Here comes another excitement day in my graduate studies. Facing challenges and nourishing myself with knowledge in which I consider a treasure both in my personal and professional life. There are lots of reasons to be thankful for, a good friends and classmates that I established good friendship that help me get going every Saturday for the good company with fun and learning. Another driving force is my conversant and expert professor who doesn’t failed to give the essential knowledge.
Just like the other semester, looking forward for another remarkable and meaningful experiences and this starts with this subject. On the first day of orientation there are lots of expectations for I find this subject very substantial for another notable thing to discover and learn. Based on the subject content I find it very helpful to measure and evaluate the performance of the learners that serve as the baseline on every educational program and it also serve as the basis for planning.
As a teacher it helps me a lot to analyze the intellectual needs of the pupils on what areas or skills the pupils have given much attention. It gives me ideas on the kind of strategies and identified the learning style of the pupils to transmit a better learning.
Though it is not my first time to encounter this subject, but this time I find it more effective and appropriate for it caters the needs of school children in today’s education that demands a lot of things call for their total development. Having this subject is a saving grace to develop more my teaching style and level up myself in learning things to grow in my profession. It only proves that continuing education is important to update myself in the latest trends of our educational system.
Sunday, December 18, 2011
Miraflor I. Fernandez:NATIONAL ASSESSMENT AND GRADING SYSTEM FRAMEWORK
Reaction Paper
DepEd Order No. 71, S. 2010
NATIONAL ASSESSMENT AND GRADING SYSTEM FRAMEWORKS
I believe that all the programs of the Department of Education are for the good and the benefits of the students as well as to improve and develop our educational system. It remains the fact that acquiring quality education is a partner for national development. Educated Filipinos is the best human capital for the country’s progress and development. One of the main goals of our educational system is the production of functional literate Filipino learners. Assessment is a way of gathering data and evidence about the performance of the Filipino learners. Sad to note it doesn’t serve the purpose for it give out inaccurate data in which suppose will correct weaknesses in the delivery of instruction. Here is the National Achievement Test task to measure the literacy skill of the learners. But the administration of NAT plays controversies up to the end that results also note a big question mark? Even how much the government spends money for programs and projects but it is in the manner of implementation;
My Personal Arguments:
1. I think our educational system need not to make or focus on educational reforms but rather transformation of our educational leaders. It says that leadership is not a position but it is an obligation. It is a way of doing the right thing for the common good.
2. A lot of things have been said in the administration of the NAT that there are irregularities and the result is not reliable. It maybe because NAT is a tool to measure the effectiveness of the school and maybe it happens because no one would like to be labeled as ineffective.
3. I think it also happens due to competition. Schools and administrators competes each other for ego sake for they don’t want to belong in a low performing school. By all means they would do to stay on top or in the middle rank for some reasons.
4. NAT is a good exposure for students in taking examination for it measures their learning capabilities and mastery level in basic subjects. Hoping NAT will be carried out with honesty in its administration to really give pictures the true performance of the school to design appropriate learning intervention. Though there is no evidence claim about the irregularities hope as educators will set good examples of values to exemplify to our students for it’s a big shame to be a cheater and the bottom line it is the learners who will become losers.
DepEd Order No. 71, S. 2010
NATIONAL ASSESSMENT AND GRADING SYSTEM FRAMEWORKS
I believe that all the programs of the Department of Education are for the good and the benefits of the students as well as to improve and develop our educational system. It remains the fact that acquiring quality education is a partner for national development. Educated Filipinos is the best human capital for the country’s progress and development. One of the main goals of our educational system is the production of functional literate Filipino learners. Assessment is a way of gathering data and evidence about the performance of the Filipino learners. Sad to note it doesn’t serve the purpose for it give out inaccurate data in which suppose will correct weaknesses in the delivery of instruction. Here is the National Achievement Test task to measure the literacy skill of the learners. But the administration of NAT plays controversies up to the end that results also note a big question mark? Even how much the government spends money for programs and projects but it is in the manner of implementation;
My Personal Arguments:
1. I think our educational system need not to make or focus on educational reforms but rather transformation of our educational leaders. It says that leadership is not a position but it is an obligation. It is a way of doing the right thing for the common good.
2. A lot of things have been said in the administration of the NAT that there are irregularities and the result is not reliable. It maybe because NAT is a tool to measure the effectiveness of the school and maybe it happens because no one would like to be labeled as ineffective.
