re echo seminar
TRANSCRIPT
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PART 2:
OTHER EVIDENCES AND FACETS OF
UNDERSTANDING
STAGE 2: ASSESSMENT EVIDENCE
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Think about it:
Is the performance task
alone sufficient assessment for
student learning?
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Focus Questions:•What other kinds of assessments will have to be done?
•Aside from the project, how else can you assess student mastery and learning?
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Think of the assessment methods you are using
in your own classroom?
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On – going Assessment: A Diagnostic Continuum
Feed and Goal Setting
Pre-Assessment(Finding Out)
Formative Assessment
(Keeping Up and Checking Up)
Summative Assessment
(Making Sure)
• Pre- Test• KWL• Check List• Observation• Self-
Evaluation• Questioning
• Unit Test• Performance
Task• Product /
Exhibit• Demonstratio
n• Portfolio
Review
•Portfolio Check•Exit card•Peer Evaluation•Conference•3 Minute PauseQuiz•Observation Journal Entry•Talk around•Self – Evaluation•Questioning
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Assessment OF Learning (Summative)
vs. Assessment FOR Learning
(Formative)
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“When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.”
Paul Black
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Assessment for learning: Assessment for learning is formative, and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout instruction.
Assessment of learning: Assessment of learning is summative, and involves determining the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.
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Assessment OF Learning (Summative)The purpose is:•To measure student achievement at a point in time for reporting and accountability
•To sort students in rank order•To maximize student learning through standardized tests, etc.
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Assessment FOR Learning (Formative)•The purpose is:•To promote further improvement of student learning during the learning process
•To involve students in the ongoing assessment of their own achievement
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The Grading System From DEPED Memo # 158
Levels of Assessment
Assessment Procedure
Weight Determine linkage
with A-M-T
Knowledge 15%
Process or Skills
25%
Understanding(s)
30%
Product/Performance (Transfer task)
30 %
TOTAL100%
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SUFFICIENCY: Snapshot Photo Album
Sound Assessment requires multiple
evidence over time.
VS
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ASSESSMENT• Means to get evidence that the students are able to
accomplish the standards
•Accomplishment of standards necessitates demonstration of understanding in varying facets
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6 FACETS OF UNDERSTANDING
EXPLAIN
APPLY
EMPHATIZE WITH
REFLECTION
SEE FROM ANOTHER
POINT OF VIEW
INTERPRET
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A student who really understands…
•Tells the “big ideas” in own words, makes connections, predicts, explain reasoning, and induces a theory from data
Student theories, “the why”
Facet 1
can explain
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A student who really understands…
•Makes sense of stories, art works, data, situations, or claims translates ideas, feelings, or work done in one medium into another shows its meaning importance
Facet 2
can interpret
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A student who really understands…
•uses knowledge and skill in new situations
•has know-how•effectively self-adjusts
while performing
Facet 3
can apply
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A student who really understands…
• sees things from different points of view
• articulates the other side of the case
• sees the big picture •recognizes underlying
assumptions• takes a critical stance
Facet 4
sees in perspective
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A student who really understands…
• projects oneself into, feels, and appreciates another’s situation, affect, point of view
• sees and explains how an idea or theory can be all too easily misunderstood by others
• perceives what others often do not
Facet 5
Demonstrates empathy
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A student who really understands…
•engages in effective metacognition
• can accurately self-assess past and present work
• accepts feedback and criticism without defensiveness
• regularly reflects on the meaning of one’s learning and experiences
Facet 6
reveals self-knowledge
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Thank you for listening!