Assessing Knowledge, Process, Understanding, and Product/Performance

Dr. Carlo Magno Further Correspondence: [email protected]

1

Answer the following questions

:

• • • What is assessment for you?

When do you conduct assessment?

What do you use to assess academic skills of students?

2

Advance Organizer

• • • Assessment competencies The need for Standards KPUP 3

Assessment Competencies for Teachers

• • Constructed by the AFT, NCME, NEA: Teachers should be skilled in: 1. choosing assessment methods appropriate for instructional decisions.

2. Administering, scoring, and interpreting the results of both externally produced and teacher produced assessment methods.

3. Using assessment results when making decisions about individual students, planning teaching, and developing curriculum and school improvement. American Federation of Teachers, National Council on Measurement and Evaluation, and National Education Association in the United States of America.

Assessment Competencies for Teachers

4. Developing valid pupil grading procedures that use pupil assessment.

5. Communicating assessment results to students, parents, other lay audiences, and other educators.

6. Recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

Why do we need standards?

• • • • To make sure that everyone delivers quality work To produce quality students To deliver quality programs Basis on what to assess 6

Mathematics Standards for Junior HS

•

Algebra

– explore the concepts involving a quadratic function and its graph and solve problems involving quadratic functions and equations.

– solve equations involving rational expressions – explore relationships of quantities that involve variation and solve problems involving direct, indirect and joint variation 7

Mathematics Standards for Junior HS

– simplify expressions with rational exponents and solve problems involving them.

– perform fundamental operations on expressions involving radicals and solve problems involving expressions and equations with radicals.

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DepEd Taxonomy

• content of the curriculum, the facts and information that the student acquires Knowledge Process • cognitive operations that the student performs Understanding Product/Performance • enduring big ideas, principles, and generalizations inherent to the discipline • real-life application of understanding

Determine whether: Knowledge, process, understanding, product/performance 1. Students will describe quadratic function using graphs.

2. Solves quadratic equation by completing squares.

3. Solves problems involving quadratic equation.

4. Identify expressions with radicals 5. Prove the theorem on angle similarity using SAS similarity theorem.

6. Draw two objects to differentiate triangle similarity and triangle congruence.

7. Prove the theorem on a 5X5 square.

Determine whether: Knowledge, process, understanding, product/performance

7. Determine the trigonometric ratio of special triangles 8. Creates a graph of an arithmetic sequence.

9. Give examples of polynomial functions 10.Draw a circle and illustrate 5 different chords.

Determine whether: Knowledge, process, understanding, product/performance

Determine whether: Knowledge, process, understanding, product/performance

Determine whether: Knowledge, process, understanding, product/performance

Determine whether: Knowledge, process, understanding, product/performance

Determine whether: Knowledge, process, understanding, product/performance

Determine whether: Knowledge, process, understanding, product/performance

• • • • • • Define Describe Identify Label Enumerate Match

Knowledge

• • • • • Outline select State Name reproduce 18

Six Facets of Understanding

      Explain - provide thorough and justifiable accounts of phenomena, facts, and data Interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models Apply — effectively use and adapt what they know in diverse contexts Have perspective — see and hear points of view through critical eyes and ears; see the big picture Empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience Have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard

Explain

Which of the following statements of the relationship between market price and normal price is true?

a. Over a short period of time, market price varies directly with changes in normal price.

b. Over a long period of time, market price tends to equal normal price.

c. Market price is usually lower than normal price.

d. Over a long period of time, market price determines normal price.

Interpret

Translation from symbolic form to another form, or vice versa Which of the graphs below best represent the supply situation where a monopolist maintains a uniform price regardless of the amounts which people buy? A S B C D S Quantity S Quantity S S Quantity S S Quantity

Apply

In the following items (4-8) you are to judge the effects of a particular policy on the distribution of income. In each case assume that there are no other changes in policy that would counteract the effect of the policy described in the item. Mark the item: A.

B.

If the policy described would tend to reduce the existing degree of inequality in the distribution of income, If the policy described would tend to increase the existing degree of inequality in the distribution of income, or C.