3. I think it also happens due to competition. Schools and administrators competes each other for ego sake for they don’t want to belong in a low performing school. By all means they would do to stay on top or in the middle rank for some reasons.
4. NAT is a good exposure for students in taking examination for it measures their learning capabilities and mastery level in basic subjects. Hoping NAT will be carried out with honesty in its administration to really give pictures the true performance of the school to design appropriate learning intervention. Though there is no evidence claim about the irregularities hope as educators will set good examples of values to exemplify to our students for it’s a big shame to be a cheater and the bottom line it is the learners who will become losers.
DELIMA, NORMA B. :What Do We Need To Do To Increase The Quality of Assessment for Learning?
Meeting 4 Article: What Do We Need To Do To Increase
The Quality of Assessment for Learning?
Things are not what they always seem to appear. We generally do things our way, and we usually think it is the best, but the truth is… there is always a better way.
People vary in their styles. This is also true with the teaching and learning. Teachers have different delivery styles, and the learners, likewise, have different ways of perceiving, understanding, and remembering the concepts.
What makes a man attracted to a woman basically is the physical feature. Similarly, one thing that could probably increase the quality of assessment for learning, is the learning atmosphere. Child Friendly Schools System as one of the programs of the Department of Education sees to it that the school, particularly the classroom environment, is really conducive for learning. It follows that the teachers should also be friendly, approachable, and committed, enough to inspire the students to come to school regularly and on time. Friendly inside and outside the school, during discussion is good, but not during examination. Allowing students to talk, copy each other’s work, sharing of answer, cheating, do not do any good for the assessment of learning. Students should learn to work independently especially during examinations. Certainly, this will help increase the quality of assessment of learning.
Understanding the three stages of learning also is needed to for the assessment for learning: input, integration, and output, as pointed out by Henry Tenedero. Inputs are the lessons, facts or information regarding the subject matter that the teacher gives to the students. Integration is the process of associating or relating the lessons to the lives of the students. And output is the desired results in the form of written or oral examinations to quantify the students’ knowledge and understanding of the lessons, and that is assessment. When there is doubt on the part of the teacher as to whether or not the lesson is understood, the teacher should then have the reflective thinking.
Teachers should also check on the learning continuum if his subject matter is still a part of the learning competencies, and should then focus and spend more time on the least mastered ones. After evaluation, even without item analysis, by merely letting students who did not score at least half of the items to honestly raise their hands, we can assess if there is a need to re-teach the lesson. The class average scores actually give us the sign to reflect, enhance, and improve the teaching of the lesson. It serves as an indicator on deciding whether to look back or to look forward.
We do not see much problem on classroom level assessment. However, when the assessment comes up to a higher level, with the result that is said to be ranked, there exist then some manipulations in the result. And the “authentic result” is not revealed anymore. I think one important thing that we need to do then to increase the quality of assessment for learning, is to reveal the authentic assessment result. Let us stop manipulating the result of the assessment. Let us stop cheating. Stop coaching students. Let us give justice to the thousands or millions of pesos spent for the papers and preparations for the assessment. The huge budget of the department is actually useless if it does not serve the purpose.
Another thing perhaps is that assessment result in the higher level should not be ranked, so that there is no need for schools to compete among themselves, which is the main cause of cheating.
One advantage of being in the private institution is that they can opt not to take part in the National Achievement Test. One wrote a comment in the internet that it only gives them dismal feeling when they see their school at the bottom rank and they think that the low school performance cannot compensate the high tuition fees they are paying to the school. But in the public, there is no exemption from taking such test.
Let us just hope that the honesty and integrity of the classroom level assessment of learning, would be true not only in the classroom level but up to the higher level. If this happens, teachers would surely be serving the learners with more enthusiasm, for there will only be a real friendly mostly academic competition, in the classroom, in school, in division, region, and even in the national level.
The Quality of Assessment for Learning?
Things are not what they always seem to appear. We generally do things our way, and we usually think it is the best, but the truth is… there is always a better way.
People vary in their styles. This is also true with the teaching and learning. Teachers have different delivery styles, and the learners, likewise, have different ways of perceiving, understanding, and remembering the concepts.
