Beruflich Dokumente
Kultur Dokumente
OF STUDENT
LEARNING
GROUP II
DELICAN
A
RIZA
JOY U.
PATACSI
L
KENNET
H
BALASA
NO
S
MECHEL
L
PASIG-PASIGAN
PASIG-PASIGAN
CHARMAINE
CHARMAINE
TORRELIZA
VENEZIA
GONZALE
S
LADY GRACE
BRAGANZ
A
CARL
SANGIL
,
CARLO
MARBEBE
RAFFY
PRINCIPLES O
HIGH
QUALITY
ASSESSMENT
CLARITY OF
LEARNING
TARGETS
PORT BY:
DELICANA, RIZA JO
U.
COGNITIVE
TARGETS
As early as the
1950s Bloom
(1954),proposed a
hierarchy of
educational
objectives at the
SKILLS,
COMPETENCIES
AND ABILITIES
TARGETS
REPORT BY:
BALASANOS,
MECHELLE
1. Cognitive
development
2. Social and emotional
development
3. Speech and language
development
4. Fine motor skill
development
5. Gross motor skill
development
Competency consist of
3 parameters:
Knowledge
(x)
Skills (s)
Abilities (A)
Knowledge
-Mastery of facts, range of
information in subject matter
area.
Skills
-Proficiency,expertise or
competense in given area.
Example : science,art,crafts.
Abilities
- demonstrated performance
to use knowledge and skills
REPORT BY:
PATACSIL,
PRODUCTS, KENNETH
OUTPUTS
AND PROJECT
TARGETS
A students ability is
determined through
its products, outputs
and projects.
Meaning to say,
the product
or the result is
evident in the
person. It can be
seen and
It can be
measured
through the
persons character
and personality.
There is an
output if the
A changed is
evident in is
personality
then there is
an output.
APPROPRIATENESS OF
ASSESSMENT METHODS
REPORT BY:
BRAGANZA, CARL
A. Written-Response
Instruments
- Objective tests
appropriate for assessing the
various levels of hierarchy of
educational objectives
- Essays can test the
students grasp of the higher
level cognitive skills
- Checklists list of several
characteristics or activities
presented to the subjects of
a study, where they will
analyze and place a mark
opposite to the
ORAL
QUESTIONING
REPORT BY:
TORRELIZA,
VENEZIA
ORAL QUESTIONING
Traditional Greeks used oral
questioning as the
commonly-used of all forms
of assessment.
OBJECTIVES
ORAL QUESTIONING
Factors needed to consider:
the students state of mind and
feelings.
anxiety and nervousness in making
oral presentation which could mask
the students true ability.
A self-checklist
is a list of several
characteristics or
activities
presented to the
subjects of a
study. The
individuals are
asked to study the
list and then place
a mark to the
characteristics
they possess or
the activities
which they have
engaged in for a
particular length
of time.
- Often used by
teachers when
they want to
useful supplementary
assessment methods when
used in conjunction with oral
questioning and performance
tests.
PROPERTIES OF
ASSESSMENT
METHODS
VALIDIT
Content,
Concurrent,
Y
Construct
Predictive,
Predictive validity
degree of accuracy of
how test predicts the
level of performance in
activity which it intends
to foretell
Construct validity
agreement of the test
with a theoretical
construct or trait (ex. IQ)
RELIABILITY
- adequacy, objectivity,
testing condition, test
administration procedures.
Methods of estimating
reliability:
1. Test-retest Method (uses
Spearman rank
correlation coefficient)
2. Parallel forms / alternate
forms ( paired
observations are
correlated)
FAIRNESS
Fairness
assessment
procedure needs to
be fair, which
means:
.
PRACTICALITY AND
EFFICIENCY
- TEACHERS SHOULD
BE FAMILIAR WITH
THE TEST,
- DOES NOT REQUIRE
TOO MUCH TIME
- IMPLEMENTABLE