M1_Outcomes-Based Assessment in Mathematics_1.pdf
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This document discusses assessment and evaluation of learning in mathematics. It defines key terms like formative and summative assessment. Formative assessment is used to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a unit. The document also outlines DepEd policies on classroom assessment, including aligning assessments with learning competencies and using a variety of assessment strategies. Important skills developed through mathematics are identified as critical thinking, problem solving, teamwork, and independence. The document stresses that student attitude towards math affects overall achievement, with positive attitude correlating to higher achievement.
M1_Outcomes-Based Assessment in Mathematics_1.pdf
- 2. Learning Outcomes • Discuss the significance of assessment and evaluation of learning in Mathematics. • Discuss the DepEd policies on assessment of learning in Mathematics. • Describe the skills and attitudes to be achieved
- 3. Assessment
- 4. Assessment emphasizes the use of testing for measuring knowledge, comprehension and other thinking skills. It is a means of finding out what learning is taking place. As well as specific knowledge and skills.
- 6. What is Outcome-Based Assessment?
- 8. (c) testing that would continue over an extended period of time, (d) self- evaluation of performances. C. Likely use open-ended tasks aimed at assessing higher level cognitive skills. Characteristics Outcome-Based Assessment
- 10. Teacher’s Expectation • Ensuring that every activity, inside and outside the classroom, help produce the desired results. • Providing opportunities for students to demonstrate proficiency in variety of modalities. • Reviewing and revising learning targets as revealed by the result of assessment.
- 11. Student’s Expectation •Understanding clearly with competencies/skills teachers expect to observe. • Being ready to demonstrate what they know. • Accepting responsibility for what they don’t know. • Being prepared to continue achieving and reaching high performance.
- 13. Roles of Assessment The main aim of assessment is to collect information of learner’s achievement and progress and provide direction for ongoing teaching and learning process. Assessment can be done through both formal and informal activities. Assessment in Mathematics refers to the process of identifying, gathering and interpreting information about learners’ mathematical learning.
- 14. Assessment for learning Assessment for learning occurs during the learning process. This approach of assessment helps teachers to appraise the learners to monitor their learning; and guide the instruction at process and provide feedback helpful to learners.
- 15. Assessment as learning Assessment as learning means an awareness of learners regarding how they learn and use that awareness to make necessary adaptations in their learning process.
- 16. Assessment of learning Assessment of learning refers to a review process which occurs at the end a learning unit. It provides measures of achievement for the purpose of grading.
- 18. Comparison between objective and subjective tests: A test consisting of, factual questions requiring extremely short answers that can be quickly, unambiguously scored by anyone with an answer key, thus, minimizing subjective judgments by both, the person taking the test and the person scoring it. On the other hand, a subjective test is evaluated by giving an opinion. It can be compared with an objective test, which has right or wrong answer and so can be marked objectively. Subjective tests are more challenging and expensive to prepare, administer and evaluate correctly, but they can be more valid,
- 20. The goal of formative Evaluation is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Types of Evaluation Formative Evaluation Summative Evaluation The goal of summative Evaluation is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
- 22. Observation Direct observation has been used as a way to assess mathematical skills since the establishment of formal classrooms, hence Because Mathematics is a subject that consists of step-by-step procedures, direct observation can be used in conjunction with rubrics. By this technique, we can observe the interest, skill, competency etc. It is a continuous process.
- 23. Anecdotal record It is an observation method used frequently in the classrooms in which the teacher summarizes a single developmental incident after the event has occurred.
- 24. Rating Scale Rating scales are extended form of checklists. In rating scales, we create standards criteria for evaluating a performance and each standard has a definite level of competence and we rate learners according to how well they perform on each standard as they complete the task.
- 25. Project A project is a motivated problem, solution of which requires thought and collection of data and its completion results in the production of something of value to the learners.
- 26. DepEd Policy Guidelines on Assessment for the K-12 Program
- 27. Review of Concepts 1.Classroom Assessment-is a process of identifying, gathering organizing and interpreting quantitative and qualitative information about what learners understand and can do. 2. FormativeAssessment - is a process of gathering evidences of students’ learning and performance to inform and improve teachers’ teaching. This process enables students to take responsibility of their own learning.
- 28. Review of Concepts 3. Summative Assessmen t - is an assessment that is usually administered toward the end of the learning period to measure the extent to which the learners have mastered the essential learning competencies, the resultsof which are recorded and are used to report the learner' s achievement. 4.Grading is a means of reporting assessment data byassigning value tothe results as a record of student'sability, achievement, or progress.
- 29. Review of Concepts 5. Written Work refers to the various tasks whereby students can express their skills and contents in a written form. These include quizzes, reaction/ reflection papers, journals, assignments, etc. 6. Performance Task (PT). These are assessment activities designed to provide opportunities for learners to apply what they learn to real life situations. These may include multimedia presentations, debates, hand-on exercises,physical activity participation, slogan and poster making, etc.
- 30. PERFORMANCE TASKS 7. Quarterly Assessment(QA) on the other hand,measures student learning at the end of the quarter. Teachers should take into consideration the following: • Each task must be accompanied with clear directions and appropriate scoring tools. • Teachers are advised to collaboratively design and implement performance tasks that integrate two or more competencies within or across subject areas. • Learners must be given flexibility in learning.
- 31. POLICY PRINCIPLES • Assessment and grading should have a positive impact on learning. • Assessment should be holistic and authentic in capturing the attainment of the most essential learning competencies. • Assessment is integral for understanding student learning and development. • A variety of assessment strategies must be given for mastery.
- 32. PLANNING THE ASSESSMENT Teachers should ensure that all assessment Activities are: a.align with the most essential learning competencies b.reliable valid and transparent c.fair inclusive and equitable d.practical and manageable for both learners and teachers. e.relevant giving timely and accurate information for feedback.
- 34. Skills 1 2 3 4 CRITICAL THINKING PROBLEM SOLVING TEAMWORKS INDEPENDENCE
- 35. Skills 2 3 4 CRITICAL THINKING Students can develop this ability when confronting mathematical problems, identifying possible solutions and evaluating and justifying their reasons for the results. 1
- 36. 1 4 3 Skills 2 PROBLEM SOLVING Students learn to solve problems in mathematics primarily through doing, talking, reflecting, discussing, observing, investigating, listening and reasoning
- 37. 1 3 4 Skills 3 TEAMWORKS One way to improve learner’s team-working skill is to work, in ways that encourages collaboration and sharing mathematical journeys in smaller and larger groups on a regular basis
- 38. 1 2 3 Skills 4 INDEPENDENCE Developing independence and self-management skills during math class helps the students achieve their math goals
- 39. Student’s attitude towards math can affect their overall achievement
- 40. Positive attitude Towards Math Students who have more confident in math- enjoys math. They are more motivated to do more, they actively cooperates during math lessons. They often get more practice and achieves more.
- 41. Higher Achievement in Math Students with higher achievement in math have more confidence in their abilities, they sees the value of math and they often have positive attitude towards math
- 43. CREDITS: This presentation template was created by Slidesgo, including icons from Flaticon, and infographics & images by Freepik. THANKS !