PART 2:

OTHER EVIDENCES AND FACETS OF

UNDERSTANDING

STAGE 2: ASSESSMENT EVIDENCE

Think about it:

Is the performance task

alone sufficient assessment for

student learning?

Focus Questions:•What other kinds of assessments will have to be done?

•Aside from the project, how else can you assess student mastery and learning?

Think of the assessment methods you are using

in your own classroom?

On – going Assessment: A Diagnostic Continuum

Feed and Goal Setting

Pre-Assessment(Finding Out)

Formative Assessment

(Keeping Up and Checking Up)

Summative Assessment

(Making Sure)

• Pre- Test• KWL• Check List• Observation• Self-

Evaluation• Questioning

• Unit Test• Performance

Task• Product /

Exhibit• Demonstratio

n• Portfolio

Review

•Portfolio Check•Exit card•Peer Evaluation•Conference•3 Minute PauseQuiz•Observation Journal Entry•Talk around•Self – Evaluation•Questioning

Assessment OF Learning (Summative)

vs. Assessment FOR Learning

(Formative)

“When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.”

Paul Black

Assessment for learning: Assessment for learning is formative, and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout instruction.

Assessment of learning: Assessment of learning is summative, and involves determining the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.

Assessment OF Learning (Summative)The purpose is:•To measure student achievement at a point in time for reporting and accountability

•To sort students in rank order•To maximize student learning through standardized tests, etc.

Assessment FOR Learning (Formative)•The purpose is:•To promote further improvement of student learning during the learning process

•To involve students in the ongoing assessment of their own achievement

The Grading System From DEPED Memo # 158

Levels of Assessment

Assessment Procedure

Weight Determine linkage

with A-M-T

Knowledge 15%

Process or Skills

25%

Understanding(s)

30%

Product/Performance (Transfer task)

30 %

TOTAL100%

SUFFICIENCY: Snapshot Photo Album

Sound Assessment requires multiple

evidence over time.

VS

ASSESSMENT• Means to get evidence that the students are able to

accomplish the standards

•Accomplishment of standards necessitates demonstration of understanding in varying facets

6 FACETS OF UNDERSTANDING

EXPLAIN

APPLY

EMPHATIZE WITH

REFLECTION

SEE FROM ANOTHER

POINT OF VIEW

INTERPRET

A student who really understands…

•Tells the “big ideas” in own words, makes connections, predicts, explain reasoning, and induces a theory from data

Student theories, “the why”

Facet 1

can explain

A student who really understands…

•Makes sense of stories, art works, data, situations, or claims translates ideas, feelings, or work done in one medium into another shows its meaning importance

Facet 2

can interpret

A student who really understands…

•uses knowledge and skill in new situations

•has know-how•effectively self-adjusts

while performing

Facet 3

can apply

A student who really understands…

• sees things from different points of view

• articulates the other side of the case

• sees the big picture •recognizes underlying

assumptions• takes a critical stance

Facet 4

sees in perspective

A student who really understands…

• projects oneself into, feels, and appreciates another’s situation, affect, point of view

• sees and explains how an idea or theory can be all too easily misunderstood by others

• perceives what others often do not

Facet 5

Demonstrates empathy

A student who really understands…

•engages in effective metacognition

• can accurately self-assess past and present work

• accepts feedback and criticism without defensiveness

• regularly reflects on the meaning of one’s learning and experiences

Facet 6

reveals self-knowledge

Thank you for listening!