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PROF-ED-9

The document outlines a comprehensive assessment framework focusing on authentic assessment in the classroom, performance assessment, and the assessment of the affective domain. It includes learning outcomes for each lesson, emphasizing the development of assessment tools, communication of results, and reflective practices for educators. The content is structured into five units, each addressing different aspects of assessment and evaluation methods to enhance teaching and learning.

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marklawrencemirabete
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7 views

PROF-ED-9

The document outlines a comprehensive assessment framework focusing on authentic assessment in the classroom, performance assessment, and the assessment of the affective domain. It includes learning outcomes for each lesson, emphasizing the development of assessment tools, communication of results, and reflective practices for educators. The content is structured into five units, each addressing different aspects of assessment and evaluation methods to enhance teaching and learning.

Uploaded by

marklawrencemirabete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject: ASSESSMENT OF LEARNING 2

Topic Learning Outcomes


LESSON 1
Unit 1 – Authentic
Assessment in the Classroom
a. discuss the nature and characteristics of authentic assessment and related terms;
A. High Quality
Assessment in
Retrospect b. differentiate authentic and traditional assessment;
1. Purpose
2. Targets
3. Methods
c. reflect on the importance and applications of authentic assessment; and
4. Sampling
5. Accuracy
d. make connections between the principles of high quality assessment and the development and use of authentic assessment
B. What is Authentic techniques and tools within and across teaching areas.
Assessment?
1. Nature
2. Characteristics
3. Related terms

C. Why use authentic


assessment?
1. Principles
2. Traditional assessment
vis-à- vis authentic
assessment

D. Developing
Authentic
Classroom
Assessments
1. A framework for
authentic assessment
2. Authentic assessment
development process
LESSON 2
Unit 2 – Performance
Assessment
a. design and develop performance tasks using the Goal, Role, Audience, Situation, Products, Standards
(GRASPS) model;

A. What and why of b. develop appropriate assessment rubrics or customize existing ones to fit the desired outcome; and
performance assessment
1. Meaning and nature c. interpret performance assessment data/ results for monitoring and evaluating learner achievement to
- Purpose of improve learner performance and inform instruction.
performance
assessment
- Types of performance
tasks
o Process-based
o Products-based
2. Principles of
performance
assessment

B. Developing Performance
Tasks
1. Designing performance tasks
2. Goal, Role, Audience,
Situation, Products,
Standards (GRASPS) model:
A guide to developing
authentic performance
tasks
3. Differentiating
performance tasks for
diverse learners
4. Scoring Rubrics
- Types
- Components
- Development
- Interpretation and utilization
LESSON 3
Unit 3 – Authentic
Assessment of the Affective
Domain
a. select appropriately developed, high quality affective assessment tools;

b. use target- and learner- appropriate affective assessment methods and tools; and
A. Affective Targets
1. Attitudes
2. Interests c. interpret performance assessment data/ results for monitoring and evaluating learner achievement to
3. Motivation improve learner performance and inform instruction.
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
10. Epistemological beliefs

B. Appropriate methods
1. Types
2. Selection
3. Development
4. Interpretation and utilization

C. Other Affective Measures


and Assessments
1. Non-test Indicators
2. Transversal Competencies
21st Century Skills

LESSON 4
Unit 4 – Communicating
Authentic Assessment
Results a. design and develop portfolios for authentic assessment of learning outcomes;

A. Effective Communication b. report, punctually and accurately, results of assessment of learner academic performance and
1. What to communicate achievement in the form of grades, marks, descriptors or narratives; and
2. Why communicate
3. How to communicate c. articulate to parents learning needs, progress and behavior of the learners during a parent- teacher
- Managing message quality conference or other appropriate situation.
- Managing
interpersonal
dynamics

B. Portfolio as a
Communication Medium
1. Portfolios and
authentic assessment
- Nature and characteristics
- Analyzing the key
components of portfolios
2. Types and uses
3. ePortfolios

C. Grading and Reporting


1. Nature, purpose and
rationale for assigning
grades
2. Grading Systems
- Letter grades
- Percentage grades
o Averaging
o Cumulative
- Verbal descriptors
- Checklists
- Narrative reports
3. Reporting to Parents
- Report cards
- Parent-teacher conference
- Other communications
LESSON 5
Unit 5 –Assessment of One’s
Teaching Practice A. demonstrate reflective self- assessment, using learner assessment data and other reflection aids, for
purposes of adjusting one’s teaching practices and for purposes of growing in the profession (advancing
in the career stage);

B. explain how professional reflection and learning can be used to improve teaching practice.
A. Reflective Practice
Using Learner Attainment
Data
1. Learners’ test scores
2. Learners’ non-test data
and other information

B. Reflective Practice
Through Performance
Evaluation
1. Students as Evaluators
2. Peers as Evaluators
3. Supervisors as Evaluators

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