Pavte-claveria Authentic Assessment

7/31/2019 Pavte-claveria Authentic Assessment

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WELCOME TO THE

DEVELOPMENT OFAUTHENTIC ASSESSMENT


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Our focus for this session

EffectiveAssessment thatmeasures real-

world tasks


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Essential Question for this Session

How can we use authenticperformance assessments toassess understanding andtransfer?


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PRELIMINARY

ACTIVITY

Write in a meta strip (oneword/phrase per meta strip)

what you know about the topicand pose questions re thetopic.


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POSTING OF OUTPUTS ON THE

BOARD

KNOW WANT TO KNOW


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Activity: Who is the best?

You are in need of a private driver. There are

two applicants for the position. Perusing theirpertinent documents, you noticed that Leopassed the driving portion of the drivers licensetest but failed the written portion, while Voltair

failed the driving portion but passed the writtenportion. Who between the two will you prefer tohire? Why?


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Sharing ofChoice .....


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Choose the driver who most directly

demonstrated the ability to drive that isthe one who passed the driving portionof the test. However if there is anapplicant who passed both portions, youare most comfortable knowing that your

driver had a good knowledge-based

about driving and was able to apply thatknowledge in a real context.


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ANALYSIS

1.Relating the situation with the UbD

framework, identify the elementsthat are applicable in your choice?

2. What assessment approaches

are revealed in the situation?


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What isAuthentic

Assessment?


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A form of assessment in which students are askedto perform real-world tasks that demonstrate

meaningful application of essential knowledge andskillsJon Mueller

Engaging and worthy problems or questions ofimportance, in which students must use knowledgeto fashion effectively and creatively. The tasks are

either replicas of or analogous to the kinds ofproblems faced by adult citizens and consumers or

professionals in the fieldGrant Wiggins


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Performance assessments call upon the

examinee to demonstrate specific skills and

competencies, that is, to apply the skills andknowledge they have mastered.Richard J. Stiggins


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Indicators

Students perform, construct, produce

or do somethingUses close-to-life situationsIntegrates prior knowledge and HOTS

Students explain, justify, and defendPerformance is directly observable


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Alternative Names for AA

Performance Assessment

Alternative Assessment

Direct Assessment


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Why Authentic Assessment?

Dissatisfaction of the limited informationobtained from selected-response test

Influence of cognitive psychology, which

demands not only the learning of declarativebut procedural knowledge as well.

Negative impact of conventional tests e.g,

high-stake assessment, teaching for the test

It is appropriate in experiential, discovery-

based, integrated, problem-based learning

approaches


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Just because the student knows it...

Evidence of understanding is a greater

challenge than evidence that the student

knows a correct or valid answer.- Understanding can only be inferred if

we see evidence that the student knows

why (it works, it is important) knows how(to apply it)

Understanding by Design, Mc. Tighe and Wiggins


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6 Facets of Understanding: evoking better

evidence

explanation student theoriesthe why

interpretation meaning, stories, translations

made by student

application of knowledge in (new) context

perspective awareness of other points of view,

critical stance

empathywalk in the shoes of ... self-knowledgewisdom, knowing thyself,

aware of ones prejudices and habits of mind.


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Forms of Performance-Based Tasks

Problem Solving - e.g.routine or non-routine

problems in Math

Oral or Psychomotor Skills without a Product -

e.g. oral presentation, dancing a folk dance, playing

basketball

Written or Psychomotor Skills with a Product -

e.g. written compositions, a project plan,

construction of improvised materials


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Forms of Performance-Based Tasks

Extended-Type - more complex, elaborate, time-consuming, usually requires a variety of sources of

information, allows integration of content areas and

skills.

Examples

Construction of a bar graph from the data

provided

Reading an article from a newspaper and

then answering the questions given.


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CREATE AUTHENTIC ASSESSMENT

HO

W

D

O

YO

U

1. Identify the Standards2. Select an Authentic Task3. Identify the Criteria for

the Tasks4. Create the Rubric


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APPLICATION

Standard: Perform a series of

observed actions with mastery

Task: Observation and Imitation of theactions


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Descriptions of the Task:

When to do the work: After viewing the video

Where to do the work: Inside the gym

Duration of the work: 30 minutes(preparation), 10 minutes presentation

Number of members: 4 pairs


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Criteria Level of Performance

accurate action

correct order of the action

correct timing of the action

completeness of the actions

4 Excellent, If all criteria

are evident:

3 - Very Satisfactory, Ifonly 3

of the criteria are evident

2- Satisfactory, Ifonly 2 of

the criteria are evident.