What makes a man attracted to a woman basically is the physical feature. Similarly, one thing that could probably increase the quality of assessment for learning, is the learning atmosphere. Child Friendly Schools System as one of the programs of the Department of Education sees to it that the school, particularly the classroom environment, is really conducive for learning. It follows that the teachers should also be friendly, approachable, and committed, enough to inspire the students to come to school regularly and on time. Friendly inside and outside the school, during discussion is good, but not during examination. Allowing students to talk, copy each other’s work, sharing of answer, cheating, do not do any good for the assessment of learning. Students should learn to work independently especially during examinations. Certainly, this will help increase the quality of assessment of learning.
Understanding the three stages of learning also is needed to for the assessment for learning: input, integration, and output, as pointed out by Henry Tenedero. Inputs are the lessons, facts or information regarding the subject matter that the teacher gives to the students. Integration is the process of associating or relating the lessons to the lives of the students. And output is the desired results in the form of written or oral examinations to quantify the students’ knowledge and understanding of the lessons, and that is assessment. When there is doubt on the part of the teacher as to whether or not the lesson is understood, the teacher should then have the reflective thinking.
Teachers should also check on the learning continuum if his subject matter is still a part of the learning competencies, and should then focus and spend more time on the least mastered ones. After evaluation, even without item analysis, by merely letting students who did not score at least half of the items to honestly raise their hands, we can assess if there is a need to re-teach the lesson. The class average scores actually give us the sign to reflect, enhance, and improve the teaching of the lesson. It serves as an indicator on deciding whether to look back or to look forward.
We do not see much problem on classroom level assessment. However, when the assessment comes up to a higher level, with the result that is said to be ranked, there exist then some manipulations in the result. And the “authentic result” is not revealed anymore. I think one important thing that we need to do then to increase the quality of assessment for learning, is to reveal the authentic assessment result. Let us stop manipulating the result of the assessment. Let us stop cheating. Stop coaching students. Let us give justice to the thousands or millions of pesos spent for the papers and preparations for the assessment. The huge budget of the department is actually useless if it does not serve the purpose.
Another thing perhaps is that assessment result in the higher level should not be ranked, so that there is no need for schools to compete among themselves, which is the main cause of cheating.
One advantage of being in the private institution is that they can opt not to take part in the National Achievement Test. One wrote a comment in the internet that it only gives them dismal feeling when they see their school at the bottom rank and they think that the low school performance cannot compensate the high tuition fees they are paying to the school. But in the public, there is no exemption from taking such test.
Let us just hope that the honesty and integrity of the classroom level assessment of learning, would be true not only in the classroom level but up to the higher level. If this happens, teachers would surely be serving the learners with more enthusiasm, for there will only be a real friendly mostly academic competition, in the classroom, in school, in division, region, and even in the national level.
Friday, December 2, 2011
Norma Delima: Reaction Paper: D.O. 11, s. 2011
Meeting 3 REACTION: ON DEP ED ORDER NO. 11, s 2011
(National Assessment and Grading System Frameworks)
“Assessment of learning is an end to itself”, one important thing I learned from the previous session. And this actually answers the question why students or examination takers cheat. The thought that examination is a requirement for passing a subject or for a higher level of educational qualification, people who are dependent tend to cheat during examination. But one dangerous thing when one get used to it, is that cheating becomes a habit. And cheating which started from classroom may be applied in bigger scope, and to some point, to cheating on relationships, with friends and with the family.
“Learning is an acquisition of KASH from experiences”, another concept I got. KASH which stands for knowledge, attitudes, skills and habits, are the things that are diagnosed in assessing the students. However, among the four, the attitude is the most difficult to be checked- only by observation. It is only through personal integrity that one could claim that he has good attitude. Integrity is doing good even if no one is watching. And like values, it is more caught than taught. Winston Churchill once said, “There is no doubt that it is around the family and the home that all the greatest virtues, the most dominating virtues of human society, are created, strengthened, and maintained.”
So how is assessment done … by a series of test. By then, we will only be able to see the consistency of the performance of an individual.
Summative tests are in the form of quarter exams and chapter test, which is what is meant by assessment of learning. Formative test are in the form of quizzes and long tests, which is referred to the assessment for learning. This again is another thing I learned, the difference between assessment of and assessment for learning.
Increment is then made clearer to me that it is the difference between the scores of the pretest from the posttest. For in here, authentic assessment of learning is really determined. So one very important thing to do during the giving of pretest, is to tell the students to seriously answer the questions. The problem sometimes, or even oftentimes, is that the teacher, during the conduct of the pretest, informs the students not to take the test seriously, for it is just a pre-test.
