Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

Week 1

Let us begin!

Big Picture

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:

a. Discuss the 21st Century Assessment

b. Identify the different types of assessment
c. Explain the nature of Performance-Based Assessment.

Big Picture in Focus: ULOba. Discuss the 21st Century Assessment

Metalanguage

Both assessment and evaluation are based on the judgement of an experienced, thoughtful human
being - an expert. Machines don’t assess, papers don’t assess, test don’t assess, but human assess. And what
better person is there to assess the progress and development of his/her students than the classroom teacher.

✓ Larry Malone

In this course you will be acquainted on the 21 st century assessment and as future teacher you will
have to experience the different ways of gathering data for the students.

Essential Knowledge

21st Century marked by the development of information, computers, automation,

and communication which penetrate human being in the world. It has the effect to an educational
system which applied including a model of teaching. The system should effort to adapt all of
demands 21st century. Model of teaching in industrial revolution should be prepared some skills like
be an autonomous learner, problem-solving, analytical thinking in making decision, and cooperative
in solving the problem (Lambert, J., & Cuper, P., 2008).

The phenomena of teaching in 21st, teacher or lecturer should care in standard quality like
content, process, and assessment to produce an output which critically and creatively. For
assessment, we need to focus on measuring, instruments, and the way to scoring and evaluating.
Assessment and teaching cannot separate, both integrated into one system. Quality of teaching can
be seen in the quality of assessment. For this reason, it needs a model assessment which suitable
with paradigm and model of teaching in the 21st-century era.

FORMATIVE/CLASSROOM ASSESSMENT FOR LEARNING

A process used by teachers and students during instruction that provides feedback to adjust ongoing
teaching and learning to improve students’ achievement of intended instructional outcomes.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

NEEDED IMPROVEMENTS TO REALIZE GAINS IN THE ASSESSMENT FOR

LEARNING (Black and William, 1989)

• Increased commitment to high-quality classroom assessments

• Increased descriptive feedback; reduced evaluative feedback
• Increased student involvement in the assessment process

COMPONENTS OF STUDENT INVOLVEMENT

 Classroom Assessment for Learning acknowledges the critical importance of the

instructional decisions made by students and their teachers working as a team.
 Continuous descriptive (rather than evaluative) feedback is provided
 Assessment becomes part of the learning process by keeping students posted on their
progress and confident enough to continue to strive.
 Students use evidence of their own progress to understand what comes next for them and to
set goals.
 Students collaborate with teachers in creating and using assessments like those they will be
held accountable for later.
 Students become partners in the accumulation of growth portfolios that reveal the changes
in their own achievement as it is happening.
 Students become partners in communicating about their own learning success as they rely
on concrete evidence from their portfolios presented in student-led conferences.

CHARACTERISTICS OF THE 21st CENTURY ASSESSMENT

The following eight characteristics of 21st century assessment, are essential guide for preparation
of assessment activities by educators. It is necessary to refer to these characteristics to ensure that the
learners are being assessed towards the skills and demand of the 21st century.

RESPONSIVE
Visible performance-based work (as a result of assessment) generates data that inform curriculum and
instruction.

FLEXIBLE
Assessment need to be adaptable to students’ settings. Rather than the identical approach that works in
traditional assessment, 21st century approaches are more versatile.

INTEGRATED
Assessments are to be incorporated into day-to- day practice rather than as add-ons at the end of instructions
or during a single specified week of the school calendar.

INFORMATIVE
The desired 21st century goals and objectives are clearly stated and explicitly taught. Students display their
range of emerging knowledge and skills. Exemplars routinely guide students toward achievement of targets.

MULTIPLE METHODS
An assessment continuum that includes a spectrum of strategies is the norm.

COMMUNICATED
Communication of assessment data is clear and transparent for all stakeholders.

TECHNICALLY SOUND
Adjustments and accommodations are made in the assessment process to meet the students’ needs and
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

fairness.

SYSTEMIC
21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and
inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.

INSTRUCTIONAL DECISION IN ASSESSMENT

The major objective of educational assessment is to have a holistic appraisal of a learner his/her environment
and accomplishments. The educational assessment process starts in analyzing the criterion together with the teaching-
learning environment.

Instructional Decisions are made to identify student’s instructional needs. This is a general education
initiative, and focuses on instruction by using data about student’s responses to past instruction to guide future
educational decisions. Decisions are proactive approaches of providing early assistance to students with instructional
needs and matching the amount of resources to the nature of the student’s needs.

THE FOLOWING ARE THE BENEFIT OF MAKING INSTRUCTIONAL DECISION

1. Screening all students to ensure early identification of students needing extra assistance;
2. Seamless integration of general and special education services; and
3. A focus on research-based practices that match students’ needs.