1- Poor, Ifonly 1 or none ofthe criteria is evident.

Rubric


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The Performance

Video clip
http://dorp-cfss%20nov.%2015-19%2C%202010%20tagaytay%20haven%20hotel/Day%202/the%20ballet.wmvhttp://dorp-cfss%20nov.%2015-19%2C%202010%20tagaytay%20haven%20hotel/Day%202/the%20ballet.wmv


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APPLICATION

Standard: Nailalarawan ang isang maunlad nabansa sa larangan ng kabuhayan, kultura atpulitika.

Task: Bumubuo ng pangkat at gumawa ng isangposter na ipinapakita ang isang maunlad nabansa sa larangan ng kabuhayan, kultura at

pulitika. Gumamit ng kahit anong bagay sapaggawa nito.


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When to do the work: After the topic has been

presented

Where to do the work: Inside the classroom

Duration of the work: 30 minutes(preparation), 10 minutes ( oral presentation )

Materials needed: manila paper and any other

available and affordable resources needed tocomplete the work

Number of members: 4-5 members


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Kraytirya

Antas ng Kasanayan

3 2 1

Kalinawan ngidiyangipinapahayag(40%)

Malinaw nainilalarawan ang

katangian ngmaunlad nabansa sa tatlonglarangan:kabuhayan,

kultura atpulitika.

Di-gaanongmalinaw ang

katangian ngmaunlad nabansa sa isa satatlonglarangan:

kabuhayan,kultura atpuliitka.

Di-malinaw angkatangian ng

maunlad nabansa sa dalawasa tatlonglarangan:kabuhayan,

kultura atpulitika.

Rubric


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Kraytirya

Antas ng Kasanayan

3 2 1

Uri ngkagamitangginamit(20%)

Tatlo o higit paang uri ng bagayna ginamit(papel, dahon,bato)

Dalawa ang uring bagay naginamit

Isang uri ngbagay lamangang ginamit

Kalinisan nggawain (20%)

Napakalinis ngbuong papel

Medyo marumiand 1-2 bahaging poster

Marumi ang 3 ohigit pang bahaging poster

Dating nggawain saibang tao(20%)

Lahat aynapapatingin saposter

Ilan-ilan angnapapatingin saposter

Di-pinapansin ngtao ang poster


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Kraytirya

Antas ng Kasanayan

3 2 1

Uri ngkagamitangginamit(20%)

Tatlo o higit paang uri ng bagayna ginamit(papel, dahon,bato)

Dalawa ang uring bagay naginamit

Isang uri ngbagay lamangang ginamit

Kalinisan nggawain (20%)

Napakalinis ngbuong papel

Medyo marumiand 1-2 bahaging poster

Marumi ang 3 ohigit pang bahaging poster

Dating nggawain sa

ibang tao(20%)

Lahat aynapapatingin sa

poster

Ilan-ilan angnapapatingin sa

poster

Di-pinapansin ngtao ang poster


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APPLICATION

Standard: Explain the advantages and disadvantages ofthe different methods in controlling weeds

Task: a. Read the text to identify ways in controlling

weeds then prepare a graphic organizershowing the different methods, their advantagesand limitations.

b. Read the text then do an oral presentation on the

methods in controlling weeds, their advantagesand limitations using a graphic organizer.


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When to do the work: after reading a required

text

Where to do the work: Inside the classroom

Duration of the work: 30 minutes(preparation), 10 minutes ( oral presentation )

Materials needed: manila paper and any other

available and affordable resources needed tocomplete the work

Number of members: 4-5 members


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APPLICATION

Standard: Explain the advantages and disadvantagesof the different methods in controlling weeds

Task: Write a reflective journal indicating

personal insights about the tape viewed orpersonal analysis of the different methods incontrolling weeds, their advantages andlimitations.


