Assessment in Learning: Concepts and Purposes

• Assessment in learning is important for students, teachers, policymakers, and other stakeholders.

Purposes of Assessment

• To evaluate student learning

• To determine individual academic strengths and weaknesses

• To gauge how effective teaching is

• Assessment decisions can greatly improve student performance and help teachers improve teaching.

• Assessments ensure learning has occurred, and assists policymakers in bettering the education system.

• Poor assessment procedures can negatively affect students, teachers, and administrators.

• It is important to use assessment methods to identify skills beyond cognitive ones.

Basic Concepts

• A test is a tool or device used to gather data on what students know and can do, observing quantitative and qualitative attributes.
• Testing is a systematic process of measuring a learner's skills or knowledge.
• Tests can be administered formally or informally.
• Tests are often either standardized or teacher made.

Standardized Tests

• Prepared by test specialists
• Carefully following accepted principles and standards in test construction
• Given to a large group of examinees.

Teacher Made Tests

• Prepared by classroom teachers
• Measures student progress in terms of learning objectives
• Made quickly and sometimes haphazardly
• Given to small groups like a class

Kinds of Tests

• Intelligence Test measures Intelligent Quotient (IQ)

• Personality Test measures individual’s interest with other individuals in terms of the roles of an individual assigned to himself and how he adopts in the society

• Aptitude Test predict a person's likelihood of benefit from instruction or experience

• Prognostic Test forecasts how well a person may do in a certain school subject or work

• Performance Test makes use of accomplishing the learning task involving minimum accomplishment or none at all

• Diagnostic Test identifies weaknesses in an individual's achievement in any field

• Achievement Test measures how much the students attain the learning tasks, e.g. NAT

• Preference Test measures vocational or academic interest by making examinees force options between similar paired items

• Scale Test Contains items arranged in order of difficulty

• Speed Test assesses speed and accuracy under time pressure, also known as an "alertness test".

• Placement Test measures the job an applicant should fill in, the school setting, and the grade level of the student after quitting a test.

• "Test or Testing" refers to techniques used to obtain information and measure learning targets using various methods.

• Measurement uses the criteria or correct answer to quantify performance, assigning numerical descriptions.

• It determines how much learning has a student acquired compared to a standard (criterion) or in reference to other learners in a group (norm-referenced).

• Objective scoring only allows one correct answer.

• Subjective scoring accepts multiple answers, but may be affected by raters' opinions or biases.

• Objective measurement is more stable than subjective because repeated measurements yield similar outcomes.

• Objective scoring types include multiple choice and true/false.

• Subjective scoring includes that from rubrics and in perception

• The Measurement of Quantity or Quality of Interest can be the True Value plus random error.

• True value is the quantity or quality of interest plus random error

• Random error is caused by a variation of measurement, observation, or calculations, chosen or done without a particular pattern

• Indicators are the building blocks of educational measurement

• A group of indicators is a variable

• A group of variables form a construct or a factor

• Variables which form a factor correlate highly with each other but have low correlations with variables in another group.

• Variables occur in measurable and unmeasurable ways

• Measurable: X= age or X=height

• Unmeasurable include: Class Participation

• Class Participation is an indirectly measured variable, use indicators

• 1=1 if the characteristics is present=0 if the characteristics is absent

• Directly measurable characteristics such as age, x=12 and weight x=20 kilos

• Indirectly measurable characteristics include: class participation, intelligence/knowledge of a learners

• Examples of Variables include:

• X1= computational skills

• X2= reading skills

• X3=Vocabulary

• X4=logic and reasoning

• X5= sequences and series

• X6=manual dexterity

• Variables can be group as follows:

• Group 1: (x1,X4,X5)= mathematical ability factor

• Group2: (X2,X3)=language ability factor

• Group3:(x6)= psychomotor ability factor

• Assessment comes from the Latin word "assidere" which means to sit beside

• Assessment is the process of gathering, collecting, organizing, presenting, recording quantitative and qualitative data into an interpretable form to have a basis for judgement

• It tries to determine the extent of the learning, the gaps and the progress of the learning of the students

• This process involves gathering and interpreting information about student level of attainment of learning goals.

