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Instrumentation

Mathematics 18. Instrumentation. Monday-Wednesday-Friday @ 5:00Pm-6:00Pm. Mr. Richard M. Oco Instructor. Textbook: Assessment of Student Learning 1 & 2. Authors: Felicidad R. Del Rosario, Ph. D. Roberta L. Omas -as, Ed. D. Rebecca S. Galela , MAS. Environment.

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Instrumentation

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  1. Mathematics 18 Instrumentation Monday-Wednesday-Friday @ 5:00Pm-6:00Pm

  2. Mr. Richard M. OcoInstructor

  3. Textbook: Assessment of Student Learning 1 & 2 Authors:Felicidad R. Del Rosario, Ph. D.Roberta L. Omas-as, Ed. D.Rebecca S. Galela, MAS

  4. Environment Three (3) important factors that interact with one another in the educative process Teacher Learner

  5. Declarative Knowledge – refers to the statement of broad or general objectives in a lesson plan(Donna Tileston) Procedural Knowledge - refers to the general objectives that have to be translated into something very specific or behavioral for easy assessment.

  6. Characteristic of the Lesson Plan (Gronlund) SMARTS = SpecificM = MeasurableA = Achievable/AttainableR = Realistic/ResearchableT = Time Bounded

  7. General Objectives: To study the parts of the plants To know the functions of each parts To learn how the plant manufacture food. Specific Objectives: enumerate parts of the plant give the functions of each part identify/label the parts of the plants explain the process of photosynthesis

  8. Measurement -the process of quantifying an individual’s achievement, personality, attitudes, habits, skills;-the process by which information about the attributes or characteristics of things are determined or differentiated.

  9. Assessment -is the ongoing process of gathering and analyzing evidence of what a student can do.

  10. Evaluation -is the process of interpreting the evidence and making judgments and decisions based on the evidence.

  11. Requisites for a teacher to be competent in Educational Assessment 1. Know the educational uses and limitations of the tests. 2. Know the criteria by which quality of tests to be judged. 3. Know how to plan the tests and write the questions to be included. 4. Know how to administer the tests properly. 5. Know how to interpret the test scores.

  12. Principles of Evaluation/Assessment 1. The Ultimate aim of evaluation is to find out if objectives are met. 2. Evaluation is a cooperative enterprise. 3. It is comprehensive. 4. It is an integral part of teaching learning process.

  13. Principles of Evaluation/Assessment 5. It makes use of varied instruments. 6. Evaluation is both immediate and long term. 7. Evaluation is should be diagnostic and functional. 8. It should be judiciously. 9. The criteria for evaluation should be selected in light of clearly stated objectives

  14. Types of Evaluation As to the period the evaluation is conducted: 1. Formative Evaluation This is conducted during instruction. It aims to obtain ongoing feedback about the strengths and weaknesses of both the students and the teachers.

  15. Types of Evaluation As to the period the evaluation is conducted: 2. Summative Evaluation Occurs at the end of the unit, course or term of the program. Reports the degree to which the course objective standards have been met.

  16. Types of Evaluation As to the period the evaluation is conducted: 3. Diagnostic Evaluation conducted or administered prior to instruction. Aims to determine the starting point; identify the needed prerequisite skills; identify the causes of learning difficulties and place the students in learning groups.

  17. Types of Evaluation As to whether or not the score of one student will affect the grade of another student: 1. Criterion Referenced Test used to check whether or not the student has mastered the or achieved the required level of performance.

  18. Types of Evaluation As to whether or not the score of one student will affect the grade of another student: 2. Norm-referenced Evaluation a measure use to find out how well a student performs on a defined set of tasks in relation with the performance of other students who take the same test.

  19. Other Types of Evaluation Placement Evaluation This defines the student’s entry behavior. It determines knowledge and skills possessed which are necessary at the beginning of instruction. It is used to place students in a section or group.

  20. www.richardoco.weebly.com

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