Assessment of Student Learning 1

Assessment of Student Learning 1

• Teaching today is more complex than a few decades ago, due to rapid changes in science and technology.
• Current teaching practices include assessing not just cognitive skills, but also affective and psychomotor development.
• Teachers are expected to understand assessment procedures related to these three domains.

Tests

• A test is a set of questions with correct answers, used to measure characteristics like academic achievement.

Non-tests

• Non-tests rely on teacher observations of students during tasks.
• Examples include observations, checklists, rating scales, anecdotal records, debates, demonstrations, journals, panel discussions, and student portfolios.

Testing and Measurement

• Testing involves administering a test to individuals or groups, including test preparation, administration, and the collection of responses.
• Measurement quantifies test results.

Assessment and Evaluation

• Assessment gathers information about student learning, analyzes it, and makes decisions based on the findings.
• Evaluation determines the changes in students as a result of teaching and experiences.

Types of Tests

• Tests are categorized by response mode (oral, written, performance) and ease of quantification (objective, subjective).
• Tests are also categorized by constructor (standardized, non-standardized), interpretation (norm-referenced, criterion-referenced), and nature of response (personality, achievement, intelligence).

Roles of Assessment

• Placement Role: Used to determine student entry behaviors and initial performance.
• Formative Role: Assessment occurring during instruction, enabling adjustments to teaching methods.
• Diagnostic Role: Identifying student learning needs to improve instruction (regular or remedial).
• Summative Role: Evaluating mastery at the end of learning periods, courses, and programs.

Purposes of Assessment

• Assessment for Learning (AfL): Diagnostic and formative assessment to determine learning needs, track progress, and guide instruction.
• Assessment as Learning (AaL): Tasks that enable students to monitor their own learning, reflect on habits, and adjust strategies for improved learning.
• Assessment of Learning (AoL): Summative assessment given at the end of units, tasks, or periods for grading, evaluation, and reporting.

Classroom Assessment Characteristics

• Learner-centered: Focuses on student learning.
• Teacher-directed: Teachers guide assessment processes.
• Mutually beneficial: Assessment benefits both students and teachers.
• Formative: Assessment used to improve learning.
• Context-specific: Assessments consider the specific circumstances and situations.
• Ongoing: Continual assessment for improvement.
• Rooted in good teaching practice: Assessment aligns with effective instructional methods.

Exercise 1

• Teachers assess and evaluate students to understand their strengths and weaknesses, inform teaching practices, and measure learning outcomes.
• The three interconnected purposes of assessment (AfL, AaL, and AoL) contribute to a well-rounded understanding of student learning.
• The roles of assessments (placement, formative, diagnostic, and summative) play out in different classroom situations and shape teaching and learning.

This quiz explores the complexities of modern teaching assessments, focusing on cognitive, affective, and psychomotor domains. It discusses the differences between tests and non-tests, as well as the procedures involved in testing and measurement. Assess your understanding of current educational assessment practices.