• Assessment is used to determine students’ learning needs, monitor the progress of students, and examine their performance against identified learning outcomes.

• Assessment may be implemented at different phases of instruction such as:

• a. before (pre-assessment)

• b. during (formative assessment)

• c. after instruction (summative)

• Formative assessment guides teachers in daily teaching, allowing redirection, and refocusing of subject matter.

• Summative Assessment occurs at the end of a unit, chapter, grading period, or school year, to measure content and performance standards for grading.

• Diagnostic assessments determine learning gaps and processes.

• Placement assessments determine a student's appropriate placement based on achievement and aptitude.

• Aptitude refers to the area or discipline where students are most likely to excel.

• Placement examinations also determine if a student's ability is equivalent to expectations.

• Evaluation means giving meaning and interpretation to organized data through systematic analysis, appraisal, and judgment based on criteria and evidence.

• Evaluation is a value judgment on educational outcomes, indicating the effectiveness of the educational process and areas for curriculum remediation.

• Evaluation assesses if students have met instructional objectives.

The relationships

• Test > Measurement > Assessment > Evaluation
• This is chronological and never interchangeable.

Boundaries In Detail

• TEST begins with identifying the coverage of the test and ends when students completed the tests or task.
• Measurement begins with checking and scoring, and ends by writing the total score of the test.
• Assessment begins with collecting, organizing, recording, and ends with computing the final grades
• Evaluation begins when you give meaning to the final grades and ends when the results are communicated to students, parents and other stakeholders.
• The chief purpose of evaluation is the improvement of the individual learner.

12 Principles of Assessment

• Assessment principles serve as guidelines to ensure tests are useful, appropriate, effective, and plausible.
• They are essential as assessment determines student achievement levels.

Clarity of Learning Targets

• Assessment is precise, accurate, and dependable when objectives are clear and feasible, stated in behavioral terms using the SMART format.

Cognitive Targets

• Cognitive targets use a taxonomy and are clearly stated and feasible (behavioral terms)

Skills, Competencies, Abilities Targets

• Skills are specific tasks that students can do proficiently.
• Skills clustered together create competencies and then abilities, categorized as cognitive, psychomotor, or affective.

Products, Outputs and Projects Targets

• Products, Outputs and Projects Targets are concrete evidence of a student’s ability.
• Workmanship levels (expert, skilled, novice) are clearly defined.

Knowledge Targets

• Knowledge Learning Targets are the facts and concepts that students should know.

Reasoning Targets

• Reasoning Learning Targets are the ability of students to use their knowledge to reason and solve problems.

Skills Targets

• Skills Learning Targets demonstrate achievement skills conducting experiments, playing sports, and operating computers.

Product Targets

• Products Learning Targets demonstrate achievement related products with written reports and art products

Affective Learning Products

• Affective Learning Products refers to the attainment of affective traits (attitudes, values, interests, self-efficacy), improving attitudes about school and related aspects

• Assessment should be precise, accurate, and dependable when objectives are clearly stated and feasible.

Appropriateness of Assessment Methods

• Strategies, techniques, tools, and instruments collect information to determine how learners demonstrate expected outcomes.
• Appropriate assessment methods are essential for test validity, not a choice but a MUST.
• Different forms of assessment determine if educational outcomes are met, always relying on the objectives of the lesson.

Selected Response Format

• Selected Response Format asks students to select from a given option to answer a question or a problem
• These tests can be graded easily, assessing a great deal of content quickly
• Objective tests appropriately assess educational objectives at various levels
• Tests include multiple choice, true-false, and matching.

Constructed Response Format

• A Constructed Response Format is useful in targeting higher levels of cognition

• It is subjective and demands that students create or produce their own answer to a task.

• Brief constructed response (Objective supply) items require short responses.