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APPLICATION

Standard: Explain the advantages and disadvantagesof the different methods in controlling weeds

Task:a. Interview farmers to identify ways in

controlling weeds, their advantages anddisadvantages and then do a written reportof the information gathered.

b. Interview farmers to identify ways in controllingweeds then do an oral presentation of theinformation gathered.

R b i


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Rubric

Criteria

Level of Performance

4

(Exceptiona)

3

(Complete)

2

(PartiallyComplete)

1

(Incomplee)

1.Completeness of work

given areall thethreemethods +

2 or moreadvantages + 2 ormorelimitationsfor each

given areall thethreemethods

+ 1advantage + 1limitationof eachmethod

lacking 1-2neededinformation

lacking 3or moremoreneeded

information

R b i


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Rubric

Criteria


4

(Exceptional)

3

(VeryAccurat

e)

2

(Somewhat Accurate)

1

(Inaccurae)

2. Accuracy ofgiveninformation

allinformation given

are trueandacceptablebased onthe textwith

allinformation given

are trueoracceptable basedon thetext

1-2informationis/are

unacceptable based onthe text

3 or moreinformation are

unacceptable basedon the text

R b i


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Rubric

Criteria


4

(Excellent)

3

(VerySatisfacto

ry)

2

(Satisfactory)

1

(NeedsImprovem

ent)

3. TimeManagement

4. IndividualAccountability

work doneahead oftime

all themembers

of the

workdone juston time

onememberof the

work donewith lessthan 2

minutesextension

two

members ofthe rou

work donewith 2minutes or

moreextension

three


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Authentic Assessment using the

GRASP FORMAT

Goal : To help a section of students understand the

phases of growth of rice plant.

Role: You are a second year student enrolled in the

CP-TLE program in crop production specializing in

the growing of rice plant.

Audience: The target audience is a section of

students taking up the same specialization.


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Situation: You have been asked to prepare

diagrams/drawings on the phases of growth of rice

plant. Prepare your diagram accordingly so that theaudience can easily discern and differentiate the

different distinct stages under each phase of

growth.

Product/Performance: You need to prepare a

portfolio of diagrams/drawings showing the

following:


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1. Vegetable Phase

a. Stage 0 Germination to Emergence

b. Stage1 Seedling

c. Stage 2 Tillering

d. Stage 3

Stem Elongation

2. Reproductive Phase

a. Stage 4

Panicle Initiation to Booting

b. Stage 5 Heading or Panicle Formation

c. Stage 6

Flowering

3 Ripening Phase


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3. Ripening Phase

a. Stage 7 Milk grain stage

b. Stage 8 Dough Grain stage

c. Stage 9 Mature Grain stage

Standards: The work must meet the standards foundin the following rubric.


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A. Visual Appeal (%)

Criteria

Performance Levels Evaluators

4Exceeds Standards

3Meet Standards

2Partially Meets

Standards

1Does Not Meet

Standards1. Completeness

of the portfolioContains all of the

following: Cover Table of contents Introduction The needed

evidences Reflections

Contains only 4 ofthe following:

Cover Table of contents Introduction The needed








2. Choice ofmaterials used

About 75 -100% ofthe materials usedare the indigenous/recycled ones

About 25 -50% ofthe materials usedare the indigenous/recycled ones

All materials usedare thecommercialized butless expensive

All materials usedare thecommercialized butvery expensive

3. Workmanship Satisfied all thefollowing:

- artistically made

- well written

- neat

Satisfied only 2 ofthe following:

- artistically made

- well written

- neat

Satisfied only 1 ofthe following:

- artistically made

- well written

- neat

Satisfied none of thefollowing:

- artistically made

- well written

- neat

4. Others (pls.specify)

Partial Portfolio Grade Average

Your task is to design a comprehensive and


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Your task is to design a comprehensive andinnovative advocacy projects or activities for themangrove forest in the community. You are the

chairman of the advocacy committee on theprotection of the mangrove forest in yourcommunity. The target audience is the wholeBarangay community. You are tasked being the

chairman of the advocacy committee of theGreenpeace movement to design a comprehensiveand innovative advocacy projects or activities forthe mangrove forest in the community. Prepare andsubmit a comprehensive and innovative advocacyproject or activity plan for the protection of themangrove forest in the community. Your work must

meet the standards found in the rubric

RUBRIC FOR PERFORMANCE TASK


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Advocacy Project /Activity Rubric

