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Understanding, and
Product/Performance
Dr. Carlo Magno
Further Correspondence:
crlmgn@yahoo.com
1
Answer the following questions:
• What is assessment for you?
• When do you conduct assessment?
• What do you use to assess academic
skills of students?
2
Advance Organizer
• Assessment competencies
• The need for Standards
• KPUP
3
Assessment Competencies for Teachers
• Constructed by the AFT, NCME, NEA:
• Teachers should be skilled in:
1. choosing assessment methods appropriate for
instructional decisions.
2. Administering, scoring, and interpreting the results
of both externally produced and teacher produced
assessment methods.
3. Using assessment results when making decisions
about individual students, planning teaching, and
developing curriculum and school improvement.
6
Mathematics Standards for Junior HS
• Algebra
– explore the concepts involving a quadratic
function and its graph and solve problems
involving quadratic functions and equations.
– solve equations involving rational expressions
– explore relationships of quantities that involve
variation and solve problems involving direct,
indirect and joint variation
7
Mathematics Standards for Junior HS
8
DepEd Taxonomy
• content of the
curriculum, the • cognitive
facts and operations that
information that the student
the student Knowledge Process performs
acquires
Understanding Product/Performance
18
Six Facets of Understanding
Explain - provide thorough and justifiable accounts of
phenomena, facts, and data
Interpret — tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to ideas
and events; make subjects personal or accessible through
images, anecdotes, analogies, and models
Apply — effectively use and adapt what they know in diverse
contexts
Have perspective — see and hear points of view through
critical eyes and ears; see the big picture
Empathize — find value in what others might find odd, alien,
or implausible; perceive sensitively on the basis of prior
indirect experience
Have self-knowledge — perceive the personal style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of what
they do not understand and why understanding is so hard
Explain
Which of the following statements of the relationship
between market price and normal price is true?
A B C D
S
S S
S S
Price
Price
Price
Price
S S
Quantity Quantity Quantity Quantity
Apply
In the following items (4-8) you are to judge the effects of a particular policy on the
distribution of income. In each case assume that there are no other changes in
policy that would counteract the effect of the policy described in the item. Mark
the item:
A. If the policy described would tend to reduce the existing degree of inequality in
the distribution of income,
B. If the policy described would tend to increase the existing degree of inequality
in the distribution of income, or
C. If the policy described would have no effect, or an indeterminate effect, on the
distribution of income.
__ 4. Increasingly progressive income taxes.
__ 5. Confiscation of rent on unimproved
__ 6. Introduction of a national sales tax
__ 7. Increasing the personal exemptions from income taxes
__ 8. Distributing a subsidy to sharecroppers on southern farms
Have perspective
After reading the passage answer the following questions…
1. Where was Carol walking?
a. park
b. beach
c. mall
d. city hall
2. How did she feel on this walk?
a. envied
b. sad
c. relaxed
d. happy
Have perspective
3. Carol envied the people around her because they
_____________________.
a. were sad and lonely
b. love the city life
c. were laughing and joking
d. don’t like the city
Empathize
• Your new maid from the mountain destroyed
your very expensive Narra door and she used
it as firewood and cooked rice in your newly
landscaped garden. How should you react?
• A…
• B…
• C…
• D…
• Ability to Recognize the Relevance of
Information
26
• Ability to Recognize Warranted and
Unwarranted Generalizations
27
• Ability to Recognize Inferences
28
• Ability to Interpret Experimental Findings
29
• Ability to Apply Principles
30
• Ability to Recognize Assumptions
31
Reading comprehension
• Bem (1975) has argued that androgynous people are
“better off” than their sex-typed counterparts 35. What is the independent variable in the
because they are not constrained by rigid sex-role study?
concepts and are freer to respond to a wider variety
of situations. Seeking to test this hypothesis, Bem
exposed masculine, feminine, and androgynous men a. Situations calling for independence and
and women to situations that called for independence
(a masculine attribute) or nurturance (a feminine nurturance
attribute). The test for masculine independence b. Situation to make the sex type react
assessed the subject’s willingness to resist social
pressure by refusing to agree with peers who gave c. Situations to make the androgynous be
bogus judgments when rating cartoons for funniness flexible
(for example, several peers might say that a very
funny cartoon was hilarious). Nurturance or feminine d. Situations like sex type, androgynous and
expressiveness, was measured by observing the sex role concepts
behavior of the subject when left alone for ten
minutes with a 5-month old baby. The result
confirmed Bem’s hypothesis. Both the masculine sex- 36. What are the levels of the IV?
