Classroom Assessment for K to 12 BASIC EDUCATION PROGRAM(DepEd Order # 8, s. 2015)

Integral part of Curriculum implementation

FORMATIVE vs SUMMATIVEFor learningAs learningMay be given at anytime during the teaching and learning processof learningGiven at the end of a particular unitMeasures whether the learners have met thecontent and performance standardHow well students have learned and are able to apply their learnings in different contexts/

What is assessed in the Classroom?CONTENT STANDARDSPERFORMANCE STANDARDSLEARNING COMPETENCIESCONCEPT DEVELOPMENT

How are learners assessed in the Classroom?INDIVIDUAL FORMATIVE ASSESSMENT COLLABORATIVE FORMATIVE ASSESSMENT

FORMATIVE ASSESSMENT IN DIFFERENT PARTS OF THE LESSONAfter the LessonDuring the Lesson ProperBefore the Lesson

SUMMATIVE ASSESSMENT: Individual and CollaborativeUnit tests Periodical Test Group ActivitiesWW- Written WorkPT - Performance TaskQA - Quarterly AssessmentCOMPONENTS OF SUMMATIVE ASSESSMENT:

The Written Works Component Quizzes/ unit or long Tests/ Essays/ Written reports- items must be distributed across the COGNITIVE PROCESS DIMENSION Performance Task ComponentCreate or innovate products or do performance tasks such as Skills demonstration, group presentation, oral work, multimedia presentation , and research projects Quarterly AssessmentObjective tests , performance-based assessment

G- GOAL: Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task.R- ROLE:Define the role of the students in the task.State the job of the students for the task.A- AUDIENCE:Identify the target audience within the context of the scenario.Example audiences might include a client or committee.S- SITUATION:Set the context of the scenario.Explain the situation.P- PERFORMANCETASK/PRODUCT:Clarify what the students will perform/create and why they will create it.S- STANDARDS and CRITERIA [INDICATORS]:Provide students with a clear picture of success.Identify specific standards for success.Issue rubrics to the students or develop them with the students.

WHAT IS THE GRADING SYSTEM?K to 12 BEP uses STANDARDS and COMPETENCY-BASED GRADING SYSTEM

100

84.86

82.25

47.98 Initial Grade Final Grade

100

90

88

71Minimum grade needed to pass is 60 which is transmuted to 75 in RC.Lowest grade is 60 in RC

HOW ARE GRADES COMPUTED at the end of the SCHOOL YEAR?

Characteristics of formal testsVery explicit instructions.Uses a variety of score reporting types.Scores are comparable to other scoresSome scores are better for this use than others

Look at the norming sample.Look at the validity.Look at the reliability.Look at the standard error of measure.

Where do we find this information?

REMEDIAL CLASSES

Derived scores: Scores that are weighted or otherwise standardized.Standard scores.How far a randomly drawn score will be from the meanThose that have been transformed by statistics

Standard deviation.

Systematic ErrorsSystematic errors consistently raise or lower the obtained score for all (or most) of those tested, (e.g., faulty testing procedures, questions that give away the answer, misunderstanding the directions

Random ErrorsRandom errors are the unpredictable sources of error that cause fluctuations in students' scores that are generally beyond the assessor's control, such as student fatigue, guessing, and motivation. We refer to these errors as "bad spaghetti days in the cafeteria."

True ScoreA true score is a score that is free from error and accurately conveys a student's true level of achievement. In practice, a true score is the hypothetical average resulting from taking the same test repeatedly. There is a minimal chance of ever achieving a true score and is minimal chance that you will know which score is a true score.

The only way that we can live, is if we grow. The only way that we can grow is if we change. The only way that we can change is if we learn. The only way we can learn is if we are exposed. And the only way that we can become exposed is if we throw ourselves out into the open. Do it. Throw yourself. C. JoyBell C.Those who cannot change their minds cannot change anything. George Bernard Shaw

He who rejects change is the architect of decay. The only human institution which rejects progress is the cemetery. ~Harold Wilson

Measuring Reliability (Reliability Coefficients).Measuring Stability. Test-Retest: a correlation between two successive measurements using the same test.

Measuring Alternate-Form. Alternate Form: a correlation between two successive measurements using two parallel forms of the same test. Inter-rater: a correlation between two persons rating the same performance using the same scoring criteria.

Measuring Internal Consistency. Split Half: a correlation between two halves of a test, obtained by dividing the test into two equal halves (e.g., odd questions vs. even questions).

Types of Reliability.Stability: The consistency of test scores across different testing instances, using the same test. (i.e., consistency over time).Alternate-Form: The consistency of test scores when comparing two supposedly equal forms of a test (i.e., consistency between tests).Internal Consistency: The extent to which test items function consistently, assessing the same construct (i.e., consistency within a test).

Standard Error of Measurement.

An estimate of the amount of error in a test score. The SEM is the standard deviation of the errors obtained in a series of measurements and is derived from the reliability coefficient. That is, how much can one expect a score to vary if the test were given again.where s = standard deviation of the test scores and r = reliability coefficient of the test.

Since obtained scores contain error, the SEM can be used to construct confidence intervals or set "reasonable limits" on score interpretation regarding a student's true score. These intervals, or bands, are created by adding and subtracting the SEM to and from the individual's obtained score. That is, if a student has an obtained score of 80 on a test that has an SEM of 3.0, then the teacher can be confident that the student's true score is somewhere between 77 and 83.

F. Estimating the Standard Error of Measurement (see Hopkins, 1998):Classroom teachers, most likely, will not know the SEM of the tests that they make. The SEM can be estimated given the number of questions that are asked, if each question on the quiz or test is worth 1 point. Remember, this is an estimate only.

Using this method of adding and subtracting the SEM to and from the individual's score to determine "reasonable limits" is an effective way of determining whether two scores differ from each other in a meaningful way.

For example, if Mica has an obtained score of 81 and Liza has an obtained score of 86, is that a real difference?

But if we know that the SEM for the test that they took was 4.0 then Mica has a confidence band of 77 to 85, while Liza has a confidence band of 82 to 90. Since these bands represent the areas in which their true scores are likely to fall, and these bands overlap, the conclusion would be that their obtained scores of 81 and 86 are not meaningfully different.

Obtained scores contain error. Combining the SEM and the normal curve can yield confidence intervals related to the true score.

Approximately 68% of measurements fall between 1 standard deviations from the mean. Approximately 95% of measurements fall between 2 standard deviations from the mean.Approximately 99.7% of measurements fall between 3 standard deviations from the mean.

Thus, if Charles has an obtained score of 77 on a test with an SEM of 3.5 we can be 68% sure that his true score is between 73.5 and 80.5 ( 1 SD), 95% sure that his true score is between 70.0 and 84.0 ( 2 SD)99.7% sure that his true score is between 66.5 and 87.5 ( 3 SD).

Differences between error assumptions