assessment and evaluation in math3.pptx

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This document discusses different types of classroom assessment and their purposes. It describes assessment of learning, for learning, and as learning. It also discusses Bloom's taxonomy of cognitive processes (remember, understand, apply, analyze, evaluate, create) and knowledge dimensions (factual, conceptual, procedural, metacognitive). Learning targets are defined as statements of what students should know and be able to do after instruction. Five criteria for selecting effective learning targets are described.

General Purpose of
Classroom Assessment
1. Assessment OF Learning
2. Assessment FOR Learning
3. Assessment AS Learning

General Purpose of
Classroom Assessment
1. Assessment OF Learning
- refers to the use of assessment to determine
learner’s acquired knowledge and skills from
instruction and whether they achieve the curriculum
outcomes

General Purpose of
Classroom Assessment
2. Assessment FOR Learning
- refers to the use of assessment to identify the
needs of learners in order to modify instruction or
learning activities in the classroom
- it is meant to identify gaps in the learning
experiences or learners

General Purpose of
Classroom Assessment
3. Assessment AS Learning
- refers to the use of assessment to help learners
become self-regulated.
- it is meant to use assessment tasks, results,
feedback to help learners make adjustments to
achieve the curriculum outcomes

The Roles of Classroom
Assessment in the Teaching-
Learning Process
1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational

The Revised BLOOM’S TAXONOMY
- Anderson and Krathwohl proposed the revision of
Bloom’s Taxonomy
- the Bloom’s taxonomy has a two-dimensional
model of writing the objectives
- a. cognitive process dimension
- b. knowledge dimension

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
a. Remember
b. Understand
c. Apply
d. Analyze
e. Evaluate
f. Create

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
a. Remember
- Recognizing and recalling facts
illustrative verbs:
identify, list, name, underline, recall, retrieve,
locate

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
b. Understand
- understanding what the information means
illustrative verbs:
describe, determine, interpret, translate,
paraphrase, explain

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
c. Apply
- applying the facts, rules, concepts, and ideas, in
another context
illustrative verbs:
apply, employ, practice, relate, use, implement,
carry-out, solve

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
d. Analyze
- breaking down information into facts
illustrative verbs:
analyze, calculate, examine, test, compare,
differentiate, organize, classify

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
e. Evaluate
- judging the value of information or data
illustrative verbs:
assess, measure, estimate, evaluate, critique,
judge

The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
f. Create
- combining parts to make a whole
illustrative verbs:
compose, produce, formulate, devise, prepare,
design, construct, propose, re-organized

The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
a. Metacognitive
b. Procedural
c. Conceptual
d. Factual

The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
a. Metacognitive
- makes the discipline relevant to one’s life
- it makes one understand the value of learning on
one’s life
- it requires reflective knowledge and strategies on
how to solve problems or perform a cognitive task
through understanding of oneself and context
-

The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
b. Procedural
- it tells the processes, steps, techniques,
methodologies, or specific skills needed in performing
a specific task that one needs to know and be able to
do in a discipline

The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
c. Conceptual
- it tells the concepts, generalizations, principles,
theories, and models that one needs to know in a
discipline

The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
d. Factual
- it tells the facts or bits of information one needs
to know in a discipline

LEARNING TARGETS
- A statement of a student performance for a
relatively restricted type of learning outcome that
will be achieved in single lesson or a days lesson
- Contains both a description of what students
should know, should understand, and be able to do
at the end of the instruction
- Statements of what learners are supposed to learn
and what they can do because of instruction

LEARNING TARGETS
5 criteria for selecting learning targets
1. Establish the right number of learning targets
2. Establish comprehensive learning targets
3. Establish learning targets that reflect schools
goals and 21st century skills
4. Establish learning targets that are challenging yet
feasible
5. Establish learning targets that consistent with
current principles of learning and motivation

LEARNING TARGETS
TYPES OF LEARNING TARGETS
1. Knowledge Targets
2. Reasoning Targets
3. Skills Targets
4. Product Targets
5. Affective Targets

The document discusses different types of classroom assessment including assessment of learning, assessment for learning, and assessment as learning. It also discusses the revised Bloom's taxonomy, which categorizes cognitive processes and knowledge dimensions. Finally, it covers learning targets, including defining learning targets, selecting appropriate targets, and providing an example of targets for writing a literature review.