typed and the androgynous subjects were more
independent (less conforming) on the ‘independence”
test than feminine sex-typed individuals. a. masculine attribute and feminine attribute
Furthermore, both the feminine and the androgynous
subjects were more “nurturant” than the masculine b. rating cartoons and taking care of a baby
sex-typed individuals when interacting with the baby. c. independence and nurturance
Thus, the androgynous subjects were quite flexible,
they performed as masculine subjects did on the d. flexibility and rigidity
“feminine” task.
32
Interpreting Diagrams
Instruction. Study the following illustrations and answer the following
questions.
101. Which group received the treatment?
Figure 1
a. group A b. group B
Group A b. c. none of the above
33
Process
• Cognitive operations
• Cognitive and Metacognitive skills
• Self-regulation
• Learning strategies
34
Two components of Metacognition
• Knowledge of cognition is the reflective aspect of
metacognition. It is the individuals’ awareness of their
own knowledge, learning preferences, styles, strengths,
and limitations, as well as their awareness of how to use
this knowledge that can determine how well they can
perform different tasks (de Carvalho, Magno, Lajom,
Bunagan, & Regodon, 2005).
• Regulation of cognition on the other hand is the control
aspect of learning. It is the procedural aspect of
knowledge that allows effective linking of actions needed
to complete a given task (Carvalho & Yuzawa, 2001).
Components of Metacogniton
Knowledge of Cognition
• (1) Declarative knowledge – knowledge
about one’s skills, intellectual resources,
and abilities as a learner.
• (2) Procedural knowledge – knowledge
about how to implement learning
procedures (strategies)
• (3) Conditional knowledge – knowledge
about when and why to use learning
procedures.
Examples of knowledge of cognition in
Mathematical Investigation
• Declarative Knowledge
– Knowing what is needed to be solved
– Understanding ones intellectual strengths and
weaknesses in solving math problems
• Procedural knowledge
– Awareness of what strategies to use when solving
math problems
– Have a specific purpose of each strategy to use
• Conditional knowledge
– Solve better if the case is relevant
– Use different learning strategies depending
on the type of problem
Components of Metacogniton
Regulation of cognition
1) Planning – planning, goal setting, and allocating
resources prior to learning.
(2) Information Management Strategies – skills and
strategy sequences used on- line to process
information more effectively (organizing,
elaborating, summarizing, selective focusing).
(3) Monitoring – Assessing one’s learning or strategy
use.
(4) Debugging Strategies – strategies used to correct
comprehension and performance errors
(5) Evaluation of learning – analysis of performance
and strategy effectiveness after learning episodes.
Examples of regulation of cognition
• Planning
• Pacing oneself when solving in order to have enough time
• Thinking about what really needs to be solved before beginning
a task
• Information Management Strategies
• Focusing attention to important information
• Slowing down when important information is encountered
• Monitoring
• Considering alternatives to a problem before solving
• Pause regularly to check for comprehension
• Debugging Strategies
• Ask help form others when one doesn’t understand
• Stop and go over of it is not clear
• Evaluation of learning
• Recheck after solving
• Find easier ways to do things
Shifts in assessment
• Testing Alternative assessment
• Summative Formative
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images
Rubrics
• When scoring criteria are combined with a
rating scale, a complete scoring guideline is
produced or rubric.
• A scoring guide that uses criteria to differentiate
between levels of student proficiency.
Example of a rubric
Guidelines in creating a rubric
1. Be sure the criteria focus on important aspects of the
performance
2. Match the type of rating with the purpose of the
assessment
3. The descriptions of the criteria should be directly
observable
4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale should
be clearly and specifically defined.
6. Take appropriate steps to minimize scoring frame
Workshop
• Create a performance based task.
• Indicate the following:
– Nature of the final product
– What students are suppose to do
– Criteria for the marking