• Essay items or assessments involve answering a question or proposition with a series of sentences or paragraphs.

• Restricted essays limit scope and response.

• Extended essays allow writers freedom in length and content based on a given theme or topic.

• Oral questioning (Socratic method) involves dialogue and questions to stimulate critical thinking and uncover underlying presumptions.

• Performance Tasks require students to complete tasks or create products, emphasizing Learning and doing.

• They validly indicate students' knowledge and skills, measuring competence, and are called authentic or alternative assessment.

• Performance tasks allow students to apply knowledge and skills in real-world contexts.

• Tasks can be product-based or skills-oriented.

• Examples include book reports, maps, projects, audio-visual materials, and creative endeavors.

• Skill examples include singing, dancing, reporting, and role-playing.

• Scoring rubrics and tools state criteria, allowing judgments on student knowledge and skills towards outcomes.

• A Product Rating Scale assesses expected behaviors from 1 to 5, rating products like reports, maps, charts, diagrams, essays, etc.

• A Performance Test Checklist determines if an individual behaves in a desired way when completing a task, observed by teachers.

• Teacher observation records the frequency of student behaviors, activities, and oral responses during individual and collaborative work.

• This helps educators plan experiences, interventions, and assess the effectiveness of teaching approaches.

• Student Self-reports allow reflection on their work versus assessment criteria, using self-rating checklists for progress tracking.

• Tally sheets record the frequency of student behaviors, activities, and remarks.

• Self-checklists list characteristics or activities for subjects of study.

• These are useful for supplementary methods with oral questioning and performance tests.

• Methods offset impacts of fears and anxiety from questioning or tasks during observations.

Assessment Balance

• Assessment methods should assess all learning domains and hierarchy of objectives, including the cognitive, affective, and psychomotor domains.

• Validity is the degree to which a test measures what it is intended to measure, ensuring appropriateness, correctness, meaningfulness, and usefulness in teacher decisions.

• Content-related validity refers to the format of the instrument (appropriateness and comprehensiveness).

• Face validity refers to the outward appearance of the test.

• Criterion-related validity involves the instrument's relationship to scores obtained using other instruments.

• Construct-related validity concerns what psychological characteristics the test measures.

• Reliability tests consistency, dependability, or stability, ensuring similar scores when administered at different times.

• Reliability can be measured in several ways (split-half method, Spearman-Brown, Kuder-Richardson formula).

Fairness

• Students need clear understanding of learning targets, how progress will be assessed, and opportunities to strategize.
• Fairness includes freedom from stereotyping and equal learning opportunities.
• The focus is on diagnosing the learning process rather than just the object.

Authenticity

• Authenticity in assessment involves real-life situations.

Practicality and Efficiency

• Involves simplicity, easy implementation, and scoring.

Assessment

• Assessment is a continuous and resourceful process.

Assessment Forms

• Placement assessments determine student needs and capabilities.
• Formative assessments monitor progress during instruction.
• Diagnostic assessments identify learning difficulties.
• Summative assessments evaluate achievement post-instruction.

Ethics

• Ethical assessment protects learners from harm and ensures confidentiality

Clear communication

• Assessments must be communicated to all learners

Positivity

• It leads to improvement of results and learning

Dave's Psychomotor Domain:

• Imitation involves observing and replicating skills.
• Manipulation involves performing skills with guidance.
• Precision involves executing skills independently with minimal errors.
• Articulation combines skills for new situations with consistency.
• Naturalization involves performing complex skills automatically.

Affectative Domain of Learning

• Receiving (Awareness and Willingness to Attend) involves awareness of stimuli.
• Responding (Active Participation) means active engagement.
• Valuing (Attaching Worth to an Idea or Behavior) means appreciating information.
• Organizing (Conceptualizing Values and Prioritizing Them) involves integrating beliefs and priorities.
• Characterization (Internalizing Values and Acting Upon Them) is the highest level, where values are consistently acted upon.