LESSON State whether the statement is true or false. Are you ready? Writing tests, checking test papers, and computing grades are some of the essential tasks of a teacher. While assessmentis often viewed as being at the tai-end of the teaching- learning process, itis the area that has been at the center of debates and discussion for the past couple of decades. Issues concerning the validity and reliability of pen-and-paper tests versus those of authentic assessment procedures evoke strong sentiments from various sectors of the school community. Indeed, assessment is riddled with so many misconceptions and traditional views and practices. This lesson aims to identify these misconceptions, provide an overview of the assessment process, review some commonly used testing formats, and offer some alternatives to pen-and-paper testing through portfolio and performance assessment.The topics will follow this sequence: «Assessment, Evaluation and Testing * Call for Changes in Student Assessment * Authentic Assessment « Balanced Assessment * Portfolio * Performance-Based Assessment J OBJECTIVES Alter going through this module, you are expected to: 1. define the terms assessment, evaluation and testing; 2. review the different types of teacher-made tests and the tips on writing each type of test; 3. discuss the criticisms against pen-and-paper tests, in general, and multiple- choice testing in particular, 4, discuss authentic assessment and its advantages; 5. define balanced assessment; 6. define a mathematics portfolio, its purposes and process: 7. illustrate the kinds of performance tasks; and, 8. differentiate the two types of rubrics: holistic and analytic.Assessment, Evaluation and Testing What's the difference between assessment and evaluation? Which comes first? The terms testing, assessment and evaluation are often used interchangeably, but strictly speaking, the three terms mean differently and cannot be used interchangeably. READ Assessment is the process of gathering information about students — what they know and can do. Evaluation is the process of interpreting and making judgments about assessment information. Testing is a means of assessment. You must be very familiar with the different test formats. But let me give you some helpful tips on testing.ec) READ Tests Paper-and-pencil tests are often made up of essay and objective items. An essay test measures higher-order thinking, including analysis, synthesis and evaluation. It may require short answers such as a sentence or two, or extended responses which may involve paragraphs. Here are examples of essay items in mathematics: > How are milligrams and milliliters similar? How are they different? > Is (3? equal to — (3)°? Explain your answer. Tips in Grading Essays 1. Be clear about your expectations by preparing a rubrie for each essay. 2, Discuss with students the components that will be assessed and the percentages: for example, comprehensiveness- 40%, accuracy, 40%, clarity of expression — 20% 1, Is there a place for essay questions in mathematics tests? Explain. 2, Write two (2) essay questions on any topic in mathematics.READ $x Objective Tests ‘The most common types of objective items are multiple-choice, true-false, matching, and completion In writing any objective test item, the teacher must constantly watch out to avoid ambiguity. The multiple-choice is the most useful objective test item but is also the most difficult to write. Tips on Writing Multiple-Choice Test Items 1. Keep the language at the students’ level using good grammatical form. 2. Express as much of the substance of the item as possible in the stem. 3. Make certain that one option is clearly the best answer. 4, Make sure that each option is plausible, 5. Keep the options in an item consistent in type and length. 6. Avoid specific determiner words and absolutes such as every, none, always, and never. 7. Avoid using a double negative or a word used both in the stem and in the response. 8. Do not use all of the above as a distractor. (Wilen, Ishler, Hutchison & Kindsvatter, 2000)Identify the weakness of each item, then rewrite the item to improve it. 1. A fraction whose numerator is less than its denominator is called a A. proper fraction C. unit fraction B. improper fraction D. similar fractions 2. What is the place value of 2 in 0.1232 A. tenths C. thousandths B. hundredths D. all of the above 3. None of the following is larger than 0.65 EXCEPT A. 0.5 C.0.7 B. 0.641 D. 0.6000 4. Which of the following is a polygon? A. circle C. cube B. square D. horse 5. Asquareis A. apolygon with 4 right angles and 4 equal sides. B. a 4-sided polygon. C. a quadrilateral with 4 equal sides. D. a quadrilateral with 4 right angles.6 oRead Tips on Writing True-False Items 1. Every item should be wholly true or wholly false. 