Makikita pa ba sa kasalukuyang panahon Ang mga kulturang Pinoy na natalakay? Patunayan. Show
arrange letter SIGAPE NOLISPE Panuto: Mula sa isang napanood na Trailer o Teaser ng isang pelikulang may kahalintulad na paksa sa binasang maikling kuwento. Punan ang impormasyon s … Gawain 7: Sagutin 1. Tungkol saaan ang kolum na binasa? 2. Sang-ayon k aba sa puntong ipinaliwanag ng sumulat? Pangatuwiranan. Pagsusuring Gramatikal … o eto pa who want to be my Oni chan Tatlong uri at pinagmulan ng datos Gumawa ng talata na may sanhin at bunga Eto pa pic ng Tanjiro sinong may gusto Naglalayong maghatid ng komprehensibo at estratehikong proyekto na sumasalamin sa katotohanan ng buhay at tumatalakay sa kultura at pamumuhay sa isang … Dalwang uri ng interbyu/panayam 3. My Reflection REFLECTFaculty of Education.; The Open Resource Bank for Interactive Teaching; and University of Cambridge Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When assessment for learning is well established in a classroom, students are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress The notion of ‘assessment’ is often bound up with ideas regarding examinations, accreditation, perhaps even accountability. However, for some time there has been a growing discussion regarding ‘Assessment for Learning’ (AfL), or formative assessment. This form of assessment stands in contrast to summative assessment, which is understood to be the form of assessment most often conducted at the end of the unit, which is supposed to represent the understanding of that unit’s content at that point in time. Assessment for Learning, in contrast, is targeted at assessing understanding throughout teaching, helping students to understand what stage they are at, and how they might improve. AfL thus involves assessment to provide feedback for improving learning. Click here to watch video (4:48 minutes) Rick Wormeli: Formative and Summative Assessement Rick Wormeli, author of Fair Isn’t Always Equal and Differentiation, explains the difference between the two and how formative assessment helps you offer better feedback to your students. Stenhouse Publishers]. (2010, Nov. 30). Rick Wormelli:Formative and Summative Assessment. [Video File]. Retrieved from https://youtu.be/rJxFXjfB_B4Type your textbox content here.
The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Quoted from Assessment for Learning: 10 Principles by the Assessment Reform Group, 2002, available from aaia.org.uk. Click here to watch a video from Engage NY (2:36 minutes) The Teacher provides feedback during and after instruction
[EngageNY]. (2016, Jan. 11). Teacher provides feedback during and after instruction – Example 5. [Video File]. Retrieved from https://youtu.be/cbm61KhmDQ0 The following key characteristics identify assessment for learning in practice. Assessment for learning
Based on: Assessment Reform Group (1999) Assessment for learning: beyond the black box. University of Cambridge, Faculty of Education. ISBN: 0856030422. (Adapted from Assessment for Learning Introduction, section What). Readers should also refer to Assessment for Learning Research Summary and the references contained therein. How might we use Assessment for Learning?The following suggests some teaching strategies that will support the development of assessment for learning in your classroom. Key Characteristics of Assessment for Learning and Teaching Strategies Sharing learning objectives with students
Click here to watch Engage NY video (2:10 minutes) Teacher communicates expectations for learning. Teacher’s purpose for the lesson or unit is clarified through a Q & A with the students.
[EngageNY]. (2015, Nov. 18). Teacher communicates expectations for learning – Example 2. [Video File]. Retrieved from https://youtu.be/ujVp6wAVnr4 Helping students to know and recognize the standards they are aiming for
Click here to watch the Engage NY video (1:16 minutes) Teacher communicates expectations for learning Teacher’s purpose for the lesson or unit is clear, and includes where it is situated within broader learning, as demonstrated by student knowledge of key vocabulary.
[EngageNY]. (2015, Nov. 18). Teacher communicates expectations for learning – Example. [Video File]. Retrieved from https://youtu.be/5sBipS_cVRs Involving students in peer and self-assessment
Click here to watch this Video from Engage NY (3:18 minutes). The teacher uses formative assessment to monitor and adjust pacing The teacher uses a variety of formative assessment moments to monitor the progress of individual students. The students self-assess progress and assist each other as necessary.
[EngageNY]. (2016, Jan 12). Teacher uses formative assessment to monitor and adjust pacing- Example 6 [Video File]. Retrieved from https://youtu.be/x4Wk_x3Zc2I Providing feedback that leads students to recognizing their next steps and how to take them
Click here to watch Engage NY video (2:17 minutes) The teacher provides feedback to students The teacher’s feedback to students is timely, uses a common rubric, and connects to specific examples from the students’ work.
[EngageNY]. (2015, Dec. 4). Teacher provides feedback to students- Example 10 [Video File]. Retrieved from https://youtu.be/fGeYPYEBXsg Promoting confidence that every student can improve
Involving both teacher and student in reviewing and reflecting on assessment information
(Adapted from Assessment for Learning Introduction, section How). Summary of the researchAssessment for learning Inside the black box: raising standards through classroom assessment The publication Inside the black box: raising standards through classroom assessment is an influential pamphlet that summarizes the main findings arising from 250 assessment articles (covering nine years of international research) which were studied by Paul Black and Dylan Wiliam. The document is well known and widely used, and acts as a touchstone for many professionals in the field of assessment. Assessment for learning: beyond the black box This publication by the Assessment Reform Group follows up the work of Black and Wiliam and identifies five key factors
The research also identifies a number of risks with regard to assessment
Working inside the black box: assessment for learning Working inside the black box picks up where Inside the black box left off. It sets out its main findings under four headings: Questioning
Click here to watch the video from Engage NY (6:32 minutes) The teacher uses a variety of questions Most of the teacher’s questions are of high quality and asked with adequate time for students to respond. Students share a few of their own thoughts and questions.
[EngageNY]. (2015, Nov. 24). Teacher uses a variety of questions- Example 4 [Video File]. Retrieved from https://youtu.be/3s0-8jP6eGk Feedback through marking (grading and comments)
Peer and self-assessment
The formative use of summative tests
The underlying issues are identified:
Resources on Assessment for Learning (aka Formative Assessment)Brookhart, S. & Lazarus, S. (2017) Formative Assessment for Students with Disabilities. Commissioned by the Council of Chief State School Officers State Collaborative on Assessing Special Education Students and Formative Assessment, Washington, DC. https://www.ccsso.org/sites/default/files/2017-12/Formative_Assessment_for_Students_with_Disabilities.pdf |