SCALE 4 3 2 1

Community-based Presents a detailedinformation on the

situation of the forest inthe community as aresult of mens

activities

Presents a detailedinformation on the

situation of the forest inthe country as a resultof mens activities


situation of the forest inthe Asian Region as aresult of mens

activities


situation of the forest inthe world as a resultof mens activities

Comprehensive Details include the

situationer, gaps,issues, concerns, trustand strategies toprotect the mangroveforest in the community

Detail s include the

situationer, gaps andtrust to protect themangrove forest in thecommunity

Detail s include the

situationer, and trust toprotect the mangroveforest in the community

Detail include only the

problems and noaction to protect themangrove forest in thecommunity

Innovativeness Very original, shows

imaginative use ofresources

Original ideas,

adequate use ofresources

Shows some

originality, inadequateuse of resources

Does not exhibit

efforts to be original

f k d d h Si f


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Performance Task Ideas Based on the Six Facets ofUnderstanding

Explain Interpret ApplyPerspective

Empathy Self-Knowledge

Who are your

true friends?

Who are your

fair-weather

friends?

Interpret

Spring in

Frog and Toad

are Friends.

What does

this episode

reveal about

friendship?

Place an order

for a true

friend from an

imaginary

mail-order

friendship

store.

How do others

view me as a

friend?

Write an

essay or

journal entry

on why some

kids always

get picked

on and what

it feels like to

be those

kids.

Respond to

writing

prompts: Do I

know who my

true friends

are?

Self-Knowledge

Respond to writing prompts: Do I know who my

true friends are?

Empathy

Write an essay or journal entry on why some

kids always get picked on and what it feels like to

be those kids.

Perspective

How do others view me as a friend?

Apply

Place an order for a true friend from an

imaginary mail-order friendship store.

Interpret

Interpret Spring in Frog and Toad are

Friends. What does this episode reveal

about friendship?

Explain

Who are your true friends? Who are

your fair-weather friends?


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Explain Interpret Apply Perspective Empathy Self-

Knowledge

Explain the

troubleshoot-

ing guide for

an electric

circuit system.

Assume the

role of an

electrical

subcontractor:

interpret and

analyze thewriting

drawings for

building a

house.

Build a working

set of switches

for a model

railroad layout.

AC or DC?

Argue the merits

of each type of

current for

various users.

Create an

imaginary

diary entry: A

day in the life

of an

electron.

EmpathyCreate an imaginary diary

entry: A day in the life of anelectron.

Perspective

AC or DC? Argue the merits ofeach type of current for various

users.

Apply

Build a working set of switches

for a model railroad layout.

Interpret

Assume the role of an electrical

subcontractor: interpret and analyzethe writing drawings for building a

house.

Explain

Explain the troubleshooting guide

for an electric circuit system.


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EmpathySelf-

Knowledge

Study a

common

phenomenon

(e.g., weather

data). Reveal

subtle andeasily

overlooked

patterns in the

data.

Do a trend

analysis of a

finite data set.

Develop a

new statistic

for evaluating

the value of a

baseball

player in keysituations.

Examine the

differences

when using

various

measures (e.g.,

mean, median)for calculating

grades.

Read Flatland

and a set of

letters

between

mathematician

s explainingwhy they fear

publishing their

findings; write

a reflective

essay on the

difficulty of

explaining new

ideas, evenabstract ones.

Develop a

mathematical

resume with a

brief

description of

yourintellectual

strengths and

weaknesses.

Self-Knowledge

Develop a mathematical resumewith a brief description of your

intellectual strengths and

weaknesses.

Empathy

Read Flatlandand a set of letters betweenmathematicians explaining why they fear

publishing their findings; write a reflective

essay on the difficulty of explaining newideas, even abstract ones.

Perspective

Examine the differences whenusing various measures (e.g.,

mean, median) for calculatinggrades.

Apply

Develop a new statistic for

evaluating the value of a baseball

player in key situations.

Interpret

Do a trend analysis of a finite

data set.

