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Assessment Strategies in Social Studies

The document discusses the challenges of assessment and grading in social studies during the pandemic, emphasizing the need for flexibility and relevance in evaluating student performance. It highlights the importance of formative feedback and mastery of learning, suggesting that educators should adapt their assessment strategies to support students effectively. The proposal advocates for a reimagined approach to grading that prioritizes student understanding and accommodates the unique circumstances of remote learning.

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16 views3 pages

Assessment Strategies in Social Studies

The document discusses the challenges of assessment and grading in social studies during the pandemic, emphasizing the need for flexibility and relevance in evaluating student performance. It highlights the importance of formative feedback and mastery of learning, suggesting that educators should adapt their assessment strategies to support students effectively. The proposal advocates for a reimagined approach to grading that prioritizes student understanding and accommodates the unique circumstances of remote learning.

Uploaded by

IratusGlennCruz
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Assessment Strategies Used by Social Studies Teachers in the New Normal

Performance Based Assessment in the New Normal

Beulah Doreen Tomarong Cruz

A Study Proposal
Submitted in Partial Fulfillment of the Requirements
For the Course SS 304 – Production of Instructional and Assessment Materials
in Social Studies

Graduate School
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines

August 2020
Chapter 1

INTRODUCTION

Background of the Study

At this point of the pandemic, assessments and grades continue to be controversial

topics among school leaders and other members of the school community. The questions

generally revolve around the relevance and implications of assessing and grading students

while the global crisis continues to put security, safety, and health of everyone, especially, the

students, in danger. Transitioning to remote learning also made it more challenging for

teachers to gauge the students’ understanding of their lessons. What kind of assessments can

be properly and meaningfully used in online learning? For younger students, how much

parent involvement is allowable to ensure that students can independently demonstrate

mastery of learning? What kind of formative feedback can be best given to students who are

learning at home? (Tuscano, 2020)

According to Tuscano (2020) for the new normal in education, assessments and grades

should be reviewed and reimagined so that they continue to be relevant to students. Schools

should deeply think about their purposes and priorities in designing assessments or grading

students. Beyond making students accountable for their own learning, educators should also

bear in mind that in times of emergency remote learning, the higher call probably is to

continue encouraging and supporting student learning. One way of doing this is to

continuously give students feedback on their learning which can help them reflect on their

strengths and find ways to improve themselves further. Eventually, teacher’s feedback serves

as verification until students finally “get the lesson.”


In the article of Tuscano (2020) entitled t’s Not About Online Learning: A Reflection

on the “New Normal” in Education (Part 2) he stated that educators agree that grades should

reflect what students have learned and can do. However, at this time of the new normal,

grades can also cause frustration and anxiety, especially in students whose academic

performance may have “suffered” due to factors that are out of their control. Hence, educators

are called to practice flexibility in allowing students who are deeply and validly affected by

the pandemic to finish their requirements when they are ready and capable of doing so.

Educators can also focus more on mastery of learning and adopt grades that demonstrate or

indicate mastery of knowledge and skills, or lack thereof. Schools can also be clearer in their

criteria of mastery of learning while still maintaining their standards. Teachers can then help

students achieve these criteria by constantly giving them feedback. In the end, grades may

still be given, but with much fairness, compassion, and flexibility.

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