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  1. - It is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful,“ as compared to multiple choice standardized tests. - It can be devised by the teacher, or in collaboration with the student by engaging student voice.
  2. - When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.”
  3. • Analyzing • Interpreting • Synthesizing • Evaluating Information Access these skills in relevant settings and context.
  4. • Observations - Includes dates and information that the teacher collects from daily work with students. • Performance Samples - Tangible results that demonstrate student achievements.
  5. • Actual Performance - Tests and measures the student at a specific place and time.
  6. Guidelines for systematic and objective observation – based assessment. (Diane Hart) 1. Observation not only one but all the students. 2. Must be as frequent and as regular as possible. 3. Must be recorded in writing.
  7. 4. Should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized.
  8. - It is an observation tool which requires the teacher recorder to describe the traits or learning behaviours being assessed.
  9. Name: Year and Section Oral Communications Stage 1 Stage 2 Stage 3 Stage 4 Speaks w/ Speaks in Speaks Volunteers Hesitation complete extempo- to participate sentence raneously in speaking activities Date:_______ Date:_______ Date:_______ Date:_______
  10. Name:________________ Topic/Activity:__________________ _____ Attributes Rating 5 4 3 2 1 1. Clarity of presentation 2. Opportunity for class interaction 3. Organization 4. Grammar and syntax 5. Provision of summary Total
  11. - It is another observation tool also called as conference recording form. - Consist of a list of questions the teacher intends to ask and space recording the student’s answers.
  12. Research Proposal Interview Sheet Student’s Name____________ Date__________ Interviewer’s Name_______________________ Course/Subject___________________________ Topic___________________________________ 1. Why did you select this topic? 2. What are the sources of your materials? 3. What is the theoretical basis of your research topic? 4. How do you plan to gather data for your research? 5. What research instrument do you intend to use?
  13. Portfolio - a compilation of pieces of evidence of individual’s skills, ideas, interests, and accomplishments.
  14. 1. The teacher can assess the growth and development of the students at various levels. 2. Parents are informed of the progress of their children in school. 3. Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program.
  15. • Performance Checklist - consists of list of behaviours that make up a certain type of performance. Example: Behaviour: ____1. Identifies the given information ____2. Identifies what is being asked ____3. Uses variables to replace the unknown ____4. Formulates the equations ____5. Performs algebraic operations ____6. Obtains the answer ____7. Verifies if the answer is correct.
  16. • Oral Questioning - an appropriate assessment method for actual performance when objectives are: a. assess the student’s stock knowledge. b. determine the student’s ability to communicate ideas in coherent verbal sentences.
  17. • Observations and self-reports - These are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. - Needs a tally sheet as device when used by the teacher to record the frequency of student behaviours activities presented to the subjects of a study
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