2. Each item must be short and significant. 3. Whenever possible, avoid such items as generally and usually 4, Avoid using double negative. 5. Avoid trivia, Identify the weakness of each item, and then rewrite the item to improve it. TRUE or FALSE « Acircle is a closed plane figure and a polygon. . No equiangular triangle is not equilateral. . A diameter of a circle is twice longer than the length of any radius of the circle. |. An isosceles triangle is usually an acute triangle. . Euclid was born on 300 B.C.Tips on Writing Matching Items 1. Make sure all items concer one topic. 2. Include more possible answers than que: ns or state that some answers may be used more than once. 3. Arrange the options in some logical order such as chronological or alphabetical. 4. State clearly in the direction the properties that are to be matched (Examples: (1) Match the scientist to his or her famous invention,(2) Match the definition to the term being defined) NY gj SCQ3.4 Identify the weaknesses of this matching type test. Modify the test to improve it. Directions: Match Column A with Column B. A B triangle a. pentagon polygon with five sides b. square special triangle c, 30°-60°-90" congruent d. 180° rectangle with four equal sides eREAD ex Tips on Writing Completion Items 1. Write an item that can be completed with a single word or a short phrase. 2. Be sure that only one word or phrase can correctly complete the sentence. 3. Make all blanks the same length. 4. Do not give grammatical clues. 5. Do not put more than two blanks in any item. ‘7p SCQ3.5 V Identity the weakness of each item, and then rewrite the item to improve it. COMPLETION TYPE 1A is a triangle with at least one acute angle. 2. Aparallelogram is 3. Asquare is a parallelogram with 4 angles and 4___ sides. 4, Atriangle with two congruent sides is an triangle. 5. The of acircle is a that contains the of the circle.Testing is just one means of assessing students. Other sources of information about the students’ strengths and weakness include students’ participation in class, homework, group work, project, portfolio and performance. Portfolio and performance-based assessments are discussed in detail in this module. ‘The Department of Education provides the criteria for evaluating students. ug (OP, READ v uh Criticisms against Multiple-Choice Testing Three main points have been raised against standardized, multiple choice tests (Hart, 1994) 1) The results of standardized testing are often inconsistent, inaccurate and biased. 2) The tests are a poor measure of anything except a student's test-taking abilities. 3) They corrupt the very process they are supposed to improve. 4) Teachers’ obsession with multiple-choice test has damaged teaching and leaming by: * putting too much value on recall and rote learning at the expense of understanding and reflection; ‘+ promoting the misleading impression that there is a single answer for most every problem or question; * turning students into passive leamers who need only to recognize, not construct, answers and solu ns; * forcing teachers to focus more on what can be tested easily than on what is important for students to leam, thus, trivializing content and skill development.Do you agree with these criticisms against multiple-choice testing? Why or why not? To address these concerns, the NCTM (1989) recommends the following changes in student assessment. Recommendations for Student Assessment Increased Attention Should Be Given To: Decreased Attention ‘Should Be Given To: 1 Assessing what students know and how they think 1 Assessing what students do not know about mathematics 2. Making assessment be an integral part of teaching 2. Simply counting correct answers on tests for the purpose of assigning grades 3. Focusing on a broad range of mathematical tasks and taking a holistic view of mathematics 3. Focusing on a large number of specific and isolated skills 4. Developing problem situations that require the application of a number of mathematical ideas. 4. Using exercises or word problems requiring only one or two skills, 5. Using multiple assessment techniques, including written, oral and demonstration formats 5. Using only writien tesis 6. Using calculators, computers and manipulative models in assessment 6. Excluding calculators, computers and manipulative models from the assessment process. ‘Source: From Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989, p.191)READ x Authentic Assessment Thoughtful educators agree that if the goal is to move education away from trivialized or rote learning, then teachers will have to change the way they assess students, But while many teachers are aware that traditional tests alone fail to give a complete picture of students’ mathematical reasoning, they seem to be stuck to their old habits for lack of competence in and