PAGTATAYA
“Gabay para sa pagpapaunlad ng sarili tungo sa
personal na Layunin”
TEORYA,PRINSIPYO AT
MODELO SA PAGTATAYA
Ang Pagtataya o pagsukat sa natutuhan ay isang walang tigil na proseso at ito’y
maaaring maganap sa anumang oras.
Ayon kay AIrasian (1994) Ang pagtataya ay pagsasama-sama, pagbubuod at
pagbibigay-kahulugan sa pagbuo ng desisyon.
Sa K-12 Kurikulum ng Edukasyon, inaasahan na magbabago ang pananaw sa
larangan ng Pagtataya. Binibigyang diin sa K-12 na ang pagtataya ay ginagamit
bilang kagamitang panturo tungo sa pagkatuto sa halip na isang paraan para sa
layunin ng pagmamarka.
ASSESSMENT OF LEARNING
• PROVIDES EVIDENCE OF ACHIEVEMENT
• SUMMATIVE FORM OF ASSESSMENT
• ASSESSED THE LEARNER'S ACHIEVEMENT AGAINST THE
CERTAIN SETS OF STANDARDS/CRITERIA
ASSESSMENT FOR LEARNING
• Focuses Formative assessment
• best described as a process by which assessment information is used by
teachers to adjust their teaching strategies, and by students to adjust their
learning strategies
• Learners understand exactly what they are to learn, what expected to them and
received guidance on how to improve.
https://assessment.tki.org.nz/Assessment-for-learning/Principles-of-assessment-for-learning/(tab)/Describing-
assessment-for-learning
CONSTRUCTIVISM
Constructivist approach to assessment is a formative rather than a summative. Its
purpose is to improve the quality of student learning, not to provide evidence for
evaluating or grading students
There is a dialogue between teacher and learners.
The students collaborate among fellow students and voice in learning process
http://www.iqst.upol.cz/e-learning/m1/e-learning-m1-u2.php#:~:text=Constructivist%20approach%20to%20assessment%20is,teachers%2C%20students%20and
%20science%20content.
ASSESSMENT FOR LEARNING
FOR
TEACHERS Helps teachers’ gather information FOR
to: LEARNERS
1. plan and modify teaching and
learning programme for
individual students, groups of 1. provides students
students, and the class as a whole with information
and guidance so
2. pinpoint students’ strengths so they can plan and
that both teachers and students manage the next
can build on them steps in their
learning
3. identify students’ learning needs
in a clear and constructive way so 2. uses information to
they can be addressed lead from what has
been learned to
4. involve parents, families, in their what needs to be
children's learning. learned next.
https://assessment.tki.org.nz/Assessment-for-learning/Principles-of-assessment-for-learning/
(tab)/Describing-assessment-for-learning
BLACK AND WILIAM (1998)
4 MAIN STRATEGIES
• RICH QUESTIONING
• SHARING LEARNING GOALS
• PEER AND SELF ASSESSMENT
• EFFECTIVE FEEDBACK-
EFFECTIVE FEEDBACK
FEEDBACK MUST:
• 1. HONEST AND SINCERE
• 2. CONSTRUCTIVE AND DEVELOPMENTAL
• 3. FORWARD LOOKING
Feedback has a positive effect on learner achievement. In John Hattie’s seminal
work on educational effectiveness. Hattie ranked feedback strategies 10th out of
150 factors that bring about significant improvements in learner outcomes. This
was particularly true if the strategies involved feedback about the learner’s own
work.
https://cambridge-community.org.uk/professional-development/gswafl/index.html
GEOFF PETTY MEDAL AND MISSION
ASSESSMENT AS LEARNING
• Assessment as learning occurs when students are their own assessors.
Students monitor their own learning, ask questions and use a range of
strategies to decide what they know and can do, and how to use
assessment information for new learning.
encourages students to take responsibility for their own learning
requires students to ask questions about their learning
involves teachers and students creating learning goals to encourage growth and
development
provides ways for students to use formal and informal feedback and self-assessment
to help them understand the next steps in learning
encourages peer assessment, self-assessment and reflection
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches#:~:text=Assessment%20as%20learning
%20occurs%20when,assessment%20information%20for%20new%20learning.
7 KEY PRINCIPLES OF ASSESSMENT
• 1. VALIDITY- Does it actually assessed what is supposed to?
• 2. RELIABILITY- is the assessment consistent?
• 3. SUFFICIENCY-is there enough within the assessment
• 4. AUTHENTICITY- is the assessment genuine? Is it the learners own
work?
• 5. CURRENCY-is the type of assessment up to date?
• 6. UTILITY- is this the efficient method of assessment
• 7. EQUITY- is the assessment fair and objective?
“ ACTIVITIES UNDERTAKEN..WHICH PROVIDE INFORMATION
TO BE USED AS FEEDBACK TO MODIFY THE TEACHING AND
LEARNING ACTIVITIES”
(BLACK AND WILIAM, 1998)
TAGAPAG-ULAT
ELIREY B. COLLAMAR
MONICA E. JAGOLINO
MARAMING
SALAMAT !!!!
