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    Student Assessment: Dr. Jorelyn P. Concepcion Graduate School Professor

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    Arlene Culagbang Guitguitin
    The document discusses various types of student assessment. It notes that while standardized tests receive more attention, classroom assessments are more important for fueling the learning process. It emphasizes that classroom assessments need to be of high quality. It then defines content standards, which specify what students should know and be able to do, and performance standards, which indicate the satisfactory level of learning. The document discusses how standards-based assessments determine if students can demonstrate understanding relative to learning standards. It also discusses performance-based assessments, which require students to generate rather than select responses and include authentic tasks and pre-defined criteria.

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    Student Assessment: Dr. Jorelyn P. Concepcion Graduate School Professor

    Uploaded by

    Arlene Culagbang Guitguitin
    29 views44 pages
    The document discusses various types of student assessment. It notes that while standardized tests receive more attention, classroom assessments are more important for fueling the learning process. It emphasizes that classroom assessments need to be of high quality. It then defines content standards, which specify what students should know and be able to do, and performance standards, which indicate the satisfactory level of learning. The document discusses how standards-based assessments determine if students can demonstrate understanding relative to learning standards. It also discusses performance-based assessments, which require students to generate rather than select responses and include authentic tasks and pre-defined criteria.

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    The document discusses various types of student assessment. It notes that while standardized tests receive more attention, classroom assessments are more important for fueling the learning process. It emphasizes that classroom assessments need to be of high quality. It then defines content standards, which specify what students should know and be able to do, and performance standards, which indicate the satisfactory level of learning. The document discusses how standards-based assessments determine if students can demonstrate understanding relative to learning standards. It also discusses performance-based assessments, which require students to generate rather than select responses and include authentic tasks and pre-defined criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views44 pages

    Student Assessment: Dr. Jorelyn P. Concepcion Graduate School Professor

    Uploaded by

    Arlene Culagbang Guitguitin
    The document discusses various types of student assessment. It notes that while standardized tests receive more attention, classroom assessments are more important for fueling the learning process. It emphasizes that classroom assessments need to be of high quality. It then defines content standards, which specify what students should know and be able to do, and performance standards, which indicate the satisfactory level of learning. The document discusses how standards-based assessments determine if students can demonstrate understanding relative to learning standards. It also discusses performance-based assessments, which require students to generate rather than select responses and include authentic tasks and pre-defined criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 44

    Student

    assessment
    DR. JORELYN P. CONCEPCION
    Graduate School Professor
    • It is not our classroom assessments that draw all
    of the news coverage and editorial comment. All
    the visibility and political power honors do to our
    large-scale standardized tests. Nevertheless,
    anyone who has taught knows that it is classroom
    assessments – not standardized tests – that
    provide the energy that fuels the teaching and
    learning engine. For this reason, our classroom
    assessments absolutely must of high quality.

    Stiggins 1997
    • CONTENT STANDARDS
    • specify what students should know and be able
    to do
    • Establish what should be learned in various
    subjects
    • Emphasis on learning content more through
    critical thinking and problem-solving strategies
    than through rote learning of discrete facts.

    Standards
    • PERFORMANCE STANDARDS

    • Seek to answer the question, “How good is


    good enough?”
    • Define a satisfactory level of learning
    • Indicate both the nature of the evidence that is
    accepted as documentation of student
    achievement as well as the quality of student
    performance necessary to satisfy the
    performance standard

    Standards
    • PERFORMANCE STANDARDS

    Standards
    Standards-based
    Instruction
    • STANDARDS-BASED ASSESSMENT is
    the process of determining if and to what
    degree a student can demonstrate in
    context, his/her understanding and ability
    relative to identified standards of learning.

    Standards-based
    Instruction
    Performance-based
    Assessment
    • AUTHENTIC ASSESSMENT
    • ALTERNATIVE ASSESSMENT

    Require students to GENERATE rather than SELECT a response.


    Begin the planning
    process by
    identifying what
    students should
    KNOW and be
    ABLE TO DO.

