CLASSROOM ASSESSMENT FORCLSU SHS TEACHERS.ppt

7/26/2019 CLASSROOM ASSESSMENT FORCLSU SHS TEACHERS.ppt

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National Training of Trainersfor Grade 11 Teachers

NationalEducatorsAcademy ofthePhilippines

Classroom Assessment for the K to 12 BasicEducation Program

D.O. # ! s. 2"1


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National Training of Trainersfor Grade 11 Teachers3

PICTURE ANALYSIS

Think about this picture. What are your thoughts aboutit?

http://activelearner.ca/tag/assessment-as-learning/


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How about this picture


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What !o we mean by "airassessment? What are ourgui!ing principles inmaking assessments "air?

#n what way is assessment a toolto help learners succee!?


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What is ClassroomAssessment?

http://www.uen.org/k-$e!ucator/assessment.shtml


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1. Assessment should be ali ned !ith ob"e#ti$es %learnin standards % and #om&eten#ies .

'. Assessment should be more li(e instru#tion .). Assessment should re#o ni*e the di$ersit+ o,

learners% hen#e% $aried methods a&&ro&riate to

the t+&e o, learners are utili*ed.-. The ormati$e Assessment should s#a/old the

learners in Summati$e Assessment.0. Assessment results should be used b+

tea#hers to hel& students learn better .. Assessment in$ol$es both tea#hers andlearners .


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Principle 1. Assessment should bealigned with objectives, learning

standards and competenciesWhat is assesse! in theclassroom?

%lassroom assessment is aime! at

helping stu!entsper"orm well in relation to learningstandards whichcomprise #ontent standards &&er,orman#e standardsan! learnin #om&eten#ies that areoutline! in the%urriculum.


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National Training of Trainersfor Grade 11 Teachers'(

Unit+ o, instru#tion and assessment

)ource: *agno& $+',


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National Training of Trainersfor Grade 11 Teachers'

ten!ency "or teachers to assess uantity an!presentation o" work rather than quality oflearning.

0reater attention given to marking an! gra!ing&much o" it ten!ing to lower sel" esteem o" stu!ents&rather than providing advice for improvement.

strong emphasis on comparing stu!ents witheach other& which !emorali1es the less success"ullearners.

Some Assessment Pra#ti#es tobe a$oided


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National Training of Trainersfor Grade 11 Teachers'2

Where woul! you place your assessment practice on the"ollowing continuum?

The main "ocus is on:

Sel,2e$aluation

uantity o"work/ resentation

uality o" learning

*arking/0ra!ing

%omparingstu!ents

!vice "orimprovement

#!enti"ying in!ivi!ualprogress

www.govwentworth.k'$.nh.us/ ASSESS3ENT .&&t

Principle 3: Assessment should recognizediversity of learners


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National Training of Trainersfor Grade 11 Teachers$+

5alance!

ssessmentSummati$e

Pro$ides e$iden#ea#hie$ement to #erti,+student #om&eten#e or&ro ram e/e#ti$eness

Assessmentas learnin

Use to hel& studentsassess and ad"usttheir o!n learnin

ormati$e uses o,summati$e dataUse o, summati$ee$iden#e to in,orm !hat#omes ne4t ,or indi$idualsor rou&s o, students

ormati$eormal and in,ormal &ro#esses

tea#hers and students use to ather

e$iden#e to dire#tl+ im&ro$e thelearnin o, students assessed

Assessment

for learninUse to in,ormUse to in,ormtea#hertea#her 55ssde#isionsde#isions


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National Training of Trainersfor Grade 11 Teachers$'

Summati$endividual

!ollaborativeUnit Test6rou& Pro"e#t

ormati$endividual

!ollaborativeChe#(2u& 8ui**es9is#ussionsWritten E4er#ises RolePla+inPer,orman#es 6ames

3odels :ther6rou&Ele#troni#A#ti$ities &resentations


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National Training of Trainersfor Grade 11 Teachers$$


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Principle ": Assessment results should be usedby teachers to help students learn better

Thin( about these... Are our #urrent a&&roa#hes to

assessment im&ro$in student learnin ?

;o! #an !e use assessment to hel& allour students !ant to learn?;o! #an !e hel& them ,eel that the+

are able to learn?

;o! #an !e be sure that ourassessment instruments% &ro#edures%and s#ores ser$e to hel& learners !antto learn and ,eel able to learn?


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Principle #: Assessment is a joint process thatinvolves both teacher and learners

Thin( about this. The 9inal 0ra!e at the en! o" the schoolyear an! the 8eme!ial %lass *ark are average! .