ON Dep Ed ORDER No.71, s. 2010
NATIONAL ASSESSMENT AND GRADING SYSTEM FRAMEWORK
Formal education starts with entry of the child at age 5 or 6 into Grade 1. No wonder why pupils and students do not perform as what the previous generations did, because the readiness to learn was not considered. I have read a study which revealed that children who enters grade I at age 7 perform better than those who enrolled earlier in life.
The first objective of assessment is to assess readiness of learners for subsequent grade/year levels in the education ladder. But why is there always a mass promotion? The teacher knows that some of his students lack the desired learning skills for their age, but then because of the fear of “being required to write a letter of explanation” when there are students who cannot be promoted due to failure in at least three units, the tendency is to change marking from red to black ink. And the same things happen the next year, until the National Assessment comes, and until the students enroll to college, with skills generally not mastered.
Objective of Assessment # 7: Ensure that quality learning is being affected by the system. During the Focused Group Discussion held during the midyear break INSET, teacher-participants were asked to list down and discuss by school, the advantages and disadvantages of DLP as implemented in our division. Disadvantages took the greater part. Some can be controlled, some cannot. But for sure, teaching methodologies learned by teachers that would best be utilized to particular topics, cannot be practiced, for only DLP approach plus UBD should be used. Students are now complaining that copying from the blackboard to their activity sheets is already very tiresome.
On Division Unified Test, at our end, we are not given the consolidated test results that really come from the Division Level. School level results are forwarded, but no feedback as to the school’s rank in the division level is given. Could it be because dishonesty is also practiced, or are those tests just for compliance? No wonder why this Dep Ed ORDER was not properly disseminated and implemented.
(National Assessment and Grading System Frameworks)
“Assessment of learning is an end to itself”, one important thing I learned from the previous session. And this actually answers the question why students or examination takers cheat. The thought that examination is a requirement for passing a subject or for a higher level of educational qualification, people who are dependent tend to cheat during examination. But one dangerous thing when one get used to it, is that cheating becomes a habit. And cheating which started from classroom may be applied in bigger scope, and to some point, to cheating on relationships, with friends and with the family.
“Learning is an acquisition of KASH from experiences”, another concept I got. KASH which stands for knowledge, attitudes, skills and habits, are the things that are diagnosed in assessing the students. However, among the four, the attitude is the most difficult to be checked- only by observation. It is only through personal integrity that one could claim that he has good attitude. Integrity is doing good even if no one is watching. And like values, it is more caught than taught. Winston Churchill once said, “There is no doubt that it is around the family and the home that all the greatest virtues, the most dominating virtues of human society, are created, strengthened, and maintained.”
So how is assessment done … by a series of test. By then, we will only be able to see the consistency of the performance of an individual.
Summative tests are in the form of quarter exams and chapter test, which is what is meant by assessment of learning. Formative test are in the form of quizzes and long tests, which is referred to the assessment for learning. This again is another thing I learned, the difference between assessment of and assessment for learning.
Increment is then made clearer to me that it is the difference between the scores of the pretest from the posttest. For in here, authentic assessment of learning is really determined. So one very important thing to do during the giving of pretest, is to tell the students to seriously answer the questions. The problem sometimes, or even oftentimes, is that the teacher, during the conduct of the pretest, informs the students not to take the test seriously, for it is just a pre-test.
ON Dep Ed ORDER No.71, s. 2010
NATIONAL ASSESSMENT AND GRADING SYSTEM FRAMEWORK
Formal education starts with entry of the child at age 5 or 6 into Grade 1. No wonder why pupils and students do not perform as what the previous generations did, because the readiness to learn was not considered. I have read a study which revealed that children who enters grade I at age 7 perform better than those who enrolled earlier in life.
The first objective of assessment is to assess readiness of learners for subsequent grade/year levels in the education ladder. But why is there always a mass promotion? The teacher knows that some of his students lack the desired learning skills for their age, but then because of the fear of “being required to write a letter of explanation” when there are students who cannot be promoted due to failure in at least three units, the tendency is to change marking from red to black ink. And the same things happen the next year, until the National Assessment comes, and until the students enroll to college, with skills generally not mastered.
