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Introduction
I have discussed in the Context and Standards the alignment of the 3 features of curriculum . The goals, instructional practices, and the assessment. These three approaches of the learning process relates to one another. The assessment used should be aligned to the goal as the goal is aligned to the instructional approach used by the teacher and vice versa.
There are different assessment frameworks used in education. DepEd Order No. 8, s. 2015, informed Public School Teachers about the different types of assessment to be practiced in the classroom setting, which are Assessment of, for, and as learning. These three approaches or types of assessment has different functions. The approaches has specific functions in the classroom, as follows, for learning informs teaching practices and strategies, as learning, students assess their own learning through self-assessment tool and of learning is using evidence of student learning to assess achievement against outcomes and standards.
It also depends on the nature of the standards-based assessment, outcomes-based assessment. Alignment with Bloom's taxonomy (cognitive progression - if there's a copy of the TOS which can be presented as a sample - need one). The use of rubrics for transparency and fairness - game-based assessment.
Figure shows the alignment of the goals, instructional approaches, and the assessment used. This is a framework used by teachers to create appropriate learning assessmet to help students reach their highest potential in the learning process (Kurt, 2020).
When teachers assess, more is in play than simply knowledge and skills - Looney, et. al, 2018
Assessment aligns to goals of learning.
FORMATIVE ASSESSMENT
This is a screenshot of the lesson plan I used, showing the learning objectives. The goals informed teaching practice. Each of these goals shall be achieved through assessment.
The figure on the right shows that the first objective is achieved. The Frayer model is used to assess the students ability to define concepts based on the video watched by the students. As what I have said earlier, that goals inform the instruction and vice versa. In this sample lesson plan I used in the classroom, my approach in teaching is learner-centered constructive approach, in which I faciliate students learning. The instructional practice is true in the paper of Padmanabha (2021) which states that AfL (Assessment for Learning) theoretical basis for teaching is rooted in constructivist principles that view learning as an active process where students construct knowledge through interaction and reflection. This perspective shifts the focus from traditional, behaviorist approaches to more flexible, student-centered practices. Under this situation, I employed the principle of constructivism which believes in the ownership of the learning of the students and focuses on the learner-centered model, teachers acted as facilitator of the teaching-learning process.
In this lesson, the learners are asked to watched the video, and to assess their understanding of the concept discussed in the video, I gave them Frayer model framework for defining and explaining concepts. This is followed with a short presentation of their answers and an opportunity to correct students idea which is done during the lesson.
The model is used to assess the students' ability to define and enumerate examples and non-examples of the concepts. This is a formative assessment that the teacher uses to gauge students' understanding of the lesson to be discussed.
What is Assessment in this scenario?
Formative assessment, as discussed in the article by Cagasan et al. (2016), can be categorized into two distinct types: formal and informal assessments. Formal assessments are structured methods employed to gather data regarding student understanding and performance, which subsequently informs the planning of future lesson instructions. These assessments may include quizzes, standardized tests, or written assignments that provide measurable outcomes.
In contrast, informal assessments are integrated into the ongoing learning process and occur during lesson discussions and activities. Teachers utilize these assessments to observe students' interactions, responses, and engagement, allowing them to adjust their teaching strategies in real time if any weaknesses or misconceptions are identified. This type of assessment can happen at any point during the lesson, enabling a more fluid and adaptive learning environment.
Research findings indicate that effective formative assessment practices can significantly enhance student motivation, self-esteem, and overall engagement in the learning process. According to Padmanabha (2021), teachers are encouraged to adopt formative assessment strategies not merely to evaluate student learning but to actively enhance it. These strategies should include delivering meaningful feedback that helps students understand their progress and areas for improvement, as well as providing them with opportunities to refine their skills and knowledge continuously. This dual approach of measuring and improving learning outcomes fosters a supportive educational atmosphere where students feel encouraged to take risks and engage deeply with the content.
This screenshot shows the assessment achieve in objective number 2 and 3 (determine whether a sequence is an arithmetic sequence or not; and identify the patterns generated by arithmetic sequence by finding the common difference and find the next few terms). This is a formal formative assessment - drill type, as the student will identify arithmetic from non-arithmetic. Additionally, students are asked to get the common difference of the sequence. And the next activity, I told them to find the next five terms as shown below:
Formative assessment results are basis for instructional strategies before, during, and after the assessment. The sample assessment below is the one presented to my students in one of my class in Math 10. This is the evaluation at the end of the lesson. The students are asked to write the answers in their notebook, each item has a time limit. This is a multiple choice activity. Due to some constraints in the instructional time--type and form of assessment may also be affected. In the 40 minute time frame - the students should be able to achieve the lesson objectives or learning targets for the day. So, to target that goal, I created this assessment to achieve the learning target. However, did I make an appropriate assessment for the students? For this particular lesson (Hinge theorem). I seem to achieve it, but to achieve the solve algebraically the missing measure of a triangle with one unknown, this would take several days so that my students can master the concept and apply the algebra in solving missing measure of the triangle.
