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Technology and Student Assessment

Ms. Emily Llabres Mr. Reynante B. Listana

What is Assessment?

Components of Assessment Purpose of assessment Example of Authentic Assessment


process of analyzing critically so as to determine the importance, amount, size, value or significance of the change in the individual or in the group as a result of learning.

Focus of Assessment

Knowledge Skills Habits Values Attitudes

Useful Assessment
It must be based on educational objectives formulated in terms of the principles of growth and development. It must be comprehensive enough to include all aspects of the changes in the behavior of the students/learners. There must be no gaps so that the result shall be of use to improve teaching and learning.

Components of Assessment
1. Measurement

- refers to the process of determining the quantity of achievement of learners by means of appropriate measuring instruments (Calderon and Gonzales,1993)

2. Evaluation - refers to the quality or worth of achievements in terms of certain standards ( Calderon and Gonzales, 1993)

Purpose of Assessment
1. 2. 3.

To facilitate instructional function. To facilitate administrative and supervisory functions. To foster better parent teacher relationship.

Example Of Authentic Assessment

is a performance-based assess Rubric ment which specifies the level of achievement the student must exhibit.

Kinds of Rubrics


Holistic rubric to evaluate the overall quality of the project or the output. Analytic rubric the output is being analyzed per parts or per phase and being scored accordingly.

Analytic rubric to Evaluate a Multi-media Presentation

Criteria Content (50) Content allows that learning competenci es are achieved. 4(0) Contains adequate and complete information, task and processes which allow for the achievement of objectives (50) 3(VS) Detailed enough to contain information, task and processes which allow the achievement of objectives (50) 2(F) Presentation is not detailed enough to show information, task and processes for the achievement of objectives (50) 1(N1) Lacks the necessary information, tasks and processes hence target learning competencies could not be drawn out. (20)

Criteria Design and Lay out (20) The presentatio n considered the laws of art like balance, proportion, harmony, unity and rhythm.

4(0) Layout pictures and caricatures are artistically and aesthetically presented. They are colorful and are relevant to the intended message (20)

3(VS) Layout pictures and caricatures are artistically and aesthetically presented but lacks color. Caricatures are not very relevant to intended message. (15)

2(F) Lay out is somewhat artistically and aesthetically presented, there was no color to attract attention, pictures caricatures are not relevant to intended message (10)

1(N1) Lay out is not artistically and aesthetically presented. Caricatures are confusing and irrelevant. (5)

Criteria Grammar (10) The presentatio n followed the conventiona l rules of written language

4(0) The presentation did not contain any grammatical error, spelling and capitalization (10)

3(VS) The presentation had 2 errors in grammar and 2 in spelling (8)

2(F) The presentation had 3 errors in grammar and 2 in capitalization. (6)

1(N1) The presentation had many grammatical as well as spelling errors. The sentences are run on.(4)

Criteria Documentat ion (10) The contents are drawn form varied scholarly sources

4(0) Ten references were cited to show scholarly research (10)

3(VS) Seven references were listed to show scholarly research (8)

2(F) Four references were listed which inadequately show scholarly research (6)

1(N1) Four references were listed, doesnt show scholarly research (4)

Criteria Teamwork (10) The multimedia presentatio n was a product of concerted efforts by all of the team members

4(0) Very clear proofs of teamwork are seen. Each member worked on a specific assignment. (10)

3(VS) Adequate proof of teamwork is seen. Most of the members were involved and they did their fair share. (8)

2(F) Some evidence of teamwork is seen. Most members participated but they were not very productive. (6)

1(N1) No proof of teamwork was seen. Only the leader of the group worked in the production and presentation. (4)

Holistic Rubric to Evaluate a Multi-media Presentation

LEVEL OF PERFORMANCE Outstanding (100 points) CRITERIA The content is very informative and engaging. Very adequate provisions for students to react in a scholarly manner is provided. Sentences are brief and meaty, grammatically correct and written in correct spelling. Layout is pleasing, colors blend harmoniously. Animation speed promotes attention while it eliminated boredom.

LEVEL OF PERFORMANCE Very Satisfactory (85 points)

CRITERIA The content is informative and somewhat engaging. Included adequate provisions for students to react in a scholarly manner. Sentences are short and meaty, but some errors in grammar are evident, spelling however is correct. Layout is pleasing but color combination does not blend. Animation speed is somewhat slow that students become bored.

LEVEL OF PERFORMANCE Satisfactory (70 points)

CRITERIA The content is wanting in information and not engaging. included some provisions for students to give opinions not in a scholarly way. Sentences are run on and with dangling phrases. Spelling however is correct. Layout is somewhat pleasing. Color is dull and unattractive. Animation speed is too fast such that leaner's fail to assimilate anything. The content is irrelevant, does not engage students at all. There was no provision for students to react. They are passive learners.

LEVEL OF PERFORMANCE Needs Improvement (55 points)

CRITERIA Sentences are run n with faulty grammar and wrong spelling. layout is disorganized, colors are not pleasing to the eyes. There was no animation, slides look like that of the OHP.

Points to Remember in the Construction of Rubrics Revisit your objectives and determine criteria for the expected outcomes. Determine the quantitative and qualitative level of performance. Decide whether to use the holistic type or analytic type of rubric. Determine the standards or qualities for extreme levels-the highest and the lowest. Use specific descriptions which are precise and unambiguous.

Rating Scale - is a set of categories designed to elicit information about a quantitative or a qualitative attribute.

Please check the number that corresponds to your honest evaluation of the multi-media presentation. The ratings are as follows: 1 Poor 2 Fair 3 Good 4 Very Good 5 - Excellent
Criteria 1. Contains pictures showing changes caused by erosion. 2. Provides evidences on how weather elements cause erosion. 3. Shows evidences on how man and animals cause erosion. 5 4 3 2 1

Rating Scale for Evaluating Multi-Media Presentation on Soil Erosion


4. Provides pupils opportunities to infer on the effects of erosion on land, plants, animals, and men.
5. Suggests ways of preventing erosion. Accuracy (10%) 1. Spelling and grammar are correct. 2. Information is updated and complete 3. Information is meaningful and useful. 4. Sources of information are indicated.