ASSESSMENT IN READING
OBJECTIVES
At the end of the session, the participants should be
able to –
1.
Reflect on the significance of assessing and
evaluating learning
2.
Discuss the common assessment practices used in the
classroom
3.
Differentiate between traditional and authentic
assessment
4.
Prepare sample assessment and evaluation instruments
PRIMING
·
Self-Assessment
How Much Do You Know About Assessment?
Direction: Identify the words described below. Choose
your answers from the list in the box. Write only the letter of your answer on
the space provided before each number.
_______1. It seeks to identify the specific strengths
and weakness of a student.
_______2. It measures aural discrimination and/ aural
comprehension.
_______3. It is given during the course of
instruction to find out if the lesson taught has been mastered.
_______4. It measures the sum total of the material
covered during a marking period.
_______5. It tests only one element of a particular
point of grammar.
_______6. It measures the extent of learning in a
prescribed program of instruction.
_______7. It is a collection of students’ work
over-time to evaluate progress made since the starting point.
_______8. It is a description of standards against
which students’ work will be judged.
_______9. It is the filling in or completing
pictures, sentences, or other stimuli
that are incomplete.
_______10. Evaluating students’ learning with meaningful
tasks that are directly connected to what they have been taught.
|
Have the participants do the ANTICIPATION GUIDE.
Directions: For each of the following statements, put a
check under “agree” or “disagree” to show how you feel. Discuss your responses
with fellow participants.
Agree
Disagree
________1. Nationwide achievement tests are essential
for the __________
assessment
of reading.
________2. In
assessment, the product is more important than
__________
the
process.
________3. Generally, placement
levels are determined by having ________
students
read a selection either orally or silently, at
appropriate
grade levels.
________4. Validity
should be considered in terms of the consequences ____
of
the test results will be put.
________5.
Test should not be used to determine what is taught in _______
a
reading program.
________6. If
students are taking tests mandated by the division,_______
region,
or the Central Office, they should be taught
the
skills that are tested.
________7. Observation
yields more about a student’s progress__________
In
reading and writing than a standardized test does.
ACTIVITY
1. Group Work
Discuss the common
assessment practices in the classroom by answering these questions:
·
How do you assess learners’ performance
·
What assessment tools do you use?
·
What are the reasons for giving assessment?
·
What criteria do you consider in assigning grades to
pupils?
Have each group report on its output and publish accordingly.
ANALYSIS (35 minutes)
1. Based on the reports
of the different groups, what are the common assessment practices observed in
the classroom?
Probable Answers:
a.
Giving formative test
b.
Giving summative tests
c.
Giving achievement tests for each grading period.
d.
Assigning grades for projects.
e.
Rating composition writing
f.
Giving diagnostic tests in the beginning and end of
the school year.
g.
Others
2. What reasons were cited for giving assessment?
Probable Answers:
a.
To test how much knowledge has been mastered by the
pupils.
b.
To give feedback on pupils’ performance
c.
To assess the strengths and weaknesses of the pupils
d.
To have a basis for rating pupils
e.
To serve as basis for future action
3. What criteria are considered in assigning grades to pupils?
a. Pupil’s performance
during class recitations
b. Attitude
c. Motivation
d. Projects
e. Quizzes
f. Summative tests
g. Participation in
programs and other school activities
ABSTRACTION (30 minutes)
1. What are your
self-realizations regarding the activity? Are there new learnings? relearnings?
unlearnings?
2. Discuss traditional assessment vs. authentic assessment
Traditional
assessment
·
measures memory, not true learning
·
doesn’t lead to improved performances
·
is usually paper – and – pencil test
Authentic assessment
·
focus is to help all students to be able to
demonstrate the degree of mastery they have accomplished
·
provides specific learning experiences which will lead
to improved achievement
Authentic Assessment Methods
to Try
·
Observation
Observing
students in the school environment is a highly effective way to assess and
evaluate performance. It will be best to record your observations as you “watch
the children” at work and at play using a daily observations record sheet.
DAILY
OBSERVATION RECORD SHEET
Date ________________
|
Pupil’s Name
|
Observed
Behavior
|
+ = Improving
- = Losing ground
Ø = Staying the same
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Comments
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·
Portfolios
Creating
a portfolio is a systematic procedure that allows students to collect and
display their work in a given subject over time. Portfolios emphasize students’
strengths and illustrate how they learn rather than what they know.
A
portfolio might include a combination of regular work and work that represents
any or all of the following:
-
written papers
-
tests
-
drawings
-
photographs
-
audiotapes
-
certificates
-
reviews
-
CD-ROM’s
-
etc.
·
Performances,
Exhibitions, and/or Demonstrations
Students are now being asked to “perform” their learning in real-life
settings. The goal is to create an “exhibition” of all the work the students
have done to master certain outcomes or standards.
·
Rubrics
Rubrics provide a guide for
assigning quantitative values to various levels of student performance in a
particular area of work.
APPLICATION
(20 minutes)
Group Work:
Prepare any of the following:
1.
Reading Comprehension Rubric
2.
Writing Rubric
3.
Checklist in Listening / Reading / Writing / Speaking.
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