    Effects on Teaching when


    Standards are Used
    Begin the • Determine solid educational
    planning process goals
    • Criteria needed to meet the
    by identifying goals are defined before actual
    what students instruction starts
    should KNOW • Backward mapping
    and be ABLE TO
    DO. GOAL
    UNIT
    ACTIVITY

    Effects on Teaching when


    Standards are Used
    FINAL PRODUCT
    (competencies)

    Having students
    work to meet clearly ASSESSMENT TOOLS

    defined and
    acknowledged
    INSTRUCTIONAL
    standards or goals ACTIVITIES

    Effects on Teaching when


    Standards are Used
    • Teacher clearly defines what the final
    outcome or product should look like
    and all instruction is built getting
    Having students students to reach this goal, THE
    INSTRUCTIONAL FOCUS IS
    work to meet MAINTAINED.
    clearly defined • Assessments are determined before
    instruction begins.
    and • Teachers define what competence
    means relative to student
    acknowledged performance.
    standards or goals • By clearly identifying the
    assessments and criteria, teachers are
    forced to think through the teaching
    and learning process.

    Effects on Teaching when


    Standards are Used
    Students know criteria

    • Students know the criteria of evaluation with standards-


    based instruction.
    • The criteria for scoring the assessment is given when
    instruction begins so that students can work toward
    reaching and attaining these without false starts or
    wasted efforts.
    • Students can use peer evaluation or self-evaluation
    techniques to compare themselves with stated goals.

    Effects on Teaching when


    Standards are Used
    Assessment linked to instruction

    • With performance-based assessment, teaching and


    assessment are intertwined.

    • By creating criteria for assessing various aspects of


    student performance, teachers can assess game play
    skills while students are continuing to learn.

    Effects on Teaching when


    Standards are Used
    Real-world connections

    • To make assessment more “real-world” , identify an


    audience outside the realm of the school (not only the
    teacher)

    • By creating an outside audience for the assessment,


    teachers broaden the scope and increase the importance
    of the assessment.

    Effects on Teaching when


    Standards are Used
    Higher-level thinking skills

    • HOTS: Analysis, synthesis, evaluation (Blooms


    Taxonomy)

    • Performance-based assessments give students


    opportunity to develop these skills.

    • Example: A game play can develop the student’s ability to analyze


    opponent’s strengths and weaknesses and create plays to give her
    team an advantage.

    Effects on Teaching when


    Standards are Used
    • the process of describing,
    collecting, recording,
    scoring, and interpreting
    information about
    learning.

    What is assessment?
    • Using assessment
    information to make
    judgment on such things
    as:
    • Have students achieve the
    goals set for them?
    • Have they passed the
    standards set for them?

    What is evaluation?
    • Written Tests
    • Primarily used to assess
    understanding of movement
    concepts, principles, strategies,
    and tactics
    • Too often measure factual
    information
    • Rarely address a student’s
    ability to think critically

    Traditional Assessments
    • Fitness Tests
    • Used to evaluate the
    various components of
    fitness (cardiovascular
    endurance, muscular
    strength, muscular
    endurance, flexibility,
    body composition)

    Traditional Assessment
    Tools
    • PAR-Q+
    • The PAR-Q is a simple
    self-screening tool that
    is typically used by
    fitness trainers or
    coaches to determine the
    safety or possible risks
    of exercising based on
    your health history,
    current symptoms, and
    risk factors.

    Other Tools
    • Skill Tests
    • Used to measure a student’s
    • ability to perform a given
    skill usually in a closed
    environment
    • Competency in motor skills
    and movement patterns

    Traditional Assessment
    Tools
    • No assessment given
    • Grade is determined through
    wearing of complete PE uniform,
    attendance and a difficult-to-define
    category called EFFORT

    Traditional Assessment
    Tools
    • Is any assessment
    strategy that is not the
    standardized pencil and paper
    test. (Kovar, 2009)
    • a task students perform that
    allows them to
    DEMONSTRATE what they
    have learned as well as the
    thinking processes they
    employed in completing the
    task.