Explain

Study a common phenomenon(e.g., weather data). Reveal subtle

and easily overlooked patterns inthe data.


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Empathy Self-Knowledge

Describe why

a particular

rhetorical

technique is

effective in a

speech.

Whats wrong

with Holden?

Make sense of

the main

character in

Catcher in the

Rye.

What makes a

great book?

Make an

audiotape

review of a

favorite book

for the school

library.

Read and

discuss The

Real STORY

OF THE Three

Little Pigs by A.

Wolf.

Work is a

soup kitchen,

and write an

essay on the

experiences

of the

homeless

after reading

Charles

Dickens.

Attach s self-

assessment to

each paper

you write

reflecting on

your writing

process.

Self-Knowledge

Attach s self-assessment to eachpaper you write reflecting on your

writing process.

Empathy

Work is a soup kitchen, and write anessay on the experiences of the

homeless after reading CharlesDickens.

Perspective

Read and discuss The Real STORY

OF THE Three Little Pigs by A. Wolf.Apply

What makes a great book? Makean audiotape review of a favorite

book for the school library.

Interpret

Whats wrong with Holden? Makesense of the main character in

Catcher in the Rye.

Explain

Describe why a particular rhetorical

technique is effective in a speech.


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EmpathySelf-

Knowledge

Explain the

role of silence

in music

Represent

fear and hope

in a visual

collage or

dance.

Write and

perform a

one-act play

on a school

issue.

Critique three

different

versions of the

same Shake-

speare play

(focus on a keyscene)

Imagine you

are Juliet

from Romeo

and Juliet,

and consider

your terrible,final act.

What are

you thinking

and feeling.

Keep log of

the drama

class

exercises that

demand the

most from youemotionally.

Self-Knowledge

Keep log of the drama class

exercises that demand the most from

you emotionally.

Empathy

Imagine you are Juliet from Romeo andJuliet, and consider your terrible, final

act. What are you thinking and feeling.

Perspective

Critique three different versions of the same

Shakespeare play (focus on a key scene)

Apply

Write and perform a one-act play on a

school issue.

Interpret

Represent fear and hope in a visual

collage or dance.

Explain

Explain the role of silence in music


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Explain Interpret Apply Perspective Empathy Self-Knowledge

Link everyday

actions and

facts to the

laws of

physics,

concentratingon easily

misunderstoo

d aspects

(e.g., mass

compared to

weight).

Take readings

of pond water

to determine

whether the

algae problem

is serious.

Perform a

chemical

analysis of

local stream

water to

monitor EPAcompliance ,

and present

findings.

Conduct

thought

experiments

(e.g.,

Einstiens-

What would theworld be like if I

were traveling

on a beam of

light?

Read and

discuss pre-

modern or

discredited

scientific

writings toidentify

plausible or

logical

theories

(given the

informationavailable at

the time).

Propose

solutions to an

ineffective

cooperative

learning

activity basedon what didnt

work in your

group.

Self-Knowledge

Propose solutions to an ineffectivecooperative learning activity based on what

didnt work in your group.

Empathy

Read and discuss pre-modern or discreditedscientific writings to identify plausible or logical

theories (given the information available at the

time).

Perspective

Conduct thought experiments (e.g., Einstiens-

What would the world be like if I were traveling on

a beam of light?

Apply

Perform a chemical analysis of local stream

water to monitor EPA compliance , and

present findings.

Interpret

Take readings of pond water to determine

whether the algae problem is serious.

Explain

Link everyday actions and facts to the laws of

physics, concentrating on easily misunderstood

aspects (e.g., mass compared to weight).


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Performance Verbs Based onthe Six Facets of Understanding

Consider the following verbs when planning possible

ways in which students may demonstrate their

understanding.

explain interpret l


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explaindemonstrate

derive

describedesign

exhibit

express

induce

instruct

justify

model

predict

proveshow

synthesize

teach

interpret

analogies (create)

critique

document

evaluate

illustrate

judge

make meaning of

make sense of

metaphors (provide)

read between the

linesrepresent

tell a story of

translate

apply

adapt

build

create

debug

decide

design

exhibit

invent

perform

produce

propose

solve

test

use


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perspective

analyze

argue

compare

contrast

criticize

infer

empathy

assume role of

believe

be like

be open to

consider

imagine

relate

role-play

self-knowledge

be aware of

realize

recognizereflect

self-assess

Explanation


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Electricity

p

Self-Knowledge

Interpret a

schematic diagram

and predict the

outcome

Give a pre-test and a post-test toassess common misconceptions

(e.g., force-concept inventory) and

have students reflect on their

deepening understanding.