This results in the 8ecompute! 9inal 0ra!e. #"the 8ecompute! 9inal 0ra!e is (, or higher& the

stu!ent is promote! to the neCt level . However&stu!ents will be retaine! in the gra!e level i"their 8ecompute! 9inal 0ra!e is below (,. .


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How are Core Values of the Filipinochild reected in the r eport card?


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National Training of Trainersfor Grade 11 Teachers4,


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National Training of Trainersfor Grade 11 Teachers4(

)chools may cra"t a!!itional in!icators"or the behavior statements. )choolsmust ensure that these are chil!-centere!& gen!er-"air& an! age- an!culture-appropriate. To support the!evelopment o" these %ore Daluesschools must make sure that theirhomeroom gui!ance program promotesthem. !!itional opportunities may beintegrate! into class !iscussions in alllearning areas.



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non-numerical rating scale will beuse! to report on learners6 behavior!emonstrating the %ore Dalues. The%lass !viser an! other teachers shallagree on how to con!uct theseobservations. They will also !iscusshow each chil! will be rate!.


S lClRdfElih


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Sample Class Record for EnglishWRITTEN W:R= >) @ PER :R3ANCE TAS=S >0 @

1 ' ) - 0 B Total PS WS 1 ' ) - 0 Total PS WS

;i hestPossible

S#ore

$+ $, $+ $+

$, 3+

$+

'7+ '++ 3+ ', ', $, $+ $+ $, '$+ '++ ,+

Learner A ' $$ $+ '(

$3 $7

'2

'4, 2+.73

$(.'2

'$ '3 '2 ', '7 $, '++ 3.33

4'.7(

Learner '2 ', ', 2 '3 '4

2 24 , .(,

'(.73

', ', $3 ', ' $3 '+2 2+.3

4,.4$

Learner C 2 '' , 2 4 ,4 33.(

,

'+.'

3

'+ 7 ( '$ '+ ' 73 ,$.,

+

$7.$,

7uarterl+Assessme

nt>' @

INITIAL6RA9E

7UARTERLY

6RA9E

1 PS WS

;i hestPossibleS#ore

,+ '+ + $+ '++ '++

Learner A 4+ + '7 4. 7 2+

Learner 4 27 '2.$+

$.$,

Learner C $2 , ''.7+

4(.2 ('


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National Training of Trainersfor Grade 11 Teachers,+

CertiD#ate o, Re#om&uted inal 6rade

;ame o" )tu!ent: EEEEEEEEEEEEEEEEEEEE 0ra!e evel: EEEEEEEEEEEEEEEEEEEEEEEE )chool Fear: EEEEEEEEEEEEEEEEEEEEEEEE

repare! by: EEEEEEEEEEEEEEEEEEEEEEEE Gate: EEEEEEEEEEEEE 8eme!ial %lass Teacher

;ote! by: EEEEEEEEEEEEEEEEEEEEEEEEEE Gate: EEEEEEEEEEEEE )chool rincipal

8eceive! by: EEEEEEEEEEEEEEEEEEEEEEEE Gate: EEEEEEEEEEEEE Givision < ce

Sample Certicate of Recomputed FinalGrade

Learnin Area inal 6rade Remedial Class3ar(

Re#om&uted inal6rade


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National Training of Trainersfor Grade 11 Teachers,'

Sample of e-class r ecord


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National Training of Trainersfor Grade 11 Teachers,$

Sample of e-Grading Sheet

Grading Sheet

Subject Teacher:

Grade and Section

Subject:

NAMES 1st QUARTER 2ndQUARTER 3rdQUARTER 4thQUARTER !NA"GRA#E $%&S

1 ' (')'' (')'' (')'' (')'' (')''

2 ' (')'' (')'' (')'' (')'' (')''

3 ' (')'' (')'' (')'' (')'' (')''

4 ' (')'' (')'' (')'' (')'' (')''

5 ' (')'' (')'' (')'' (')'' (')''

6 ' (')'' (')'' (')'' (')'' (')''

7 ' (')'' (')'' (')'' (')'' (')''


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National Training of Trainersfor Grade 11 Teachers,3

Group Activity

W8#TTJ; W


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National Training of Trainersfor Grade 11 Teachers,4

Group Activity

9rom the %0& choose a learningcompetency an! list !own appropriate

assessment strategies an! tools.


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National Training of Trainersfor Grade 11 Teachers,,

$%hen a teacher teaches, nomatter how well he or she might

design a lesson, what a child

learns is unpredictable. !hildrendo not always learn what weteach. &hat is why the most

important assessment does nothappen at the end of the learning'

it happens during the learningwhen there is still time to d o

something with the information(.) 9 lan William ' 11


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CLASSROOM ASSESSMENT FORCLSU SHS TEACHERS.ppt