understanding of authentic assessment. This lesson provides a bird's eye view of where the assessment revolution is heading, that is, towards authentic assessment. It tries to define what makes an assessment approach authentic in terms of its design, structure and grading. It argues for authentic assessment by citing its benefits to the students and the teachers. Lastly, it presents the processes of authentic assessment. This lesson presents the variety of performance tasks, some examples of each that apply to the mathematics classroom, and the rubrics that may be used for marking such tasks.ACTIVITY 3.1 What Makes Assessment Authentic? DIRECTIONS: Read each item carefully. Tick the statements that, in your opinion, characterize authentic assessment, Tick 0 Statements {-Tinvolves students in tasks that are worthwhile, significant and meaningtul 2. Ithighlights what students do not know. 3. It measures competence rather than performance, 4.Itis a standardized assessment tool. 5. Itinvolves varied activities such as oral inte solving tasks or the creation of portfoli ws, group problem- 6. It involves higher order thinking skills and the integration of a broad range of knowledge. 7. Its primary aim is to provide each student a grade at the end of the semester.Tick Statements 8. Its scored using clearly stated and agreed upon performance standards, not norms or counting of errors. 9. It empowers students by providing for a significant degree of student choice. 10. it needs to be done by students in the classroom at the same time and under time pressure. 11. Itreflects real-life interdisciplinary tasks/problems.. 12. Its design, structure and grading rigidly follow prescribed standards. 13. It is educational, engaging and is worth practicing for and repeating. 14, Itis teacher-centered with very ttle student choice and participation. 16. It encourages self-assessment. Check your answers against mine on page 118.i) READ yi AN’ Changing Roles of Students and Teachers in Authentic Assessment Authentic assessment changes the roles of students and teachers in the assessment process. A. Changing Roles of Students Students are active participants in the assessment process, rather than passive test takers. ._ Students do tasks that are interesting, worthwhile and relevant to their lives rather than specific pen-and-paper tasks that often have no meaning in their day-to-day activities. . Students pose questions, not just answer them. . Students evaluate themselves and their peers, instead of just being at the receiving end. Students have choices to accommodate individual differences. Changing Roles of Teachers In authentic assessment, the teachers’ role changes as follows: from “transmitter of knowledge” to “facilitator of classroom activities designed to promote learning,” . from taking on the responsibility for student learning to assisting students take responsibilty for their own leaming; 3. from being “enemies” to becoming “allies” of the students in the assessment process; and, |. from being the sole evaluator of student's performance to being just one of the many possible evaluators of student's performance.rer} SCQ 3.6 1. Based on your experience, are the students’ roles in authentic assessment different from their current roles in the classroom? In i what ways? 2. Do you favor these changes? Why or why not? i 3. Based on your experience, are the teachers’ roles in authentic assessment different from their current roles in the classroom? In what ways? 4. Do you favor these changes? Why or why not? Balanced Assessment While criticisms have been heaped against standardized and teacher-made tests, these assessment tools cannot be done away with. After all, testing is still the most economical and efficient way to assess. On the other hand, while praises have been heaped on portfolio and performance assessment, they are not perfect nor insufficient. Many educators agree that no single assessment tool provides all the needed information regarding a student's knowledge, skills, strengths and weakness. To paint a complete picture of a student, they need all the tools at their disposal. For a balanced assessment, Burke (1999) suggests that educators use standardized and teacher-made tests to measure knowledge and content, portfolios to measure process and growth, and performances to measure application. Such combination provides a “union of insufficiencies” which will provide a more accurate portrait of the individual learner.Balanced Assessment Standardized and Performance Portfolio Teacher-Made Tests Emphasis: Emphasis: Emphasis: * Knowledge * Standards * Process * Curriculum * Application * Product * Skills * Transfer * Growth Features: Features: Features: «Tests * Tasks * Reflection * Quizzes * Criteria * Goal-setting sBestanments + Rubrics * Self-evaluation * Norm-referenced aiGiherions * Collaboration * Growth and Development referenced Diagram of a Balanced Assessment The integration of the three types of assessment represents a balanced ssessment based on the model by Fogarty and Stoehr (1996).The Why, What and How of Assessment Given your awareness of authentic assessment and its benefits and your experience with traditional forms of assessment, tick the statements that correspond to your answers to the following questions 1. Why do we need to assess? To check our students’ strengths and weakness and how well they are leaming To come out with a grade at the end of the quarter or semester To identify which students are good, average or poor To know how well we are doing as teachers and as a class To identify which students should be promoted, retained, or placed in special or remesial programs Others 2. What should we assess? Skills and content knowledge only Processes Skills and knowledge in a meaningful context Whatever is worth learning Whatever can be easily tested Others,3. How should we assess? By pen-and-paper tests By portfolios By observations By performance tasks and samples Others ae 3 READ Te Performance Assessment How do you know if a baker is good? By the quality of his or her baked goods. How do you know if a diver is good? By his or her performance in competitions.How do you know if a barber is good? By the number of his loyal costumers. Notice that we judge how well people do their jobs by their performance and not through a pen-and-paper test. Can this idea be applied in the classroom? oD READ ¢ De. What is Performance Assessment? Put simply, it is a manner of assessing one’s knowledge and skills in an actual or realistic context. Hart (1994) notes that unlike traditional tests that focus on facts and discrete skills, performance assessment is designed to test what we care most about — the ability of students to use their knowledge and skills in a variety of realistic situations and contexts. It encompasses many skills and usually has a direct application to real tasks people are asked to do in everyday life (Burke, 1999) ‘Students have no prescribed or memorized rules or specific correct solution method for doing such tasks (Van de Walle, 2001) Characteristics of Performance Tasks According to Gronlund (1998), tasks should 1. be realistic to reflect those in the real world; 2. be complex and novel to encourage originality and multiple solutions;3. require more time for assessment due to the difficulty in designing and evaluating the tasks; and 4, require greater use of judgment in scoring Which of the following is a performance task? Write Yes if it is and No if it is not. 1. Add: 1345 + 2346 + 358 = 2. Recite the multiplication table. ‘Add 52 and 39 in as many ways as possible. Show your solutions. Why is division not commutative? Explain. Prepare a business proposal for a company that will provide a capital of P1 million for the winning proposal. READ Mi NV Types of Performance Tasks Hart (1994) classifies the types of performance tasks according to format and uses into three broad categories: 1. Short Assessment Tasks These are used to check on students’ mastery of basic concepts, skills, procedures and thinking skills.a. Open-ended Tasks These tasks are often referred to as free-response questions. A problem or situation is presented and the student is asked to give a response by perhaps describing, solving, interpreting, graphing or predicting. It should allow students to solve it in different ways. Example 1: In how many ways can you multiply 16 and 24? Illustrate these ways. Example 2: Study the figures. Complete the table then look for a pattern. Express the relationship you observed in terms of an equation. O0e@0C® O08 0800® OOB08@0080 00 Number of 1 2 3 4 5 6 N shaded circles Number of 4 6 8 unshaded circles b. Enhanced Multiple Choice Questions When enhanced by making it more authentic and challenging or by requiring the students to explain or justify their answer, a question in a multiple-choice format can suit the characteristics of a performance task.Example 1: Clint plans to buy a number of white T-shirts for the school-year. A poster for a T- shirt sale reads: SALE! SALE! Regular price: P60 Take 30% off on the second T-shirt purchased Take 50% off on the third T-shirt purchased He has P150 in his pocket. He needs to set aside P16 from the amount for his. fare. Does Clint have enough money to buy three T-shirts from the store? A. Clint's money will be P2 short. B. Clint's money will be P20 short C. Clint will have P2 extra. D. Clint will have P20 extra, Concept mapping ‘A concept map is a cluster or web of information created by students to represent their understanding of concepts and relationships among ideas (Hart, 1994). It is used to reveal how