If the policy described would have no effect, or an indeterminate effect, on the distribution of income.

__ 4. Increasingly progressive income taxes.

__ 5. Confiscation of rent on unimproved __ 6. Introduction of a national sales tax __ 7. Increasing the personal exemptions from income taxes __ 8. Distributing a subsidy to sharecroppers on southern farms

Have perspective

After reading the passage answer the following questions… 1. Where was Carol walking?

a.

park b.

c. d.

city hall 2. How did she feel on this walk?

a.

beach mall envied b.

c.

d.

sad relaxed happy

Have perspective

3. Carol envied the people around her because they _____________________.

a. were sad and lonely b. love the city life c. were laughing and joking d. don’t like the city

Empathize

• • • • • Your new maid from the mountain destroyed your very expensive Narra door and she used it as firewood and cooked rice in your newly landscaped garden. How should you react?

A… B… C… D…

•

Ability to Recognize the Relevance of Information

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•

Ability to Recognize Warranted and Unwarranted Generalizations

27

•

Ability to Recognize Inferences

28

•

Ability to Interpret Experimental Findings

29

•

Ability to Apply Principles

30

•

Ability to Recognize Assumptions

31

•

Reading comprehension

Bem (1975) has argued that androgynous people are “better off” than their sex-typed counterparts because they are not constrained by rigid sex-role concepts and are freer to respond to a wider variety of situations. Seeking to test this hypothesis, Bem exposed masculine, feminine, and androgynous men and women to situations that called for independence (a masculine attribute) or nurturance (a feminine attribute). The test for masculine independence assessed the subject’s willingness to resist social pressure by refusing to agree with peers who gave bogus judgments when rating cartoons for funniness (for example, several peers might say that a very funny cartoon was hilarious). Nurturance or feminine expressiveness, was measured by observing the behavior of the subject when left alone for ten minutes with a 5-month old baby. The result confirmed Bem’s hypothesis. Both the masculine sex typed and the androgynous subjects were more independent (less conforming) on the ‘independence” test than feminine sex-typed individuals. Furthermore, both the feminine and the androgynous subjects were more “nurturant” than the masculine sex-typed individuals when interacting with the baby. Thus, the androgynous subjects were quite flexible, they performed as masculine subjects did on the “feminine” task. 35. What is the independent variable in the study?

a. Situations calling for independence and nurturance b. Situation to make the sex type react c. Situations to make the androgynous be flexible d. Situations like sex type, androgynous and sex role concepts 36. What are the levels of the IV?

a. masculine attribute and feminine attribute b. rating cartoons and taking care of a baby c. independence and nurturance d. flexibility and rigidity 32

Interpreting Diagrams

Instruction. Study the following illustrations and answer the following questions.

101. Which group received the treatment?

Figure 1 Group A a. group A b. group B b. c. none of the above 102. Why did group B remain stable across the experiment?

Group B a. there is an Extraneous Variable b. There was no treatment c. ceiling effect occured Pretest Posttest 103. What is the problem during the pretest phase of the experiment?

a. the two groups are nonequivalent b. the groups are competing with each other c. the treatment took place immediately 33

Process

• • • • Cognitive operations Cognitive and Metacognitive skills Self-regulation Learning strategies 34

Two components of Metacognition

• • Knowledge of cognition is the reflective aspect of metacognition. It is the individuals’ awareness of their own knowledge, learning preferences, styles, strengths, and limitations, as well as their awareness of how to use this knowledge that can determine how well they can perform different tasks (de Carvalho, Magno, Lajom, Bunagan, & Regodon, 2005). Regulation of cognition on the other hand is the control aspect of learning. It is the procedural aspect of knowledge that allows effective linking of actions needed to complete a given task (Carvalho & Yuzawa, 2001).

Components of Metacogniton

• • •

Knowledge of Cognition

(1) Declarative knowledge – knowledge about one’s skills, intellectual resources, and abilities as a learner. (2) Procedural knowledge – knowledge about how to implement learning procedures (strategies) (3) Conditional knowledge – knowledge about when and why to use learning procedures.