Teachers are constantly collecting informal and formal information about what and how their students are
learning. They check student test and assignments, listen to small-group activities, and observe students engaged in
structured and unstructured activities. They use this information for a variety of purposes, ranging from
communicating with parents to meeting standards and benchmarks. However, when teachers systematically collect
the right kinds of information and use it effectively, they can help their student’s grow as thinkers and learners (Angelo
and Cross, 2007)

INFORMAL CLASSROOM OBSERVATION GUIDE IN MANY INSTRUCTIONAL

DECISIONS

1. The need for a complete review of the material

2. Class discussion may reveal misunderstanding that must be corrected on the spot
3. Interest in a topic may suggest that more time should be spent on it than originally planned.

OUTCOME-BASED EDUCATION

Knowing what is expected from the learners by their teachers at the end of a particular lesson helps them to
meet those targets successfully. In relation to this, teachers who have set clear targets for their lessons, will be guided
accordingly as they deliver their lesson through instructional learning activities to meet the desired outcomes. Thus,
all assessment and evaluation activities must be founded on the identified student intended learning outcomes (ILO).
These ILOs should be identified and clarified with students so that it will be an effective teaching-learning process as
the teachers commence the learning activities through delivery of the lessons.

STUDENT LEARNING OUTCOME

Student Learning Outcome is the totality of accumulated knowledge, skills, and attitudes that students
develop during a course of study. And this serve as the basis for assessing the extent of learning in an Outcome Based
Education (OBE). Outcome-Based Assessment must be continuously done during the entire teaching learning both
by the teachers and students to ensure that the activities are aligned with the expected outcomes set for the students
by the teacher. Providing feedback including the results of assessment is important to identify the next steps (to be
done by the teacher and student) toward the realization of the intended learning outcome.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

SOURCES OF STUDENT EXPECTED LEARNING OUTCOME

As aforementioned, outcomes or targets for every lesson is expected to be defined and clarified by the teacher
at the start of the course/learning activities. This is necessary so as both the students and teachers will be guided as to
what steps should be taken during the course of the teaching-learning activities. There are several factors that need to
be considered in defining the outcomes, to ensure that these are aligned with the set of directions of the program and
evaluation setting in general.

The following are the factors that need to be considered in crafting the student expected learning outcomes.

1. Mission statement of the School

2. Mandated Policies on competencies and standards issued by government education agencies.
3. Competencies expected by different professions, business and industry.
4. Development plan and goals as well as the current thrust of both the national and local governments
5. Current global trends and developments so that graduates can compete globally.
6. General 21st Century Skills focusing on the following:
Oral and Written Communication
Quantitative reasoning ability
Analyzing, synthesizing and developing creative solutions
Use of technology
Information Literacy

Self-Help: You can also refer to the sources below to help you further understand
the lesson:

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc, Quezon
City Philippines

*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020).Assessment in Learning
2. Rex Book store, Sampaloc Manila
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

Week 2

Big Picture in Focus: ULOb. Identify the different types of assessment

Metalanguage

For you to demonstrate ULOb, you will need to have an operational understanding of the following
terms below.

In your classroom, assessments generally have one of three purposes:

1. Assessment of learning
Assessments are a way to find out what students have learned and if they’re aligning to curriculum or grade-level
standards.

2. Assessment for learning

Assessments for learning provide you with a clear snapshot of student learning and understanding as you teach --
allowing you to adjust everything from your classroom management strategies to your lesson plans as you go.

3. Assessment as learning
Assessment as learning actively involves students in the learning process. It teaches critical thinking skills, problem-
solving and encourages students to set achievable goals for themselves and objectively measure their progress.

Essential Knowledge

TYPES OF ASSESSMENT
TRADITIONAL ASSESSMENT

This are indirect and inauthentic measures of students learning outcomes. This kind of assessment is
standardized and for that reason, they are one-shot, speed-based and norm reference.

AUTHENTIC ASSESSMENT

Assessment is authentic when it measures performance or products which have realistic meaning that can be
attributed to the success in school. Activities, questions and problems with real world satisfy the criterion that it needs
to be authentic intellectual work within the given situation or contextual realism of task.

PRE-ASSESSMENT OR DIAGNOSTIC ASSESSMENT

Before creating the instruction, it’s necessary to know for what kind of students you’re creating the
instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge the possess
before taking the instruction. Based on the data you’ve collected; you can create your instruction.

FORMATIVE ASSESSMENT

Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student
learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know
what to focus on for further expansion for your instruction.

