Different teacher should use different kind of assessment to
their learners. If I were given a chance to re-teach the same lesson,
I would definitely use other method on assessing the learners. As a teacher it would be a success on our part if the learners itself find it very easy to grasp the lesson through a traditional or authentic assessment. Traditional Authentic Selecting a Response Performing a Task Contrived Real-life Recall/Recognition Construction/Application Teacher-structured Student-structured Indirect Evidence Direct Evidence
The main difference between traditional assessment and authentic assessment is, Traditional Assessment are developed and administered to determine if acquisition of the curriculum occurred. While Authentic Assessment, the teachers first determine the tasks that students will perform to demonstrate their mastery and then a curriculum is developed that will enable students to perform those tasks well. On my own point of view, I think that theres no such thing as best method of assessment on the ground that all types of assessment method has its own functions and own characteristics. In one thing to another they are different, theres specific or appropriate when to use the assessment method. For example if theres only a limited time left then youll make use of true-false type, not the multiple choice or even completion test because as we all know it needs a lot of time to answer on that particular case. Second, in every method theres intended purpose which means you only input that kind of method if it is really suitable for your subject matter. Third, as a future teacher you may use alternative assessment methods but it must complement always to your goals and objectives. Thus, for preparing an assessment method it must complement to the learning objectives, but make sure that the assessment method to be used is appropriate to its functions so that you will able to evaluate immediately Assessment Method Appropriate use (When to use it) d. Short answer Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes. e. Completion test This is suitable for determining the cognitive skills of the learners, and this is a one way to enrich and nurture their minds on facts. f. Essay For relating real life situation this is the most appropriate assessment method. d. Short answer Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes. 2. Product Rating Scales (for book reports, projects, other creative endeavors)
This is appropriately used when rating projects, notebooks, written assignment to be able to determine if the learners really understood the lesson or not. 3. Performance tests (Using microscope, solving Math word Problem) Used to determine how imaginative they are in relating problems to real life situation. More on application or more on doing rather than simply writing. a. Performance Checklist Allows for testing of complex integrated skills, to check whether they comprehend or not. 4. Oral Questioning Appropriate to use during discussion more specifically because this is to determine the learners ability to communicate ideas in a coherent verbal sentence 5. Observation and self- reports
It is useful as supplementary methods when used in conjunction with oral questioning and in performance test.
Principles of Learning Assessment Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principle of Learning 3. The results of assessment must be feedback to the learners. Transparency of grades is very important for students for them to know and measure their understanding to the lesson. It helps them to assess themselves how much effort they needed for them to pass. 4. Teachers must consider learners learning styles and multiple intelligences and so come up with a variety of ways of assessing learning. Considering the strengths and weaknesses of the students in terms of their intelligences and individual differences helps the teacher to find more effective strategies and to apply appropriate assessment for the learners 5. Give some positive feedback with not so good ones. Positive feedbacks given by the teacher create a good relationship in classroom. It motivates the students not to be afraid in sharing their ideas on the given topic. 6. Emphasize on self assessment. Reflecting and evaluating yourself from the previous strategies use and assessing its effectiveness helps a lot in finding or choosing the best way to teach you students. 7. Assessment of learning should never be used as punishment or as disciplinary measure. The purpose of assessment must always be positive for the learners; teachers must not use it for punishment. 8. Emphasize on real world application that favors realistic performances over out-of-context drills. Application is more important rather than facts; the manifestation of learning is the students applications of the facts theyve learn in solving real word or reality based problems. 9. Results of learning assessment must be communicated regularly to parents. The teacher practice keeping accurate records and communicate them to parents in the best mean way possible. Records of the students progress were sent to the parents quarterly or every grading period.
