B. UNIT 1 TO 5 by Luis B. Lobo Jr. HRST 22 https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex en-us 2021-05-21 02:12:46 UTC 2021-09-27 01:42:05 UTC hello@padlet.com REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT Hrst22lobojr_luis https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546325113 This part of the lessons gives me refreshment of the past lessons we took to Fr. Nesty. I refresh on how could I made my assessment then. What is the component of the assessment? What is the point to consider for your target learners? Then what are the properties of Assessment methods? First things first for me to make my High-Quality Assessment I need to consider my learners on what is their experience and learning. Then for me to see my targets I need the educational measurement including the cognitive, skills, competencies, ability, products, output, and project targets. These things can help me to see what I want my students to gain in those particular lessons. Then after that, they have appropriate assessment methods or procedures that I could follow like written-response instrument or we so-called traditional approach then also product rating scales in these methods that teachers must possess prototype products over their year of experience. Then also the performance test the teacher need a performance checklist consists of a list of behaviors that make up a certain type of performance. Oral questioning is the traditional question-and-answer assessment. Then the observation and self report the kind of methods the teacher uses the self-assessment or a tally method of the learners learns on the specific subject. Then the last is the thing for this chapter is the properties of assessment methods that include validity, reliability, and fairness then the other 2 which the first time I heard the practicality and efficiency, and ethics in assessment. When we say validity is the referring to appropriateness, correctness, meaningfulness, and usefulness of specific conclusions that teacher reaches regarding the teaching-learning situation. The content and format of the instrument that we use is content validity. Reliability is simply the consistency of the assessment. Fairness is talk about the fair procedures of the assessment for both students and teachers. Practical and Efficiency this kind of method simply says that for us to easily interpret the result of the procedure it should be practical and efficient. Then last is the ethics in assessment is simply a question of being right or wrong then it can harm my students shortly it showed that every question we could do is to think our students. Then also the ALIGNMENT]]> 2021-05-21 02:14:49 UTC https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546325113 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT Hrst22lobojr_luis https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546337705 The process-oriented performance-based assessment was simply talking about the process of the students to arrive at that kind of output. Assessment is not only on the traditional because this could also more effective when we reflect on the understanding of learning as multidimensional, integrated, and revealed in performance over time. Then before you arrive at that kind of assessment
you should have a set of learning competencies or objectives when we talk of competency it is groups or clusters of skills and abilities needed for a particular task. Then it was included the learning tasks for me as a teacher that my students will follow the particular learning process. Then for me to score my
students I need Rubrics these rubrics could be my basis on how could I grade my students. Then they have 2 kinds of rubrics the Analytic and the Holistic when we say analytic it is the articulates levels of performance for each criterion so the teacher can assess student performance on each criterion then it
is the most common that holistic and easier for the teacher to assess the criterion. While holistic is not like analytic rubrics it was not separate levels of performance for each criterion that seeing the performance in the multiple criteria as a whole then it was used when a quick or gross judgment needs to be made. In making rubrics they have no specific number of levels should have.

The process-oriented performance-based assessment was simply talking about the process of the students to arrive at that kind of output. Assessment is not only on the traditional because this could also more effective when we reflect on the understanding of learning as multidimensional, integrated, and revealed in performance over time. Then before you arrive at that kind of assessment