Objective of Assessment # 7: Ensure that quality learning is being affected by the system. During the Focused Group Discussion held during the midyear break INSET, teacher-participants were asked to list down and discuss by school, the advantages and disadvantages of DLP as implemented in our division. Disadvantages took the greater part. Some can be controlled, some cannot. But for sure, teaching methodologies learned by teachers that would best be utilized to particular topics, cannot be practiced, for only DLP approach plus UBD should be used. Students are now complaining that copying from the blackboard to their activity sheets is already very tiresome.
On Division Unified Test, at our end, we are not given the consolidated test results that really come from the Division Level. School level results are forwarded, but no feedback as to the school’s rank in the division level is given. Could it be because dishonesty is also practiced, or are those tests just for compliance? No wonder why this Dep Ed ORDER was not properly disseminated and implemented.
Norma Delima: CHEATING IN CLASSROOM
Meeting 2 REFLECTIONS:
We measure distance, we assess learning, and we evaluate results in terms of some set of criteria, the conclusion made by Dr. Bob Kizlik.
Evaluation is engaging in some process that is designed to provide information that will help us make a judgment about a given situation.
Testing is also called assessment and involves an interaction with the student to reveal the knowledge that the child has retained from the class lessons.
Assessment is a process by which information is obtained relative to some known objective or goal.
Measurement refers to the process by which the attributes or dimensions of some physical object are determined. It is simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes.
“Choose a partner to discuss with on how you felt back when you were in your High School when given a test,” the next activity after the review. Seated with Teresa Mingo, my partner, we followed the instruction. Bringing back High School memory when a test is announced in advance, both of us claimed to really have always prepared for the evaluation. Perhaps, both of us belong to the A Type of student, the one who does the homework, is always obedient, always good, and responsible. But like other high school students, when given an unannounced test, there is always the feeling of anxiety due to unpreparedness. But still, ready or not, the quiz must go on.
However, our experiences in high school were so much different from that of Mr. Bean’s. His funny video, I think, showed the behavior of a student who is really stubborn, for even with the professor telling them to work independently and silently, really did something mischievous just to get answers from his seatmate. Mr. Bean prepared for some other subject, Trigonometry if I’m not mistaken, but the envelope he opened was the questionnaire on Calculus. And that was the beginning of his panic.
That behavior is also true to other students who panic for being so surprised. And in actual classroom setting, students like Mr. Bean really exist. In fact, some suffer from mental block, and experiencing headache and stomach ache due to nervous. So, there is a challenge on the part of the teacher on what to do with students like Mr. Bean - ignore, or reprimand. With that panicking, cheating arise.
Cheatings during examinations have now become rampant in the different level of educational ladder. It is not only in elementary, high school, and college classrooms, but also in national professional examinations.
A friend of mine, also now a master teacher of an elementary school in our division, confessed to me one time, when we attended a Civil Service Examination orientation that he took a Civil Service Exam of his brother who lacks self-confidence in taking the test. And because my friend knew he was cheating, he felt so guilty the entire period during the exam. Then after passing the paper, was a sigh of relief. But suddenly, when he was going away from the campus, a policeman called “Ernest, Ernest!”. And he didn’t mind, because he wasn’t Ernest. He has a different name. But then he remembered it was the name of his brother, and so he looked back, and the policeman stopped running after him, and said “You forgot to sign.”
“Whew!”, he thought he was caught up on his cheating. Then, the day was over, but at present, that terrifying guilt he felt one time, is vividly remembered by him until now.
To some, cheating gives real self-excitement, but to some few, they don’t do things that they know they soon would regret.
In classroom, as included in Dr. Alonsabe’s lecture, it would be better to allow students to open their notes, to avoid cheating, which I strongly agree, because like in my Mathematics class, I allow calculator-use to the students. For I believe, that no matter what materials are made available, if students do not know how to use them, materials will be of no use.
We measure distance, we assess learning, and we evaluate results in terms of some set of criteria, the conclusion made by Dr. Bob Kizlik.
Evaluation is engaging in some process that is designed to provide information that will help us make a judgment about a given situation.
Testing is also called assessment and involves an interaction with the student to reveal the knowledge that the child has retained from the class lessons.
Assessment is a process by which information is obtained relative to some known objective or goal.
Measurement refers to the process by which the attributes or dimensions of some physical object are determined. It is simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes.
