Chapter 3

1. Chapter 3

2. Introduction • Teaching social studies as an interdisciplinary approach has resulted in increased instructional time at the Elementary level as teachers integrate social studies into art, language arts, math music, physical Education, and science.

3. The National Council for Social Studies (NCSS) Committee on Testing and Evaluation • Evaluation instruments should: • Focus • Be used to improve curriculum and instruction • Measure both content and process • Be chosen for instructional, diagnostic, and prescriptive purposes • Reflect a high degree of fairness to all people and groups.

4. Evaluation of student achievement should • Be used solely to and improve teaching and learning • Involve a variety of instruments and approaches to measure knowledge, skills, and attitudes; • Be congruent with the objectives and the classroom experiences of the students.

5. State and local agencies should • Secure appropriate funding to implement and support evaluation programs • Support the education of teachers in selecting developing • Using assessment instruments

6. Assessment Versus Evaluation • Collection • Storage • Retrieval of data

7. Assessments are merely tools for collecting the data or information about the students level of understanding of the instructional objectives. • Evaluations – involve teacher judgments that are made based on the information obtained from the assessment.

8. Two basic categories • Formal assessments are very structured assessments that are planned in advance, it includes traditional teacher-made tests, oral presentations, and group projects. • Informal assessments are the discussions, and other activities, Informal assessments are also those nonverbal cues that eacher use to determin students’ level of attentiveness or confusion.

9. Formative and Summative Evaluations • Formative evaluations • Summative Evaluations

10. According to Herman, Aschbacher, and Winters (1992, 13) there are 10 factors must be developed, • Assessments must measure the instructional goals and objectives. • Assessments must involve the examination of the processes as well as the products of learning. • Performance-based activities not constitute assessments perse. • Cognitive learning theory and its constructivist approach to knowledge acquisition support the need to integrate assessment methodologies with instructional outcomes and curriculum content. • An integrated and active view of student learning requires the assessment of holistic and complex performances.

11. Assessment design is dependent on assessment purpose • The key to effective is the match between the task and the intended student outcome. • The criteria used to evaluate student performances are critical, in the absence of criteria, assessment remains an isolated and episodic. • Quality assessment provides substantive data for making informed decisions about student learning. • Assessment systems that provide the most comprehensive feedback on student growth include multiple measures taken overtime.

12. Six levels of taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

13. Presented by: Roque, Fortes T. BSED-3