The students particpation is 100% in this lesson, they all got the correct answer. They have adrenaline rush.
Assessments can also happen during the discussion through this discussion points guide questions. In this situation, I presented to the students a figure, posted the guide questions. This time, if I saw my students having the hard time to identify the relationship of the length and angle, I changed my questions, paraphrase or use stretch questioning it or sometimes code switch to Tagalog (some of my students might not understand the English instruction). Although we are instructed to only use English as medium of instruction, but if the language hinders the students to learn, then changing my instruction to a different language is needed so that barriers to learning will not be a problem. This is the importance of Formative assessment used to apprise teaching approaches during the lesson discussion.
Assessment also can be used to provide additional support to students using Assignments or Homework which can be used to leveraged learning. This is unguided learning, this will be an opportunity for students to improve their agency in learning at home. I give assignments in this form as reinforcement of the lesson being discussed or sometimes research about the topic for the next lesson as shown below:
Low stake quiz can also be used to reinforce identification of parts such as the one shown in the left image.
GAME-BASED-ASSESSMENT
One of the transformative use of assessment to increase engagement and cognitive participation of student in the classroom is the use of game, hence, I have created this gamify assessment. There has been studies that using games in as formative which increases student involvement - innovative formative assessment tools (Hainey, et. al, 2022).
As shown below, this is a modify jeopardy game. With timing, the students participate in the classroom. So this type of assessment increase participation and motivation for learning as there is an obvious enjoyment of learning whenever they were able to get the correct answer (Inandan, 2023; So, 2024).
Reward system has been utilized to reinforce students’ interest to learn or achieve more (So, 2024).
PERFORMANCE-BASED ASSESSMENT
This is the performance-based assessment that I used in the classroom. I used the GRASP Model as my framework to create this assessment. This will enable the students to apply what they have learned in a real-world situation haviing to take on a role of an actual job in real life. In this context, city planner, since the topic is about law of sines and geogebra.
A rubric is used to assess the work of the students as shown in the above figure.
This type of assessment employ inquiry based instruction and constructivism. As I mentioned earlier that the assessment informed the instruction and vice versa, as instruction informs the goal and vice versa. The interrelation of these three aspects of alignment in curriculum is important in the creation of authentic assessment (Grant and Wiggins, 2005).
In this particular assessment I have to improve the content and the rubric as I have noticed that I should be using an analytic type of rubric which allows me to see objectively the work/output of the students. The only downside of this activity is it needs time to perform in tthe classsroom, with only limited amount of time - this has taken me two days to finish the activity. I have also checked the groups work to guide them of their work.
CONTEXTUALIZED ASSESSMENT
Assessments also shall be related to their actual experience. Since the context of the students is in Caloocan City, I used places found in caloocan and employ geogebra and map to create to this problem which the student solve. I believe that assessments is not given to use for inform instructional practices but also, it can be used to give contextualized and cultually responsive pedagogy as an approach to make the lesson relevant to them. I created this simple exercise problem that they need to solve which are a reality for them. This way, Mathematics is not distant to them but a subject that they can appreciate thrrough the employment of contextualized instruction.
I used this assessment as part of the practical application of the lesson as an exercise that students can use to apply their knowledge and skill in problem solving on law of sines in trigonometry.
ASSESSMENT AS LEARNING: A METACOGNITIVE PROCESS
EXIT TICKET
I used this formative assessment to check whether the students have learned something on the lesson. For me assessments is more than testing students knowledge, but it is also acquiring values during the lesson discussion or the guided practice.
This is also a sample exit with the intention to teach their peers or classmates. Peer led instruction or peer coaching is an important formative assessment, in which students ask to teach their peers the methods or what they have learned (Matthewman, 2018).
This is the sample for metacognitive exit tickets. I used this to check the student's ability to assess their own learning. Assessment As Learning says that the highest form of assessment is being able to establish the agency to the students on their own learning. I believe that our goal as a teacher is not just to give the cognitive part of the subject matter but also to integrate values and to ask students to reflect on their learning through this reflective prompt. This is not part of their grade, by establishing this as a habit in my classroom, I'm producing not only critical thinkers but also reflective individuals.
SUMMATIVE ASSESSMENT
Summative assessment are used to assess students against a specific standards. Shown in the image below is the TOS (table of specifications) which shows learning competencies (learning standards) for a specific grade level in this sample, grade 9. The image on the right is an excerpt of the periodical test of Math 9.
REMEDIATION ASSESSMENT
Remediation is used to give a different form of assessment for the learning competency that the students have not mastered (image on the left). There are remediation assessment that focuses on the foundational skills (image on the right).
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