students’ understanding changes over time. 2. Event Tasks These tasks assess broad competencies and skills and usually take a longer time to complete. Students perform better in event tasks when working together, rather than individually, which makes them well-suited for cooperative work. a. Problem-solving and analytical tasks Students are asked to plan and work out a solution to a realistic situation.Example: Your group is tasked to plan the Christmas party of the class. Prepare a detailed budget and menu for the Christmas party and suggest the amount to be collected from each member of the class for as long as the amount is not fo exceed P100. Be ready to present your plan and justify each item in class in a week's time b. Long Term Projects The project provides real-life context to the lessons learned, Example: Prepare a map of your school drawn to scale. Discuss the measurement procedures you employed and the processes you applied (e.g. estimation). The project is due in three week's time. Each group will be required to do an oral presentation aside from the written output of the project. Should a performance task always take a few days to do? Explain your answer, 2. Why is giving students enough time to do extensive performance tasks important? 3. Prepare one (1) performance task7) READ ee Rubrics Assessments using alternative approaches require the use of rubrics and the judgment of human evaluators. A rubric contains the criteria or indicators that are used in scoring students’ performances, portfolios or responses to an open-ended task. It describes the levels, of performance students may be expected to attain relative to a desired standard of achievement (Hart, 1994). Kinds of Rubrics + Holistic rubric - scoring is based on an overall impression of a sample of student work considered as a whole + Analytic rubric — separate scores are given for different indicators or characteristics of a student's output or performance. Function of Scoring Rubrics 1. Provides uniform, objective criteria for judging a performance assessment item. 2. Provides established expectations for teachers and students that help them identify the relationships among teaching, learning and assessment. Steps in Creating a Rubric 1. Identify exactly what is to be scored. 2. Define the scale (point range) of the rubric. 3. Develop descriptors for each performance level that describes unique characteristics.4, Assure that the rubric — a. defines a continuum of quality b. focuses on the same criteria c. validly discriminates performance levels d. can be reliably rated Scale Construction 1. The scale should indicate the range of possible performance arranged in order from best to poorest performance. 2, The range of performance is then divided into various levels of performance e.g. Levels Score Excellent 4 Very Good 3 Fair 2 Poor 1 1. Differentiate an analytic rubric from a holistic rubric. 2. Whenis it appropriate to use the holistic rubric? 3. When is it appropriate to use the analytic rubric? 4. How can you establish inter-rater reliability when using rubrics?2% reap BD Sample Task and Rubric James knows that half the students from his school are accepted at the public university nearby. Also, half are accepted at the local private college. James thinks that these figures add up to 100 percent, so he will surely be accepted at one or the other institution. Is James’ conclusion right or wrong? It possible, use a diagram in your explanation Sample Holistic Scoring Rubric for Problem Solving 4 Points: Exemplary Response All of the following characteristics must be present. The answer is correct. ™ The answer is clear and complete, The explanation includes a mathematically correct reason. '™ Some sort of diagram is provided that relates directly and correctly to the information in the problem. 3 Points: Good Response All of the following characteristics must be present: ™ The answer is incorrect.™ The explanation lacks clarity. The explanation is incomplete. No diagram is provided that relates directly and correctly to the information in the problem. 2 Points: Good Response Exactly one of the following characteristics is present: ™@ >The answer is incorrect. The explanation lacks clatity or is incomplete but does indicate some correct and relevant reasoning No diagram is provided that relates directly and correctly to the information in the problem. 1 Point: Poor Response All of the following characteristics must be present: The answeris incorrect. The explanation, if any, uses irrelevant argument. ™ No solution is attempted beyond just copying data given in the problem ‘statement. ™@ No diagram is provided that relates directly and correctly to the information in the problem. 