• • • Examples of knowledge of cognition in Mathematical Investigation

Declarative Knowledge

– Knowing what is needed to be solved – Understanding ones intellectual strengths and weaknesses in solving math problems

Procedural knowledge

– Awareness of what strategies to use when solving math problems – Have a specific purpose of each strategy to use

Conditional knowledge

– Solve better if the case is relevant – Use different learning strategies depending on the type of problem

Components of Metacogniton

Regulation of cognition

1) Planning – planning, goal setting, and allocating resources prior to learning.

(2) Information Management Strategies – skills and strategy sequences used on- line to process information more effectively (organizing, elaborating, summarizing, selective focusing).

(3) Monitoring – Assessing one’s learning or strategy use. (4) Debugging Strategies – strategies used to correct comprehension and performance errors (5) Evaluation of learning – analysis of performance and strategy effectiveness after learning episodes.

• • • • • Examples of regulation of cognition • •

Planning Pacing oneself when solving in order to have enough time Thinking about what really needs to be solved before beginning a task

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Information Management Strategies Focusing attention to important information

•

Slowing down when important information is encountered

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Monitoring Considering alternatives to a problem before solving

•

Pause regularly to check for comprehension

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Debugging Strategies Ask help form others when one doesn’t understand

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Stop and go over of it is not clear Evaluation of learning

• •

Recheck after solving Find easier ways to do things

Shifts in assessment

• • • • • • • • •

Testing Paper and pencil Multiple choice Single correct answer Summative Outcome only Skill focused Isolated facts Decontextualized task Alternative assessment Performance assessment Supply Many correct answer Formative Process and Outcome Task-based Application of knowledge Contextualized task

Alternative forms of assessment

• • • Performance based assessment Authentic assessment Portfolio assessment

Terms

• • • • • • Authentic assessment Direct assessment Alternative assessment Performance testing Performance assessment Changes are taking place in assessment

Method

• • • Assessment should measure what is really important in the curriculum.

Assessment should look more like instructional activities than like tests.

Educational assessment should approximate the learning tasks of interest, so that, when students practice for the assessment, some useful learning takes place.

What is Performance Assessment

?

• Testing that requires a student to create an answer or a product that demonstrates his/her knowledge or skills (Rudner & Boston, 1991).

Features of performance assessment

• • • • Intended to assess what it is that students know and can do with the emphasis on doing.

Have a high degree of realism about them.

Involve: (a) activities for which there is no correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances.

Likely use open-ended tasks aimed at assessing higher level cognitive skills.

Push on performance assessment

• • Bring testing methods more in line with instruction.

Assessment should approximate closely what it is students should know and be able to do.

Emphasis of performance assessment

• • Should assess higher level cognitive skills rather than narrow and lower level discreet skills.

Direct measures of skills of interest.

• • • • • • • • • •

Characteristics of performance-based assessment

Students perform, create, construct, produce, or do something.

Deep understanding and/or reasoning skills are needed and assessed.

Involves sustained work, often days and weeks.

Calls on students to explain, justify, and defend.

Performance is directly observable.

Involves engaging in ideas of importance and substance.

Relies on trained assessor’s judgments for scoring Multiple criteria and standards are prespecified and public There is no single correct answer.

If authentic, the performance is grounded in real world contexts and constraints.

Variation of authenticity

Relatively authentic

Indicate which parts of a garden design are accurate Write a paper on zoning Explain what would you teach to students learning basketball

Somewhat authentic

Design a garden Write a proposal to change fictitious zoning laws Show how to perform basketball skills in practice

Authentic

Create a garden Write a proposal to present to city council to change zoning laws Play a basketball game.

Constructing Performance Based tasks

1. Identify the performance task in which students will be engaged 2. Develop descriptions of the task and the context in which the performance is to be conducted.

• • • 3. Write the specific question, prompt, or problem that the student will receive.

Structure: Individual or group?

Content: Specific or integrated?

Complexity: Restricted or extended?

Complexity of task

• Restricted-type task – Narrowly defined and require brief responses – Task is structured and specific – Ex: • Construct a bar graph from data provided • Demonstrate a shorter conversation in French about what is on a menu • • Read an article from the newspaper and answer questions Flip a coin ten times. Predict what the next ten flips of the coin will be, and explain why.

