Data-Driven Instruction: Assessment and Measurement

Data-Driven Instruction

• Teachers base decisions on what and how they teach based on information gathered from their students.
• The goal is to teach what students do not know and avoid teaching what they already know.
• The process is about making teaching more effective, efficient, and interesting.

Assessment

• Teachers use it as a primary measurement tool to gather information
• It is done by giving tests, conducting interviews, and monitoring behavior.

Measurement

• This is determining the attributes or dimensions of a skill or knowledge.
• Examples include Raw Score, Percentile Rank, and Standard Scores

Evaluation Defined

• This is the process of interpreting measurements from assessments to check alignment with learning outcomes.

Measurements Defined

• This is the process of assigning numbers to individuals based on their characteristics according to specific rules.
• A quantitative description of one's performance
• Also defined as quantifying the degree of someone’s trait, quality, characteristics, or features.

Scales of Measurement

• Defined as numerical values assigned whenever something is measured
• It is a system for assigning values or scores to characteristics being measured
• The four scales are Nominal, Ordinal, Interval, and Ratio.

Nominal Scale

• Example: Raw Score = 85/100, Height = 6 feet, 2 inches, Weight = 145 lbs.

Ordinal Scale

• It is ordered from Lowest to Highest (Ascending) or Highest to Lowest (Descending)
• Examples are 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, and 8th places

Interval Scale

• Examples of ranges: 97-100 = A, 94-96 = A-, 91-93 = B +, and 88-90 = B

Ratio Scale

• All mathematical applications can be applied to it such as addition, subtraction, multiplication, & division

Process of Measurement

• First, identifying and defining attributes such as height, intelligence level, temperature, etc.
• Second is operationalizing the attributes, for example, IQ is the score obtained by an individual on a standard test.
• The last step is quantifying the attributes by assigning numerals according to scales.

Assessment Defined

• A systematic procedure for collecting information to make inferences about the characteristics of people or objects.
• Also the process of collecting evidence and making judgments relating to outcomes
• Includes gathering data and fashioning them into an interpretable form.

Types of Assessment

• The purposes of these will be
• Assessment OF Learning is summative assessment
• Assessment FOR Learning is formative assessment
• Assessment AS Learning

Assessment OF Learning

• Focuses on learners’ achievement against predefined outcomes and standards.
• Given at the end of a term, unit, or semester to grade or rank learners.

Assessment FOR Learning

• Used to improve teaching and enhance learning by facilitating learners
• Involves formal and informal assessment activities
• Done before and during instruction

Assessment AS Learning

• To identify learners’ knowledge gaps and adopt appropriate learning strategies
• Used as a tool for new learning with formal and informal feedback, self-assessment, & self-reflection
• Done after instruction

Evaluation Defined

• A systematic process of collecting and analyzing data to determine the degree to which objectives have been achieved.
• Making a judgment about the quality or worth of something
• The systematic collection and interpretation of evidence leading to a judgment of value for conclusion or decision

Characteristics of Good Evaluation

• Valid: Actually measures what is set out to measure
• Reliable: Has consistency of results under different but comparable conditions
• Practical: Realistic and efficient in terms of cost, time taken, & ease of application
• Fair: Has an accurate reflection of the range of expectations
• Useful: Helps prove the learners’ strengths and weaknesses

Principles of High Quality Education

• The need for clarity & appropriateness of learning targets
• Teaching emphasis should parallel testing emphasis
• The need for appropriate assessment methods which should be suitable for a particular learning target.

Balance

• It is key that Assessment methods should be able to assess all domains of learning & hierarchy of objectives.

Validity

• Assessment should measure what it is intended to measure.

Content Validity

• Accurately reflects the content of the curriculum

Concurrent Validity

• Results correlate with other measures of the same construct

Discriminant Validity

• Distinguishes between different constructs

Face Validity

• Appears to be relevant and appropriate to the learning objectives

Predictive Validity

• Results can predict future performance

Construct Validity

• Measures the underlying theoretical construct it is designed to assess

Reliability

• Assessment should show consistent & stable results
• Reliability can be measured Using:
• Test-retest or Retest Method: Giving the same examination after several minutes to several years
• Split-Half: Used to establish internal consistency using Pearson r formula

Types of Tests

• Parallel-form/Equivalence test: Giving the same examination within the day
• Test of Stability: Giving the same examination content but not in the same manner or form after several minutes to several years
• Measurement of stability & Equivalence: Giving the same examination content but not in the same manner or form within the day
• Kuder-Richardson: Establishment of reliability using KR 21 and KR 20 formulas

Fairness

• Assessment should give equal opportunities for every student
• There should be no discrimination of any kind (racial, age, gender, etc.)

Authenticity

• Assessment should touch real-life situations and emphasize practicability

Practicality & Efficiency

• Assessment should save time and money and be resourceful

Assessment

• It is a continuous process because it is an integral part of the teaching-learning process
• Assesses students' achievement and to see the result of the teaching-learning process.
• Placement Assessment is done before instruction to assess the needs of the learners to determine their capacities and capabilities.
• Formative Assessment is done during instruction to monitor students’ progress and to reinforce learning.
• Diagnostic Assessment is done to see the problems and learning difficulties of the students.
• Summative Assessment is done after instruction to assess students’ achievement and to see the result of the teaching-learning process.

Ethics in Assessment

• Assessment should not be used to derogate the students
• An example is the right to confidentiality.

Clear Communication

• Assessment's results should be communicated to the learners and the people involved
• Communication should also be established between the teacher and the learners by way of pre- and post-test reviews.

Positivity of Consequence

• Assessment should have a positive effect, motivate students, and improve a teacher's instruction.

Krathwohl's Taxonomy of Affective Domain

• Internalization the process whereby a person’s affect toward an object passes from a general awareness level to a point where the affect is internalized and consistently guides or controls the person’s behavior
• Characterization is acting consistently in accordance with the values internalized
• Organization is relating & bringing the value into a harmonious & consistent philosophy
• Valuing is willingness to give worth to certain ideas, materials, or phenomena
• The need for Responding by actively reacting to certain ideas, materials, or phenomena
• Receiving by using awareness and toleration of certain ideas, materials, or phenomena.
• Affective Assessment is necessary and possible

Know Why You’re Assessing

• To have a better understanding of students prior to instruction & and examine the extent to which students have acquired the affective objectives

Know What You’re Assessing

• Understand which human qualities that are primarily emotional must be tested
• Examples include attitudes, interests, values, preferences, self-esteem, focus of control, & anxiety

Know What Instruments are Available

• The instruments are self-report in nature, where students read each statement on the instrument and respond according to their feelings.

Know How Good the Instruments are

• The must haves include communication value, objectivity, validity, reliability, & interpretability

Know How to Interpret the Scores

• Correct interpretation always requires examination of the scores within the context of the purpose of the assessment and the nature of the characteristic being assessed