Describe an

electrons

experience as it

passes through asimple current.

Why does the

United States use AC

instead of DC

current? (historical

perspective)What are the

strengths of each

type?

Design an electrical

circuit to accomplish a

specific task.

Troubleshoot a faulty

electrical circuit.

Explain to the class

how a battery

causes a light bulb

to glow.


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Examples of Performance-Based Tasks According to

their Authenticity

Example 1 - Makabayan


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Somewhat Authentic

Ipaliwanag ang mga dapat mong gawin paramakatulong sa paglutas ng mga suliranin ng bansa (

suliranin sa basura).

p y

AuthenticGumawa ng isang plano para sa isang gawaing

makakatulong sa paglutas ng suliranin ng bansa

(suliranin sa basura)

Very Authentic

Isagawa ang naisip na proyektong makakalutas sa

isang suliranin ng bansa (suliranin sa basura) at ilahad

sa klase ang naging resulta nito.

Example 2 - Communication Arts


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Somewhat Authentic

Read then summarize the story of The Turtleand the Monkey. Then write the lesson that you

have learned from it.

p

Authentic

Read any story you want. Summarize it and then

write the lesson that you have learned from it.

Very Authentic

Write your most memorable experience and

indicate the lesson that you have learned from it.

Example 3 - Math


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Authentic

Given is an addition sentence, construct a

word problem out of it then solve it.

Very Authentic

Construct a word problem on addition that

you encountered in real life and show your

solution to this problem.

Somewhat Authentic

Solve the word problems on addition.

Example 3 Math

Example 4 - Science


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Somewhat Authentic

Explain the steps when manipulating themicroscope in examining the body parts of a tiny

animal.

p

Authentic

Very Authentic

Get any specimen and examine this using the

microscope.

Demonstrate how to use the microscope in

examining the body parts of a tiny animal.


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PORTFOLIO ASSESSMENT

Portfolio assessment is apurposeful,on going, dynamic, and collaborative

process of gathering multipleindicatorsof the learners growth and

development.


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AUTHENTIC ASSESSMENT-MUBALAGTAS

Types of Portfolio

Working Portfolio (Growth)- a collection of a

student's day- to- day works which reflect

ones learning (process oriented)

Documentary Portfolio (Evaluation)- aworking and a show portfolio (process and

product oriented)

Show Portfolio (Showcase)- a collection of a

student's best works (product oriented)


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Purpose story the portfolio will be telling

Audiencewho should see the evidence of students

growth?

Content samples of student work dependent on the

purpose

Process -

Management

Communication Evaluation

GROWTH PORTFOLIO: What samples might be included


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Purpose Some possible inclusions

a. To show growth or change over

time

early and later pieces of work

early and later test scores rough drafts and final drafts

goal setting sheets

reflections on progress toward

goal(s)

b. Help develop process skills samples which reflects growth ofprocess skills

self-reflection sheets

accompanying samples of work

reflection sheets from teacher or

peer reflections on progress towards

goal(s)

GROWTH PORTFOLIO: What samples might be included


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c. To identify

strengths/weaknesses

samples of work reflecting specifically

identified strengths and weaknesses reflections on strengths and weaknesses of

samples

goal-setting sheets

reflection on progress towards goal(s)

