Quality assessment provides substantive data for making informed decisions about student learning.

Assessment systems that provide the most comprehensive feedback on student growth include multiple measures taken overtime.

Six levels of taxonomy

○ Knowledge

○ Comprehension

○ Application

○ Analysis

○ Synthesis

○ Evaluation

Presented by:

Roque, Fortes T.BSED-3