0 Point: No Response ™ The student's paper is blank or it contains only work that appears to have no relevance to the problem Source: Califomia Assessment ProgramSample Analytic Scoring Rubric for Problem Solving Understanding the Problem 0: Complete misunderstanding of the problem 1: Part of the problem misunderstood or misinterpreted 2: Complete understanding of the problem Planning a Solution 0: No attempt, or totally inappropriate plan 1: Partially correct plan based on part of the problem being interpreted correctly 2: Plan could have led to a correct solution if implemented properly Getting an Answer 0: No answer, or wrong answer based on an incorrect plan 4: Copying error, computational error, partial answer for a problem with multiple answers 2: Correct answer and correct label ws (DREAD PORTFOLIO ASSESSMENT _-— | Have you heard about portolio assessment? This section answers the most frequently asked questions about portfolio assessment.What is a Portfolio? ‘It is a purposeful collection of student's works that exhibits the student's efforts, progress and achievements in one or more areas (Carter and Spandel, 1992). ‘It is a process that enables students to become active and thoughtful learners (Burke, Fogarty and Belgrad, 1995). What are the Possible Contents of a Portfolio? 1. A Creative Cover. It gives the subject area, author, and title, and the general theme of the portfolio. 2. A_Letter to the Reader. It welcomes the reader and explains the cover, the title and/or the theme. 3. A Table of Contents. This shows how the entire portfolio is organized. 4. The artifacts or evidences. These may vary depending on the type and purpose of the portfolio. 5. Reflections. This is meant to reveal student insight. 6. Self-Evaluation. This encourages students to assess their own strengths and weaknesses and monitor their own leaming. Why use Portfolios? To allow students to show their best To show change and growth over a period of time (Vavrus, 1990) To invite students and teachers to be allies in the assessment process. To provide an opportunity for richer, more authentic and more valid assessment of the students. To form an intersection of instruction and assessment (Paulson, Paulson & Meyer, 1991)Types of Portfolios The types of portfolios largely depend on the purpose for which they are made. They include: * Best Work Portfolio — showeases the students’ best works as selected by the student and the teacher + Process Portfolio — presents the progress of a certain work from the first draft to the final form to show growth * Working portfolio — supplements traditional means of grading and is used for on-going informal assessment of students’ progress and evidence of their learning. + Integrated Portfolio — gathers different disciplines in one piece of work in line with a thematic approach to learning Criteria for Portfolio Entries The following are suggested by Steffy (1995). * Reflect genuinely useful skills and knowledge * Allow flexibility in student preparation and presentation * Allow time for serious, comprehensive work * Prompt students to stretch their minds and make connections * Place knowledge in a context, which supports the value of what has been learned Possible Portfolio Evidences + Papers that show student's correction of errors or misconceptions + Assolution to a complex open-ended question showing originality and unusual procedures + Aproblem made up by the student © Areport of a group project with comments about the individual's contribution¢ Journals that show students’ reflections Artworks, photos, video or audiotapes that document their work in class or on a project * A mathematical autobiography Possible Portfolio Organizers Organizers must be durable and economical. Some of the possible portiolio organizers are as follows: clear book, album, bag, envelope, box, bound sheets. The Portfolio Process Burke (1995) outlines the portfolio process as follows: 1. Orientation 2. Planning 3. Gathering of evidences Selecting evidences based on criteria Connecting and conferencing with others Injecting and ejecting artifacts continually to update NOs Respecting work and exhibiting with pride ‘These steps can be simplified into three basic steps. THE PORTFOLIO PROCESS Student Reflection GOLLECT | (>) | SELECT | (>) | REFLECT | | os evidences To help students’ reflect on the items in their portfolio, any one of the following bridging questions may be used:+ Why have | chosen this piece? + Why is this piece important? ‘© What does this piece show about what | know and what | learned? SCQ 3.10 1. Identify three primary features of portfolio assessment. 2. What makes the portfolio product different from a scrapbook? 3. What is the role of the teacher in portfolio assessment? 