b. To track development of oneor more products or

performances

obviously, drafts of the specific product orperformance to be tracked

self-reflections on drafts

reflection sheets from teacher or peer

SHOWCASE PORTFOLIO: What samples might be included


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a. To showcase end-of-

year/semester accomplishments

samples of best work

samples of earlier and later work to documentprogress

final tests or scores

discussion of growth over semester/ year

awards or other recognition

teacher or peer commentsb. To prepare a sample of best work

for employment or college

admission

cover letter

sample of work

reflection on process of creating sample of

work

reflection on growth teacher or peer comments

description of knowledge/skills work inidcators

SHOWCASE PORTFOLIO: What samples might be included


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c. To showcase student

perceptions of favourite, best ormore important

samples of students favourite, best or

most important work drafts of that work to illustrate path taken

to the final form

commentary on strengths/weaknesses of

work

reflection on why it is favourite, best or

more important

reflection on what has been learned from

work

teacher or peer comments

d. To communicate students

current aptitude

representative of samples of current work

match of work with standards

accomplished

self-reflection on current aptitudes

teacher reflection on students aptitude

identification of future goals

EVALUATION PORTFOLIO: What samples might be included


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a. To document achievement for

grading

samples of representative work in ea ch

subject/unit/topic to be graded samples of work documenting level of

achievement on course/grade-level

goals/standards/objectives

test/scores

Rubrics/criteria used for evaluation of work

(when applied)

self-reflection on how well samples indicate

attainment of course/grade-level


teacher reflection of attainment of

goals/standards identification of strengths and weaknesses



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b. To document program

toward standards

list of applicable goals and standards

representative samples of work aligned withrespective goals/standards

rubrics/criteria used for evaluation of work

self-reflection on how well samples indicate

attainment of course/grade-level


teacher reflection of attainment of

goals/standards

analysis or evidence of progress made toward

standards over course of semester/year

c. To place students appropriately representative samples of current work

representative samples of earlier work to indicate

rate of progress

classroom test/scores

external test/evaluations

match of work with standards accomplished



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self reflection on current aptitudes

parent reflection on student's aptitudesother professionals reflections on students

aptitudes

Th P f li P


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The Portfolio Process

Set Goals

Collect

Select

Organize Reflect

Evaluate

Confer/Exhibit

G l S i Pl


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Goal-Setting Planner

I am doing this work because______________________

What I target to accomplish are:

______________________

Examples:


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Collect

Everything A few things

Select

A whole program/

course A quarter/unit

Teachers

Student/Peers

Parents

(optional)

Sample Entries in a


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Sample Entries in a

Portfolio

Written Reflections

Letters

Table of Contents

Creative cover and its

explanation

Evaluation

Instruments

In- and Out -of -Class

Activities

Statement of

Goals/Expectations

Compositions

Autobiography

Individual/group outputs


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Organizers

envelope box

Clear book

ColoredMagazine

bag

album

cabinet

fl


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Ways to Reflect

3. Writing Diaries/logs/journals

1. Labeling Entries

Ex. My Best Work!, My worst work!

2. Drawing

Ex. drawing happy face or sad face on every

entry

What learning targets


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should we assess?

(McMillan, 1999)

Knowledge

Reasoning

Skills

Products

Affects

Evaluation Tools


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Evaluation Tools

3. Checklist-all the indicators of quality work aregiven for the assessor to simply check what was

observed

1. Alternative Response- two dichotomoustraits of an entry serve as choices for the

assessors judgment

2. Rating Scale- the degree or extent of thepresence of a given trait of an entry is indicated

Evaluation Tools


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Evaluation Tools

4. Rubric- gives the quantitative and qualitativedescriptions of the different qualities of a product.

a. Holistic-gives the overall traits of a product

b. Analytic- describes the quality of the productper criterion

Example of a Holistic Scoring Rubric


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5 - (Outstanding satisfies all of the following)

Example of a Holistic Scoring Rubric

Presents a variety of work done individually or in

groups

Uses many resources

Shows good organization and a clear focus

Displays evidences of self-assessment

Includes few, if any, errors in grammar, usage ormechanics

Reflects enthusiasm,creativity , extensive

investigation and analysis of information


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4- Very Satisfactory satisfies only 5 of the following:


groups

Uses many resources






3 S ti f t ti fi l 4 f th f ll i


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3- Satisfactory satisfies only 4 of the following


groups

Uses many resources







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2- Fair satisfies only 2-3 of the following:


groups

Uses many resources







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Example of an Analytic Scoring Rubric


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Example of an Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)

Criteria Excellent Very Satisfactory Needs Evalrs

Satisfactory Improvement 1 2 3

1.

etcPartial

Grade

B. Evidences of Knowledge, Reasoning, Skills, and Products

of Learning ( %)1.