• Listen to the evening news on television and explain if you believe the stories are biased.

• Construct a circle, square, and triangle from provided materials that have the same circumference.

• Extended-type task – Complex, elaborate, and time-consuming.

– Often include collaborative work with small group of students.

– Requires the use of a variety of information – Examples: • Design a playhouse and estimate cost of materials and labor • Plan a trip to another country: Include the budget and itinerary, and justify why you want to visit certain places • Conduct a historical reenactment (e. g. impeachment trial of ERAP) • Diagnose and repair a car problem • Design an advertising campaign for a new or existing product

• • •

Identifying Performance Task Description

Prepare a task description Listing of specifications to ensure that essential if criteria are met Includes the ff.: – Content and skill targets to be assessed – Description of student activities • Group or individual • Help allowed – Resources needed – Teacher role – Administrative process – Scoring procedures

Performance-based Task Question Prompt

• • Task prompts and questions will be based on the task descriptions.

Clearly identifies the outcomes, outlines what the students are encourage dot do, explains criteria for judgment.

Example of a task Prompt:

Performance Criteria

• • • • What you look for in student responses to evaluate their progress toward meeting the learning target.

Dimensions of traits in performance that are used to illustrate understanding, reasoning, and proficiency.

Start with identifying the most important dimensions of the performance What distinguishes an adequate to an inadequate demonstration of the target?

Example of Criteria

• • Learning target: – Students will be able to write a persuasive paper to encourage the reader to accept a specific course of action or point of view.

Criteria: – Appropriateness of language for the audience – Plausibility and relevance of supporting arguments.

– Level of detail presented – Evidence of creative, innovative thinking – – Clarity of expression Organization of ideas

Rating Scales

• • Indicate the degree to which a particular dimension is present.

Three kinds: Numerical, qualitative, combined qualitative/quantitative

• Numerical Scale – Numbers of a continuum to indicate different level of proficiency in terms of frequency or quality Example: No Understanding 1 2 3 4 5 Complete understanding No organization 1 2 3 4 5 Clear organization Emergent reader 1 2 3 4 5 Fluent reader

• Qualitative scale – Uses verbal descriptions to indicate student performance.

– Provides a way to check the whether each dimension was evidenced.

• • Type A: Indicate different gradations of the dimension Type B: Checklist

• Example of Type A: – Minimal, partial, complete – Never, seldom, occasionally, frequently, always – Consistent, sporadically, rarely – None, some, complete – Novice, intermediate, advance, superior – Inadequate, needs improvement, good excellent – Excellent, proficient, needs improvement – Absent, developing, adequate, fully developed – Limited, partial, thorough – Emerging, developing, achieving – Not there yet, shows growth, proficient – Excellent, good, fair, poor

• Example of Type A: Checklist

• Holistic scale – The category of the scale contains several criteria, yielding a single score that gives an overall impression or rating Example level 4: Sophisticated understanding of text indicated with constructed meaning level 3: Solid understanding of text indicated with some constructed meaning level 2: Partial understanding of text indicated with tenuous constructed meaning level 1: superficial understanding of text with little or no constructed meaning

Example holistic scale

• Analytic Scale – One in which each criterion receives a separate score.

Example

Criteria Outstanding 5 4 Competent 3 Marginal 2 1

Creative ideas Logical organization Relevance of detail Variety in words and sentences Vivid images

• •

Rubrics

When scoring criteria are combined with a rating scale, a complete scoring guideline is produced or rubric.

A scoring guide that uses criteria to differentiate between levels of student proficiency.

Example of a rubric

Guidelines in creating a rubric

1. Be sure the criteria focus on important aspects of the performance 2. Match the type of rating with the purpose of the assessment 3. The descriptions of the criteria should be directly observable 4. The criteria should be written so that students, parents, and others understand them.

5. The characteristics and traits used in the scale should be clearly and specifically defined.

6. Take appropriate steps to minimize scoring frame

Workshop

• • Create a performance based task.

Indicate the following: – Nature of the final product – What students are suppose to do – Criteria for the marking