4 |. How is the role of the student in portfolio assessment different from his or her role in traditional testing? Do you know how portfolios are marked? Read this! Marking the Portfolio 1. Evaluate portfolios in terms of growth demonstrated within an individual portiolio, rather than comparisons made among different students’ work (Vavrus, 1990). 2. The teacher may grade none of the evidences, some of the evidences, all of the evidences or the whole porttolio itself. 3. Consult everyone involved in choosing the rubric. 4. An analytic or holistic rubric may be used in marking portfolios.This is an example of an analytic scoring rubric for portfolios. PORTFOLIO SCORING RUBRIC Portfolio Owner: Evaluator: Self Peer ____ Teacher Directions: Tick (/) the box below the score that best describes the indicator. The legend below gives the description of each score. Legend: 5 — Outstanding 3 — Satisfactory 4—Very Satisfactory 2+ Fi 1 — Needs Improvement Criteria 5 ]# 7s 2 [a A. Visual Appeal (20%) . Cover Lay-out Tone/mood Creativity Resourcefulness Neatness ona en B. Organization (20%) Order of entries Coding technique Readability of entries Correctness of form (e.g. grammar) PeNea ©. Content (30%) 1. Statement of purpose 2. Completeness of entries 3. Diversity of Sele D. Reflections (30%) 1. Depth of understanding 2. Application of ideasThis is an example of a holistic scoring rubric for porttolios. Portfolio Scoring Rubric Directions: Read the entire portfolio carefully. Evaluate the entire work in terms. of the scale indicators below. SCALE INDICATORS Scale 5 (Outstanding) ‘* Presents a variety of work done individually or in groups * Uses many resources ‘+ Shows good organization and a clear focus ‘* Displays evidences of self-assessment such as revisions, a letter on why one chose a certain entry, etc. * Includes few, if any, errors in grammar, usage or mechanics ‘+ Reflects enthusiasm, creativity, extensive investigation and analysis of information Scale 4 (Very Satisfactory) * Presents a variety of work done individually or in groups © Uses many resources * Contains minor organizational flaws * Exhibits some errors in grammar, usage or mechanics * Reflects enthusiasm, creativity, self-assessment, extensive investigations and analysis of information Scale 3 (Satisfactory) * Presents fewer works and some resources * Includes confusing organization and a focus which is unclear * _ Reflects some enthusiasm, creativity, self-assessment, extensive investigations and analysis of information Scale 2 (Fair) * Contains problems in mechanics that interfere with communication * Reflects poor organization * Lacks focus, enthusiasm, creativity and analysis of information Scale 1 (Needs Improvement) * Consists mainly of ditto sheets or pages copied from a textbook © Contains no evidence of student thinkingComplete these statements. 1. [think portfolio is .... 2. What I like most about itis 3. What I like least about itis... LET'S SUMMARIZE ‘Assessment is the process of gathering information about students — what they know and can do. Evaluation is the process of interpreting and making judgments using assessment information. Testing is a means of assessment. 1. The standardized test as an assessment tool has many limitations, foremost of Which is that it corrupts the very process it is supposed to improve as it puts too much value on recall and rote learning at the expense of understanding and reflection. 2. Assessment is authentic when it involves students in tasks that are worthwhile, significant and meaningful 3. Teachers are encouraged to use multiple assessment techniques, to include calculators, manipulatives and computers in assessment, and to focus on a broad range of mathematical tasks for a holistic view of mathematics, among others. 4, Balanced assessment involves the use of standardized and teacher made tests to measure knowledge and content, portfolios to measure process and growth,5. Performance assessment is a manner of assessing one’s knowledge and skills in an actual or realistic context. 6. The types of performance tasks are: a. Short Assessment Tasks (open-ended tasks, enhanced multiple choice questions, concept mapping) b. Event Tasks (Problem-solving and analytical tasks, Long term projects) 7. A tubric contains the criteria or indicators that are used in scoring students’ performances, portfolios or responses to an open-ended task. «Holistic rubric-scoring is based on an overall impression of a sample of student work considered as a whole * Analytic rubrie- separate scores are given for different indicators or characteristics of a student's output or performance and performances to measure application. 8. Portfolio assessment is 2 purposeful collection of student's works that exhibit the student's efforts, progress and achievements in one or more areas. 9. The types of portfolios are: best work, process, working, and integrated. The portfolio process is: collect, select and reflect.