GFF 2016 International Conference-Workshop

INTERNATIONAL CONFERENCE-WORKSHOP
FOR TEACHERS AND ADMINISTRATORS ON
“Stratagems and Modalities of Learning Outcomes Assessment across Disciplines”

1. RATIONALE

 As the Philippine education system gears up full implementation of the K to 12 Basic Education Program, this conference-workshop is proposed for teachers and administrators across disciplines to significantly improve student learning with the enhanced K to 12 curriculum. Students take their cue about what they are expected to learn from the techniques of assessment and evaluation that is administered to them. Accordingly, assessment and evaluation techniques should bring about student outcomes like development of higher order thinking skills (HOTS), creativity, problem solving abilities, collaborative learning and hands on assessment learning outcomes.

This conference-workshop will help the teachers and administrators acquire skills and knowledge in developing outcome-based learning tasks that measure the student’s self-monitored understanding of various contents in different subject areas or disciplines. In addition, this conference-workshop will help participants identify the most important skills and processes to evaluate learning and teaching and implement the most appropriate forms of assessment in their fields of specialization. This activity will also be a venue for the participants to engage in discussion with the speakers and presenters on their research results on learning assessment and evaluation. There will also be an opportunity to construct content- and performance-based assessment materials for the participants to bring back to their classes.

1. OBJECTIVES

 The conference-workshop aims to:

1. present the global perspectives and best practices in assessment and evaluation of learning outcomes;
2. identify relevant and appropriate assessment modalities to measure learning outcomes in K to 12 various subject areas;
3. introduce the use of digital technique in assessment and evaluation for K to 12 student learning;
4. define constructed-response assessment evaluation for learning outcomes in K to 12; and
5. demonstrate ability to construct valid, reliable, and measurable test items.

 EXPECTED OUTPUT

 The main output of the conference-workshop is the development a doable action plan and sample test items on the learner outcome with the end in view of improving relevant assessment and evaluation integral to the implementation of the K to 12 Program.

1. DATE AND VENUE

 The conference will be held from October 27-29, 2016 at the Tagaytay Country Hotel, Olivarez Plaza, E. Aguinaldo Hi-way Tagaytay City, Philippines.

PROPOSED TOPICS FOR PLENARY SEPAKERS

Stratagems and modalities of learning outcomes assessment and evaluation across disciplines

1. Promoting skills in developing assessments and evaluation
2. Innovative development and management for educators
3. Frameworks and strategies for constructing appropriate assessment and evaluation
4. Using test result as basis of improving the learning process
5. Assessment of massive, online, open courses (MOOC) lessons for learning
6. Assessment and evaluation frameworks to improve learning outcomes
7. Curriculum designing and instructional delivery assessing 21^st century skills
8. Development of instructional objectives for diverse learners

STRANDS FOR PAPER PRESENTATIONS

ASSESSMENT AND EVALUATION STRATEGIES

1. Measurement and assessment process in learner-focused paradigm
2. Authentic learner-centered assessment
3. Appropriate and relevant assessments approach
4. Collaborative and participative learning assessment & evaluation frameworks
5. Teachers learning experience in assessment and evaluation

 USING TECHNOLOGY TO ASSESS STUDENT LEARNING

1.  The use of technology in student learning assessment
2. Challenges of the use of technology in learning assessment
3. The role of teacher using technology in learning assessment
4. Strategies in learning assessment using technologies
5. Experiences and research results of using technology for assessment implemented in various disciplines

OUTCOME-BASED EDUCATION ASSESSMENT AND EVALUATION

1.  Innovative strategies and practices of outcome-based assessment
2. Outcome-based assessment classroom assessment techniques
3. Assessment tools for life-long learning
4. Tests and measurements of outcome-based learning
5. Experiences and research results of outcome-based assessment implemented in various disciplines

 TEACHER EDUCATION FOR ASSESSMENTS AND EVALUATION

1. Assessing diverse learners
2. Assessment for learning vis-a-vis assessment of learning
3. Assessment results towards improvement of learning
4. Responsibility of assessment to authentic learning
5. Reliability of assessment based on required competencies

INNOVATIVE DEVELOPMENT AND MANAGEMENT FOR EDUCATORS

1.  Improvement of assessment programs to enhance student learning and development
2. Alignment of student assessment with institutional instructional vision
3. Accomplishment of departmental goals thru assessment of Learning
4. Community articulation of successful learning based on assessment results
5. Administrator’s/manager’s assurance of Learner-centered assessment
6. Administrator’s/manager’s accountability of assessment

CREATING LEARNER-CENTERED ASSESSMENT ENVIRONMENTS

1. Assessment strategies for promoting greater student retention and class participation
2. Creating a student-centered learning environment to promote learning in various areas of discipline
3. Practices of various countries in Learner- Centered Assessment research results
4. Creating effective strategies based on student attitudes and teacher reflection
5. Assessment activities to enhance learning
6. Active learning and student-centered pedagogy to improve student attitudes and performance in various subject areas
7. Advantages and challenges of implanting project-based learning in various subject areas
   Creating a learning environment by using self and peer assessment

ASSESSMENT CONCERNS OF THE FOUR TRACKS OF K to 12 PROGRAMS

1.  Alignment of assessment materials with mandated learning competencies in the K to 12 program
2. Teacher-made formative and summative test in compliance with learning competencies in various subject areas
3. Validity and reliability of teacher-made assessments
4. Challenges encountered in using traditional and authentic assessment tools and techniques
5. Standardization in teaching and learning
6. Practicability and rationale of assigned weights to different levels of assessments of student learning
7. Relevant and appropriate tools and techniques in assessing competencies in various subject areas
8. Teacher internalization and implementation of mandated measures of student performance levels of assessment

 

ABSTRACT SUBMISSION

 Abstracts for paper presentation should not exceed 500 words with the following information:

1. Title of the paper
2. Author/s and email address/es
3. School/institution and postal address/contact numbers
4. Subject Area/theme based on the above list
5. School level

Abstracts should be sent by email in Microsoft Word format using Arial font, size 12, single spaced, to guroformation@yahoo.com not later than July 30, 2016. Notice of acceptance of abstracts will be sent by email not later than August 30, 2016. Final manuscripts are due on September 15, 2016. The official language of the conference is English.

TARGET PARTICIPANTS

• Teachers of teacher education institutions (TEIs), scholars and practitioners
• Superintendents, school administrators/managers
• Students and parents
• Researchers
• Non-government and government institutions and officials
• Policy makers/legislators and education advocates

Registration Form
DepED Advisory
CHED Advisory