“Choose a partner to discuss with on how you felt back when you were in your High School when given a test,” the next activity after the review. Seated with Teresa Mingo, my partner, we followed the instruction. Bringing back High School memory when a test is announced in advance, both of us claimed to really have always prepared for the evaluation. Perhaps, both of us belong to the A Type of student, the one who does the homework, is always obedient, always good, and responsible. But like other high school students, when given an unannounced test, there is always the feeling of anxiety due to unpreparedness. But still, ready or not, the quiz must go on.
However, our experiences in high school were so much different from that of Mr. Bean’s. His funny video, I think, showed the behavior of a student who is really stubborn, for even with the professor telling them to work independently and silently, really did something mischievous just to get answers from his seatmate. Mr. Bean prepared for some other subject, Trigonometry if I’m not mistaken, but the envelope he opened was the questionnaire on Calculus. And that was the beginning of his panic.
That behavior is also true to other students who panic for being so surprised. And in actual classroom setting, students like Mr. Bean really exist. In fact, some suffer from mental block, and experiencing headache and stomach ache due to nervous. So, there is a challenge on the part of the teacher on what to do with students like Mr. Bean - ignore, or reprimand. With that panicking, cheating arise.
Cheatings during examinations have now become rampant in the different level of educational ladder. It is not only in elementary, high school, and college classrooms, but also in national professional examinations.
A friend of mine, also now a master teacher of an elementary school in our division, confessed to me one time, when we attended a Civil Service Examination orientation that he took a Civil Service Exam of his brother who lacks self-confidence in taking the test. And because my friend knew he was cheating, he felt so guilty the entire period during the exam. Then after passing the paper, was a sigh of relief. But suddenly, when he was going away from the campus, a policeman called “Ernest, Ernest!”. And he didn’t mind, because he wasn’t Ernest. He has a different name. But then he remembered it was the name of his brother, and so he looked back, and the policeman stopped running after him, and said “You forgot to sign.”
“Whew!”, he thought he was caught up on his cheating. Then, the day was over, but at present, that terrifying guilt he felt one time, is vividly remembered by him until now.
To some, cheating gives real self-excitement, but to some few, they don’t do things that they know they soon would regret.
In classroom, as included in Dr. Alonsabe’s lecture, it would be better to allow students to open their notes, to avoid cheating, which I strongly agree, because like in my Mathematics class, I allow calculator-use to the students. For I believe, that no matter what materials are made available, if students do not know how to use them, materials will be of no use.
Norma Delima: THE DIFFERENCES AMONG TEST, MEASUREMENT,EVALUATION, AND ASSESSMENT
Meeting 1 REFLECTION:
Different authors define terms differently, but the keyword to each definition is always there.
“Recall how these terms were defined when you were in your undergrads”, was a brain-teasing introductory statement of Dr. Alonsabe on the very first meeting in this class. “Oh my God, that was about twenty four years ago, I remember the terms, but I don’t remember the meaning anymore”, and so I thought.
The term which used to be “Test, Measurement and Evaluation” is now “Assessment of Learning”, is an important learning I had in the previous session. The measures of central tendency also as a topic to be reviewed and discussed, aroused my interest but did not make me shiver at all, for it is one of the basic topics in elementary statistics. Finding the mean, median and mode in the given data, would be an easy task for all of us, I know.
However, when the “something more” to learn other than the survey done in the Teaching Methodologies subject was mentioned, it gave me a challenge for more learning that I could probably not learn anywhere else but in this class. And I love it. That is the main reason why students like me enroll, not only for higher educational attainment, but for professional growth- and that is to be able to share to others what we learned formally in the university. I believe that the higher your educational attainment, the more credible you are when you share something to someone or even to a group of people.
“Grades are just figures or representations. They are considered the prize of exerting effort in school performance. It can make or unmake a person. It can inspire or discourage an individual”. Grades truly make a history, and like “everyone has a story to tell”, some unforgettable grades also have their stories.
I remember my high school Mathematics teacher who gave me a “not-so-good” grade, a grade I know I don’t deserve to get. But I realize, this is the reality in Education – those who are not noisy in class, especially in the beginning of classes, are most likely not recognized, thus, are given low grades. When I was a high school student, I was the silent type, I usually do not volunteer to answer, but when asked, I have a ready answer. This I think is the reason why I majored Mathematics in my undergrad and even in my Master’s. I considered it a challenge on my part, considering the positive side, but on the other side, it was like revenge- proving to the teacher that I know and could equal, and could even make myself a better and more explicable teacher.