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assessment and evaluation in math3.pptx

2. General Purpose of Classroom Assessment 1. Assessment OF Learning 2. Assessment FOR Learning 3. Assessment AS Learning

3. General Purpose of Classroom Assessment 1. Assessment OF Learning - refers to the use of assessment to determine learner’s acquired knowledge and skills from instruction and whether they achieve the curriculum outcomes

4. General Purpose of Classroom Assessment 2. Assessment FOR Learning - refers to the use of assessment to identify the needs of learners in order to modify instruction or learning activities in the classroom - it is meant to identify gaps in the learning experiences or learners

5. General Purpose of Classroom Assessment 3. Assessment AS Learning - refers to the use of assessment to help learners become self-regulated. - it is meant to use assessment tasks, results, feedback to help learners make adjustments to achieve the curriculum outcomes

6. The Roles of Classroom Assessment in the Teaching- Learning Process 1. Formative 2. Diagnostic 3. Evaluative 4. Facilitative 5. Motivational

7. The Revised BLOOM’S TAXONOMY - Anderson and Krathwohl proposed the revision of Bloom’s Taxonomy - the Bloom’s taxonomy has a two-dimensional model of writing the objectives - a. cognitive process dimension - b. knowledge dimension

8. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions a. Remember b. Understand c. Apply d. Analyze e. Evaluate f. Create

9. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions a. Remember - Recognizing and recalling facts illustrative verbs: identify, list, name, underline, recall, retrieve, locate

10. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions b. Understand - understanding what the information means illustrative verbs: describe, determine, interpret, translate, paraphrase, explain

11. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions c. Apply - applying the facts, rules, concepts, and ideas, in another context illustrative verbs: apply, employ, practice, relate, use, implement, carry-out, solve

12. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions d. Analyze - breaking down information into facts illustrative verbs: analyze, calculate, examine, test, compare, differentiate, organize, classify

13. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions e. Evaluate - judging the value of information or data illustrative verbs: assess, measure, estimate, evaluate, critique, judge

14. The Revised BLOOM’S TAXONOMY 6 Types of Cognitive process dimensions f. Create - combining parts to make a whole illustrative verbs: compose, produce, formulate, devise, prepare, design, construct, propose, re-organized

15. The Revised BLOOM’S TAXONOMY 4 Types of Knowledge dimensions a. Metacognitive b. Procedural c. Conceptual d. Factual

16. The Revised BLOOM’S TAXONOMY 4 Types of Knowledge dimensions a. Metacognitive - makes the discipline relevant to one’s life - it makes one understand the value of learning on one’s life - it requires reflective knowledge and strategies on how to solve problems or perform a cognitive task through understanding of oneself and context -

17. The Revised BLOOM’S TAXONOMY 4 Types of Knowledge dimensions b. Procedural - it tells the processes, steps, techniques, methodologies, or specific skills needed in performing a specific task that one needs to know and be able to do in a discipline

18. The Revised BLOOM’S TAXONOMY 4 Types of Knowledge dimensions c. Conceptual - it tells the concepts, generalizations, principles, theories, and models that one needs to know in a discipline

19. The Revised BLOOM’S TAXONOMY 4 Types of Knowledge dimensions d. Factual - it tells the facts or bits of information one needs to know in a discipline

20. LEARNING TARGETS - A statement of a student performance for a relatively restricted type of learning outcome that will be achieved in single lesson or a days lesson - Contains both a description of what students should know, should understand, and be able to do at the end of the instruction - Statements of what learners are supposed to learn and what they can do because of instruction

21. LEARNING TARGETS 5 criteria for selecting learning targets 1. Establish the right number of learning targets 2. Establish comprehensive learning targets 3. Establish learning targets that reflect schools goals and 21st century skills 4. Establish learning targets that are challenging yet feasible 5. Establish learning targets that consistent with current principles of learning and motivation

22. LEARNING TARGETS TYPES OF LEARNING TARGETS 1. Knowledge Targets 2. Reasoning Targets 3. Skills Targets 4. Product Targets 5. Affective Targets

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