    Performance-based Assesment
    Performance-based
    Assessment
    • Require the presentation of worthwhile or
    meaningful tasks that are designed to be
    representative of performance in the field
    Performance-based
    Assessment
    • Characteristics
    • Require the presentation of worthwhile
    meaningful tasks
    • Emphasize higher-level thinking skills
    • Articulate criteria in advance
    • Expect students to present their work publicly
    • Criteria firmly embedded in the curriculum
    • Process and product of learning are both
    important
     For learning
     Intent is to increase student
    Formative learning
    Assessment  Used to plan future lessons
     Allow multiple opportunities
    to demonstrate learning
     Typically given more than
    once

    Performance-based Assessment
     of learning
     Given at the conclusion of
    student learning
     Typically associated with
    Summative giving a grade
    Assessment  No chance to improve
    scores or learn from
    feedback to improve
    performance

    Performance-based Assessment
    • Require students to generate rather than select
    a response. (Lund and Kirk, 2002)
    • Two essential parts:
    1. the performance tasks or exercises that
    students are to do; and
    2. the criteria by which to judge the product or
    performance.

    Performance-based
    Assessment
    • A scenario developed
    by the teacher usually
    to assess the affective
    domain
    • Presents a solution to
    a real-world problem

    Role play
    • Provides many teachable moments
    • Can make students aware of situations that are
    problematic to other students
    • Very public events
    • Reflections are usually written after the
    performance
    • SAMPLE ROLE PLAY SITUATIONS

    Role play
    • Is an output or product
    of a student’s
    knowledge on a topic.
    • Calls for students to
    create a concrete
    product of knowledge
    submitted for
    evaluation
    • SAMPLE

    Project
    • A written report of a
    student’s reaction to
    what is happening
    • is an opportunity for
    students to reflect on
    what is happening.

    JOURNAL
    1.Provide a writing prompt
    2.Use “free write” once in a while
    3.Do not grade actual feelings
    4.Grade completion, correct grammar and
    spelling, demonstration of cognitive content
    SAMPLE

    JOURNAL writing guidelines


    • Collections of artifacts
    that when considered
    collectively,
    demonstrate student
    competency/mastery or
    deficiency in a subject
    area.

    PORTFOLIOS
    • Purposeful, integrated collection of actual exhibits and work
    samples showing effort, progress or achievement.
    • A broad, general picture of student learning. Used by artists,
    journalist, photographers, models
    • Use of multidimensional assessments
    • Documentation of student progress, improvement,
    achievement of goals
    • Student choice
    • With a self-evaluation and reflection of the learning process
    • Spotlight student achievement

    PORTFOLIOS
    • Working Portfolio
    • Showcase Portfolio
    • Thematic Portfolio
    • Multiyear Portfolio
    • Group Portfolio
    • Electronic Portfolio
    • SAMPLE PORTFOLIO

    Portfolio Assessments
    • Often used as
    culminating activities
    • All instruction is geared
    towards this
    • Examples are class
    gymnastics meet, a
    recital, zumba
    • SAMPLE

    STUDENT performances
    • Performance tasks that
    can be completed in a
    single class period or
    less that usually involve
    a psychomotor activity

    EVENT TASKS
    • Could evaluate
    problem-solving,
    cooperation, team-
    building skills

    EVENT TASKS
    EVENT TASK
    • Assessment done
    while students are
    engaged in playing a
    sport
    • Can assess motor
    skills, cognitive
    knowledge, affective
    domain.
    • SAMPLE

    Game plays
    • Lund, Jacalyn (2000). Creating rubrics for
    physical education.USA: National
    Association for Sport and Physical Education
    • Lund & Tannehill (2005). Standards-based
    physical education curriculum development.
    Sudbury, Massachusettes: Jones and
    Bartlett Publishers.
    • Eby, Judy (1992). Reflective planning,
    teaching, and evaluation for the elementary
    school. New Jersey: Prentice Hall

    REFERENCES
    THANK YOU!

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