SUMMATIVE ASSESSMENT
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of
the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and
the benefits on a long-term base. The long-term benefits can be determined by following students who attend your
course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.

CONFIRMATIVE ASSESSMENT

When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your
goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and if
the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of a
summative assessment.

NORM-REFERENCED ASSESSMENT

This compares a student’s performance against an average norm. This could be the average national norm
for the subject History, for example. Other example is when the teacher compares the average grade of his or her
students against the average grade of the entire school.

CRITERION-REFERENCED ASSESSMENT

It measures student’s performances against a fixed set of predetermined criteria or learning standards. It
checks what students are expected to know and be able to do at a specific stage of their education. Criterion-referenced
tests are used to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a
course.

IPSATIVE ASSESSMENT (forced choice testing)

It measures the performance of a student against previous performances from that student. With this method
you’re trying to improve yourself by comparing previous results. You’re not comparing yourself against other
students, which may be not so good for your self-confidence.

CONTEXTUALIZED ASSESSMENT

The focus is on the student’s construction of functioning knowledge and the students’ performance in
application of knowledge in the real work context of the discipline area.

DECONTEXTUALIZED ASSESSMENT

This includes written exams and term papers, which are suitable for assessing declarative knowledge and do
not necessarily have a direct connection to a real-life context.

Self-Help: You can also refer to the sources below to help you further understand the
lesson:

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc, Quezon
City Philippines

*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020). Assessment in Learning
2. Rex Book store, Sampaloc Manila
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

Week 3

Big Picture in Focus: ULOc. Explain the nature of Performance-Based Assessment

Metalanguage

Below are the essential terms that you are going to encounter in the pursuit of ULOc Explain the nature of
Performance –Based Assessment. Again, you are advised to frequently refer to these definitions to help you understand
the succeeding topics. I would like to highly recommend that you refresh your knowledge about ULOa and ULOb to
understand further ULOc.

Essential Knowledge

NATURE OF PERFORMANCE –BASED ASSESSMENT

MEANING AND CHARACTERISTICS

Performance-Based Assessment is one in which the teacher observes and makes judgment about the students’
demonstration of a skill or in creating a product, constructing a response, or making a presentation.

PERFORMANCE-BASED ASSESSMENT (PBA)

It is an alternative form of assessment that moves away from traditional paper-and-pencil test (Ferman, 2005).
Performance-Based Assessments process the creative aspect of the students in bringing out what know and what they
can do through different performance tasks such as exhibits, projects work samples.

According to Linn (1995), performance assessments provide a basis of teachers to evaluate both the
effectiveness of the process or procedure used (e.g. approach to data collection, manipulation of instruments) and the
product resulting from performance of a task (e.g. completed report of results, completed art work).

Performance products are outputs produced by students that provide concrete samples of their knowledge
and understanding of the subject matter.

SOME PERFORMANCE ASSESSMENT PROPONENTS CONTEND THAT GENUINE PERFORMANCE ASSESSMENTS MUST
POSSESS AT LEAST THREE FEATURES
(POPHAM, 2011):

Multiple evaluation criteria

Pre-specified quality standards
Judgmental appraisal

TYPES OF PERFORMANCE TASKS

1. Solving a problem- critical thinking and problem solving are important skills that need to be sharpened and
developed by the learners.
2. 2Completing an inquiry- an inquiry task is one in which the students are asked to collect data in order to their
understanding about a topic or issue.
3. Determining a position- the task requires students to make decision clarify a position.
4. Demonstration task- this task shows how the students use knowledge and skills to complete well-defined
complex tasks.
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 1-3

5. Developing exhibits- Exhibits are visual presentations or displays that need little or no explanation from the
creators.
6. Presentation task- This is a work or task performed in front of an audience.
7. Capstone performances- these are tasks that occur at the end of a program study.

STRENGTHS OF PERFORMANCE- BASED ASSESSMENT

Performance assessment clearly identifies and clarifies learning targets

Performance assessment allows students to exhibit their own skills, talents, and expertise.
Performance assessment advocates constructivist principle of learning
Performance assessment allows the teachers to explore the main goal and processing of teaching and learning
process.
Performance assessment uses variety of approaches to student evaluation.

LIMITATIONS OF PERFORMANCE-BASED ASSESSMENT

Development of high-quality performance assessment is a tedious process.

Performance assessment requires a considerable amount of time to administer.
Performance assessment takes a great deal of time to score.
Performance task score may have lower reliability.
Performance task completion may be discouraging to less able students.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc, Quezon
City Philippines

*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020). Assessment in Learning
2. Rex Book store, Sampaloc Manila