Principle of Learning Assessment Possible Consequence if Principle is NOT Observed 1. Assessment is an integral part of the teaching-learning process. Students were not able to know how far is the learning they acquired and which topic needs to emphasize. 2. Assessment tool/activity should match with performance objective. The first implication is confusion in what are the things that they must learn in the given topic. 3. The results of assessment must be feedback to the learners. Being ignorant on knowing how far theyve already learn from the subject. 4. Teachers must consider learners learning styles and multiple intelligences and so come up with a variety of ways of assessing learning. Poor learning in the part of the students, it will not enhance their full capabilities and teachers will not be able to motivate the students to study and get interested from the subject. 5. Give some positive feedback with not so good ones. It may lower their self esteem and they will be afraid to share their own ideas. 6. Emphasize on self assessment. Students will become dependent to others. 7. Assessment of learning should never be used as punishment or as disciplinary measure. Distortion of the true essence of assessment. 8. Emphasize on real world application that favors realistic performances over out-of- context drills. Students level of understanding will be on the lowest level. 9. Results of learning assessment must be communicated regularly to parents. The parents will not be able to know if there are developments in the part of the students.
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Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. Using the Research rubric, a teacher could assess whether a student has done a poor, good or excellent job of organization and distinguish that from how well the student did on historical accuracy. Holistic rubric In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. For example, the analytic research rubric above can be turned into a holistic rubric.
Rubrics are best suited for use in situations where a wide range of variation exists between what's considered very proficient and what's considered not yet proficient. Rubrics are very useful in providing guidance and feedback to students where skills and processes are the targets to be monitored. Examples of skills or processes that adapt well to being rubric include: writing, applying the method of scientific inquiry, thinking skills, and life-long learner skills. Methods, such as tests, quizzes, checklists, etc., are more conducive to monitoring quantities or amounts of factual information known by a learner. 1. Make a list of what you want the students to accomplish through your assignment. 2. Organize your list from most important to least important. 3. Decide on an overall point value for the assignment. 4. Assign each item on your ranked list a percentage value out of 100 percent. 5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at the point value for that item. 6. On a fresh sheet of paper, write the name for each item on your list in order from most to least important. Make sure to leave room in between each category. 7. Assign specific grading criteria for each main category from step six. 8. Distribute or display the rubric to the students when you are explaining the assignment.
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Many rubrics are still not instructionally useful because of inconsistencies in the descriptions of performance criteria across their scale levels. The most accessible rubrics, particularly those available on the Internet, contain design flaws that not only affect their instructional usefulness, but also the validity of their results. For scoring rubrics to fulfil their educational ideal, they must first be designed or modified to reflect greater consistency in their performance criteria descriptors. Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess student work as a whole. Neither rubric is better than the other. Both have a place in authentic assessment, depending on the following: Who is being taught? Because there is less detail to analyze in the holistic rubric, younger students may be able to integrate it into their schema better than the analytic rubric. How many teachers are scoring the product? How many teachers are scoring the product? Different teachers have different ideas about what constitutes acceptable criteria and used what and where they are more comfortable. BOON Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!" (Marcus 1995). A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others' work. When rubrics are used to guide self- and peer assessment, students become increasingly able to spot and solve problems in their own and one another's work. Repeated practice with peer-assessment, and especially self-assessment, increases students' sense of responsibility for their own work and cuts down on the number of "Am I done yet?" questions. Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend to find that by the time a piece has been self- and peer-assessed according to a rubric, they have little left to say about it. When they do have something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement. Fourth, teachers appreciate rubrics because their "accordion" nature allows them to accommodate heterogeneous classes. The examples here have three or four gradations of quality, but there is no reason they can't be "stretched" to reflect the work of both gifted students and those with learning disabilities. Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on how both students and parents responded to her use of rubrics: Students were able to articulate what they had learned, and by the end of the year could be accurate with their evaluations. Parents were very excited about the use of rubrics. During parent conferences I used sample rubrics to explain to parents their purpose, and how they were used in class. The reaction of parents was very encouraging. They knew exactly what their child needed to do to be successful.
The learners does not happen in snap of your hands. It requires time and diligence. The teacher and the learner should be patient. Learning will not take place unless the learner him/herself allows, in totality, in his/her mind. It is not primarily controlled by the teacher, rather on the learners wants, interest and motives to learn.