Partial

Grade

Etc.

Sample Analytic Scoring Rubric


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A. Reflections of Affective/Personal Traits ( %)

Criteria 4- Excellent 3- Very 2- 1- Needs Evalrs

Satisfactory Satisfactory Improvement 1 2 3

1.

etcPartial

Grade

B. Reflections of Knowledge and Understanding ( %)

1.

Partial

Grade

Etc.

1. Practicality in the choice of

container

handy

durable

flexible

Cost-effective



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p y g


Criteria 4-Excellent 3- Very 2- Satisfactory 1-Needs Evalrs


1.

etcPartial

Grade


1.

Partial

Grade

Etc.

4 Excellent such that it satisfies all of

the ff. traits:

handy

durable flexible

cost-effective



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p y g




1.

etcPartial

Grade


1.

Partial

Grade

Etc.

3 Very Satisfactory such that it

satisfies only three of the ff. traits: handy

durable

flexible cost-effective



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p y g




1.

etcPartial

Grade


1.

Partial

Grade

Etc.

2 Satisfactory such that it satisfies only

two of the ff. traits:

handy

durable Flexible

Cost-effective



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1.

etcPartial

Grade


1.

Partial

Grade

Etc.

1 Needs improvement such that it satisfies

only one or none of the ff. traits:

handy

durable flexible

cost-effective

B. Evidences of Knowledge, Reasoning, Skills, and

P d f L i ( %)


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Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs

Excellent Satisfactory Improvement 1 2 3

1. Teacher-Selected Entries ( %)

Partial

Grade

1.

Partial

Grade

Etc.

2. Student- Selected Evidence ( % )

Final Portfolio Grade


P d t f L i ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



A Project Plan


P d t f L i ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



4- Excellent such that the work satisfies all ofthe following:

presents complete information

submitted on time

well-prepared


P d t f L i ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



3- Very satisfactory such that the work satisfies

only two of the following:

presents complete informationsubmitted on time

well-prepared


P d t f L i ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



2- satisfactory such that the work satisfies only

one of the following:

presents complete information

submitted on time

well-prepared


P d t f L i ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



1- Needs improvement satisfies none of the

following:

presents complete informationsubmitted on time

well-prepared


Products of Learning ( %)


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Partial

Grade

1.

Partial

Grade

Etc.



Pictures showing how oneimplemented the plan

Reminders:


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Criteria/evidences could be identified by

the possible evaluators ( e.g students,

teachers) .

Take note that these criteria should beknown before the students start developing

their portfolio.

Evidences could vary in weight depending

on their degree of importance /nature of

the subject

Possible Criteria in Scoring Rubrics


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g

for Portfolios

Completeness

Creativity

Resourcefulness

Accuracy of information

Evidence of understanding

Visual Appeal

Originality

Reflectiveness

Diversity of collections

Multiple intelligences

OrganizationQuality of product

Mechanics

Good Practices in Portfolio


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Good Practices in Portfolio

Assessment

The portfolio rubric is presented to the

learners before the start of the portfolio

development

Learners participate in the development or

refinement of the scoring rubric, and as co-

assessors of their own work or the work ofothers.

Confer/Exhibit


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Confer/Exhibit

Students Teachers

Parents

Why Portfolio


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Assessment?

It tests what is really happening in the

classroom.

It offers multiple indicators of students

progress.

It gives the students the responsibility of

their own learning.

It offers opportunities for students to

document reflections of their learning

It demonstrates what the students know in

th t th i l l i


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ways that encompass their personal learning

styles and multiple intelligences

It affords teachers new role in the assessment

process.

It allows teachers to reflect on the

effectiveness of their instruction.

It provides the teachers freedom of gaininginsights into the students development or

achievement over a period of time.

What is a good practice?


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Traditional

Assessment

Performance

Assessment

Portfolio Assessment

A balanced assessment


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Design at least five authentic assessment that


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g

you can use at the end of a macro lesson.

Match these to a specific component in Stage1. Enter on the authentic assessment in your

stage 2 template.

You have one hour for this task.

Documents

Pavte-claveria Authentic Assessment