Stage 2:
Assessment Evidence
Arianne Agnes Villanueva-Lao
Think-Pair-Share
What do I already know
about assessment?
Why do we assess?
How is the assessment information
used?
Purpose(s)
of Assessment
diagnose student strengths and weaknesses
provide feedback on student learning
provide a basis for instructional placement
inform and guide instruction
communicate learning expectations
Purpose(s)
of Assessment
Motivate; focus student attention and
effort
provide practice applying knowledge
and skills
provide a basis for evaluation
(grading, promotion/graduation,
program selection/admission)
Purpose(s)
of Assessment
provide accountability data
(school/district), teacher evaluation,
administrator evaluation
gauge program effectiveness
Five Principles of
Sound Assessment
1 - Assessment should serve learning.
2 - Multiple measures provide a richer
picture.
3 - Assessments should align with goals.
4 - Assessment should measure what matters.
5 - Assessments should be fair.
The Criminal Analogy
Students should be presumed
innocent of learning unless proven
guilty beyond reasonable doubt.
Wiggins (2006)
Unless students are able to
demonstrate the identified evidence
of learning satisfactorily, the teacher
is to presume that they have not
learned the matter.
Stage 2: Assessment Evidence
What “real-world” tasks will reveal
students’ understanding and
proficiency?
What transfer performances should
students be able to do well if they have
met this standard?
What evidence of learning is called
for by the standard (and its
indicators)? What assessments are
needed?
Formative Assessment
Can be given any time during the
teaching and learning process;
intended to help students identify
strengths and weaknesses from their
assessment experience
Summative Assessment
Usually occurs at the end of a unit or
period of learning to describe the
standard reached by the learner;
results are recorded and used to
report on the learner’s achievement
the substantive content of the
curriculum,
Knowledge 15%
the facts and information that the
student acquires
skills or cognitive operations that the
student performs on facts and
Process and
25% information for the purpose of
Skills
constructing meaning or
understanding
enduring big ideas, principles and
generalizations inherent to the
discipline which may be assessed
Understanding 30% using the facets of understanding
or other indicators of
understanding which may be
specific to the discipline
real-life application of
Products/ understanding as evidenced by the
30%
Performances student’s performance of authentic
tasks
Skill Understanding
The author’s meaning in a story is rarely
Reading text
explicit; one must read between the lines.
Creating scoring
One needs to create space, spreading defense
opportunities in
as broadly and deeply as possible
soccer
Asking Knowing whether or not one has been
directions in understood requires attention to nonverbal
Spanish as well as to verbal feedback
Persuasion often involves an emotional
Speaking
appeal to the particular wishes, needs, hopes,
persuasively in
and fears of an audience, irrespective of
public
how logical and rational the argument
Which idea struck you
in the 1st part of the presentation?
Knowledge
- Identification
- True or False
- Multiple Choice
- Matching Type
- Sentence Completion
- Fill in the blanks
Process and Skills
- Sentence construction
- Problem-solving
- Computation
- Essay
- Performing
Experiments
- Demonstration
Case 1: Grammar
Topic:
Regular and Irregular Verbs
Fill in the table
Sentence completion
Sentence Construction
Topics:
Verb Tenses (Simple vs Perfect)Fill in
the table
Sentence completion
Sentence Construction
But why? What for?
Narrative Writing
The Writing Process
The Structure of a Story
Reading Models
Story Mapping
Revising and Editing
Case 2: Asian History
Topics:
Countries
Climate vs Weather
Land forms
Water forms
Flora and fauna
Identification
Fill in the blanks
True or False
Supervisor Input: Challenge
Create an animal.
Describe its physical and other
characteristics.
Identify/ describe its habitat, prey,
predator, etc.
If I were to revisit this idea:
I would integrate with Biology task
(or lesson) if possible.
I would make it a team/group
project where members can be
game designer/developer
artist, literature, storyteller, etc.
(note: idea is still not refined)
Anchor task on EU: Many animals and
plants cannot survive outside their own
habitat.
Ask students to relate task to concerns
on endangered species and human
activities that result to environmental
degradation.
(note: idea is still not refined)
Knowledge 15%
Process and Skills 25%
Understanding 30%
Product / Performance 30%
The Six Facets
of Understanding
When one truly
understands, one
can explain: provide thorough, supported, and
justifiable accounts of phenomena, facts, and
data
can interpret: tell meaningful stories, offer
apt translations, provide a revealing historical
or personal dimension to ideas and events;
make them personal or accessible through
images, anecdotes, analogies, and models
Explanation
E: Why is that so? What explains such
events? What accounts for such an effect?
How can we prove it? To what is this
connected? How does this work? What is
implied?
Interpretation
What does it mean? Why does it matter?
What of it? What does it illustrate or
illuminate in human experience? How
does it relate to me? What makes sense?
When one truly
understands, one
can apply: effectively use and adapt what one
knows in diverse contexts
can have perspective: see points of view
through critical eyes and ears; see the big
picture
Application
How and where can I use this
knowledge, skill, or process?
In what ways do people apply this
understanding in the world beyond
school? How should my thinking and
action be modified to meet the
demands of this particular situation?
Perspective
From whose point of view? From
which vantage point? What is assumed
or tacit that needs to be made explicit
and considered? Is there adequate
evidence? What are the strengths and
weaknesses of this idea? Is it
plausible? What are its limits? So what?
When one truly
understands, one
can empathize: find value in what others
might find odd, or implausible; perceive
sensitively on the basis of prior direct
experience
Empathy
How does it seem to you? What do
they see that I don’t? What do I need
to experience if I am to understand?
What was the artist or performer
feeling, seeing, and trying to make
me feel and see?
When one truly
understands, one
can have self-knowledge: perceive the
personal style, prejudices, projections, and
habits of mind that both shape and impede
one’s own understanding. One is aware of
what one does not understand, of why
understanding is hard, and of how one
comes to understand
Self-Knowledge
How does who I am shape my views?
What are the limits of my
understanding? What are my blind
spots? What am I prone to
misunderstand because of prejudice,
habit, or style?
Performance Verbs
based on the 6 Facets of Understanding
Performance Verbs
based on the 6 Facets of Understanding