So, I realized, before giving the grade to a student, think-time for individual grade is important, also, individual consideration should be emphasized- the culture and the personality of the individual, because every child is special. And this is EVALUATION.
EVALUATION as defined by Dr. Bob Kizllik is engaging in some process that is designed to provide information that will help us make a judgment about a given situation.
TESTING is also called ASSESSMENT and involves an interaction with the student to reveal the knowledge that the child has retained from the class lessons. Testing is usually performed in a classroom environment, with every student participating, but is also performed on individual students in an isolated setting. Tests are written, oral, open book or strictly from memory.
I think an issue on the reliable measurement or assessment made before the teacher gives grades should be considered. ASSESSMENT is a process by which information is obtained relative to some known objective or goal. Also, the “authentic” assessment must be emphasized. Good thing, there is rubrics recommended for the EVALUATION of outputs, because with it, efforts are given value.
MEASUREMENT refers to the process by which the attributes or dimensions of some physical object are determined. It is simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes.
To sum up, Dr. Kizlik concluded, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes. And in reality, Dr. Alonsabe says, the formula is: CRITERIA + EFFORT = AUTHENTIC ASSESSMENT.
Different authors define terms differently, but the keyword to each definition is always there.
“Recall how these terms were defined when you were in your undergrads”, was a brain-teasing introductory statement of Dr. Alonsabe on the very first meeting in this class. “Oh my God, that was about twenty four years ago, I remember the terms, but I don’t remember the meaning anymore”, and so I thought.
The term which used to be “Test, Measurement and Evaluation” is now “Assessment of Learning”, is an important learning I had in the previous session. The measures of central tendency also as a topic to be reviewed and discussed, aroused my interest but did not make me shiver at all, for it is one of the basic topics in elementary statistics. Finding the mean, median and mode in the given data, would be an easy task for all of us, I know.
However, when the “something more” to learn other than the survey done in the Teaching Methodologies subject was mentioned, it gave me a challenge for more learning that I could probably not learn anywhere else but in this class. And I love it. That is the main reason why students like me enroll, not only for higher educational attainment, but for professional growth- and that is to be able to share to others what we learned formally in the university. I believe that the higher your educational attainment, the more credible you are when you share something to someone or even to a group of people.
“Grades are just figures or representations. They are considered the prize of exerting effort in school performance. It can make or unmake a person. It can inspire or discourage an individual”. Grades truly make a history, and like “everyone has a story to tell”, some unforgettable grades also have their stories.
I remember my high school Mathematics teacher who gave me a “not-so-good” grade, a grade I know I don’t deserve to get. But I realize, this is the reality in Education – those who are not noisy in class, especially in the beginning of classes, are most likely not recognized, thus, are given low grades. When I was a high school student, I was the silent type, I usually do not volunteer to answer, but when asked, I have a ready answer. This I think is the reason why I majored Mathematics in my undergrad and even in my Master’s. I considered it a challenge on my part, considering the positive side, but on the other side, it was like revenge- proving to the teacher that I know and could equal, and could even make myself a better and more explicable teacher.
So, I realized, before giving the grade to a student, think-time for individual grade is important, also, individual consideration should be emphasized- the culture and the personality of the individual, because every child is special. And this is EVALUATION.
EVALUATION as defined by Dr. Bob Kizllik is engaging in some process that is designed to provide information that will help us make a judgment about a given situation.
TESTING is also called ASSESSMENT and involves an interaction with the student to reveal the knowledge that the child has retained from the class lessons. Testing is usually performed in a classroom environment, with every student participating, but is also performed on individual students in an isolated setting. Tests are written, oral, open book or strictly from memory.
I think an issue on the reliable measurement or assessment made before the teacher gives grades should be considered. ASSESSMENT is a process by which information is obtained relative to some known objective or goal. Also, the “authentic” assessment must be emphasized. Good thing, there is rubrics recommended for the EVALUATION of outputs, because with it, efforts are given value.
MEASUREMENT refers to the process by which the attributes or dimensions of some physical object are determined. It is simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes.
To sum up, Dr. Kizlik concluded, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes. And in reality, Dr. Alonsabe says, the formula is: CRITERIA + EFFORT = AUTHENTIC ASSESSMENT.
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