you should have a set of learning competencies or objectives when we talk of competency it is groups or clusters of skills and abilities needed for a particular task. 
]]> 2021-05-21 02:19:14 UTC https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546337705 PRODUCT-ORIENTED PERFORMANCE ASSESSMENT Hrst22lobojr_luis https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546349123 Product-oriented performance assessment is the assessment which is talk about the end result of the students learning. This kind of assessment assesses the projects and work of the students. Then here they have a particular level or procedures that we need to followed ISt the beginner, 2nd skilled and 3rd is the expert this procedures help you to better know the statues or expectation for your students. In regard to the task I need the complexity, appeal, creativity and goal-base for me to observe the output of my students. In regard to the rubrics I use the descriptive scoring for me to be guided in evaluating the products of the students. ]]> 2021-05-21 02:23:22 UTC https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546349123 ASSESSMENT IN AFFECTIVE DOMAIN Hrst22lobojr_luis https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546359996 The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. These kinds of assessments are really hard to assess because this is more on the affective side or feelings of the teacher or what you called a subjective assessment. Then like the cognitive domain this affective domain has also taxonomy given by Krathwohl et al, 1964. They have a Receiving being aware of or sensitive to the existence of certain ideas by being willing to tolerate, Responding is committed in some small measure to ideas by actively responding, Valuing is willing to be perceived by others as valuing certain ideas, Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Characterization is acting consistently in accordance with the values they internalize. Then also when we study of affective competency we need to study Attitudes and Motivation. The attitude is composing of cognition, affect, behavioral intentions and evaluation, while motivation is the reason or set of reasons that engage the students in the new behavior. Then also here we develop the assessment tools for the affective domain I learned about the Self-Report is the common measurement tools in the affective domain by requesting a student to grade there own attitudes and feeling towards ideas and people, Rating Scale is a set of categories designed to elicit information about a quantitative attribute in social science, Semantic Differential Scales it assesses individual reaction to specific words, ideas or concepts in terms of ratings on bipolar scale, Thurstone and LikertScale this scale was developed by the 2 people Thurstone which is the father of attitude measurement and Likert who use the methods of summated rating, then the last is the Checklist is the one of the common and perhaps the easiest instrument in the affective domain it is compose of simple items that the student or teacher marks an absent and present.]]> 2021-05-21 02:26:44 UTC https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546359996 PORTFOLIO ASSESSMENT METHODS Hrst22lobojr_luis https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546373706 A portfolio assessment is a purposeful collection of student's work that exhibits the student's effort, progress, and achievements in one or more areas. This kind of assessment is one of the several authentic than non-traditional assessment techniques in education. This assessment also is one of the criteria for
applying to the accreditation of the CHED. Then also these assessments have features and principles 

1. Is a form of assessment that students do together with teachers (that means the teachers will help the students in planning, execution, and evaluation of the contents of the portfolio. 

2. It is the representation of the selection of what the students believe is best included from among the possible collection of things related to the concept being studied. The teacher will assist the students.

3. It provides a sample of the student's work like reflection, self-assessment that leads to growth. 

4. This kind of assessment must be clear on both sides the teachers and the students on what will be there in the portfolio. The purpose of this assessment is matched to teaching, the clear goal which decided on the beginning of instruction clear in the teacher and students give the profile of the learning abilities in terms
of depth, breadth, and growth, tools for assessing a variety of skills not normally testable in a single setting for traditional testing, develop an awareness of own learning by the students, caters to individuals in the heterogeneous class, develops social skills through interaction on other students, develops individual and active learners, improve motivation for learning and achievement and provides the opportunity for student-teacher dialogue. Then the portfolio has the following essential elements like a cover letter which contain the "authors background" it summarizes the evidence of the student's learning and progress, table of content which having the paging, entries is the core and the optional the core is the agreed upon by the teachers and the students while the optional the students want to add in his/her portfolio, dates and time for the proof of growth, drafts for the first and see the improvement in the revisions, then the last is the reflection to see the relevance of the lesson to the life of the students. They have types of portfolio the documentation involves the collection of work overtime showing growth and improvement reflecting students' learning of identified outcomes, then process particularly useful in documenting students' overall learning process, then the last showcase only shows the best of students' output and products. I can evaluate my portfolio through my thoughtfulness, growth and development, understanding and application, completeness, correctness, appropriateness, and process presented in the portfolio, and diversity of entries. Then last is the students-teachers conference or maybe I put it on my own word the "kamustahan" on which I think is very useful also so that the teacher and the students know each other better.]]> 2021-05-21 02:31:39 UTC https://padlet.com/Hrst22lobojr_luis/q5wgn586xo3fc1ex/wish/1546373706