Educational Assessment: Key Terms and Concepts

Educational Assessment: Common Terms and Concepts

• Measurement: The process of determining attributes of objects, skills, or knowledge. In education, this is similar to other fields.

Four Common Terms in Educational Assessment

• Testing: Examining knowledge to determine what a person knows or has learned. It measures skill/knowledge level. Tests typically use paper-and-pencil formats, with time limits, restrictions on resources, and a limited range of answers.

Standardized Testing

• Defined as tests where all test takers answer the same questions (or select questions from a common bank) in the same way, scored consistently, and allow for comparison of individual or group performance.

High-Stakes Testing

• Tests used for significant decisions about students, educators, schools or districts, often for accountability. Scores determine punishments (sanctions, funding reductions), rewards (awards), advancement (grade promotion), or compensation (salaries).

Evaluation

• The process of using measurement data (from assessments) to judge the effectiveness of instruction, comparing intended learning with actual learning.

Types and Distinctions of Tests

• Diagnostic Test: Conducted before or during instruction to assess student strengths, weaknesses, knowledge, and skills.
• Formative Test: Conducted during instruction to monitor student learning progress. Usually frequent and ongoing.
• Summative Test: Given at the end of a course or unit to evaluate overall learning.
• Criterion-Referenced Test: Measures student performance against a specific goal, objective, or standard.
• Norm-Referenced Test: Compares student performance to a national or other comparison group.
• Interim/Benchmark Tests: Evaluate student performance periodically (e.g., end of grading period), predicting future performance on summative tests.

Activities/Processes in Measurement, Testing, Evaluation

(Five activities implied in the document, not explicitly listed.)

Five Components of High-Quality Assessment

• Clear Purpose: Assessment serves clear, appropriate goals; considers the needs of all key stakeholders (e.g., teachers, students).
• Clear Targets: Assessment aligns with clear student learning targets; translating broad standards into specific goals, using student-friendly language.
• Sound Design/Appropriate Method: Assessments accurately measure learning targets. This includes selecting appropriate methods and avoiding bias.
• Effective Communication: Assessment results are effectively used to improve instruction, feedback is given, and information is accurately combined and communicated.
• Student Involvement: Students actively participate, understanding targets, and standards; opportunities for peer feedback, self-assessment, setting future learning goals are crucial.

Recent Trends and Focus in Educational Assessment

• Accountability and Fairness: Students, teachers, and administrators are accountable for their progress; fair assessment means equal chances for all students.
• Standards-Based Education: Teaching, assessments, grading, and reporting focus on standards across the educational experience.
• Outcome-Based Education: Education focuses on student demonstrating knowledge and abilities related to required outcomes.
• Item-Response Theory: A theory of testing concerning the relationship between individual performance on test items, showing ability levels.

Reflection Questions

• Assessment roles in instructional decision-making and improving teaching/learning.
• Applications and implications of assessment for teaching and learning.

Standard-Based Assessment

• Standard-Based Education: Planning and teaching align with predetermined standards; assesses student achievement on standards.
• Standard-Based Assessment: Instruction, assessment, grading, and reporting based on student mastery of specified knowledge and skills.
• Constructive Alignment: Aligning learning outcomes, teaching methods, and assessment measures to achieve those outcomes.
• Policy Guidelines (DepEd Order No. 8, 2015): Content Standards (essential knowledge & understanding), Performance Standards (abilities to demonstrate).

Types of Classroom Assessment

• Formative Assessment: Assessment for learning; teachers use feedback to adjust instruction.
• Summative Assessment: Assessment of learning; occurs at the end of a unit.

Appropriate Targets: Competency, Objective, Outcome

• Competency: General statement of desired knowledge, skills, and behaviors.
• Objective: Broad statement for course or program goals.
• Outcome: Measurable, specific description of student abilities/actions.

Characteristics of Objectives (SMARTER)

• Specific: Clear and concise goal.
• Measurable: Metric to track progress.
• Achievable: Realistic and attainable.
• Relevant: Important to overall goal.
• Timely: Set deadlines and timelines.
• Evaluative: Methods to check progress.
• Readjustable: Flexibility to address challenges.

Learning Domains and Taxonomies

• Cognitive Domain: Knowledge and understanding (Bloom's Taxonomy, later revisions).
• Affective Domain: Emotions and feelings (Krathwohl's Taxonomy).
• Psychomotor Domain: Physical skills (Harrow's Taxonomy, among others).
• SOLO Taxonomy: Describes how learning develops in complexity (Collis & Biggs).
• Other Taxonomies: Kendall's & Marzano's - emphasizes levels of processing (instead of categorizing learning activities).
• Specific Types of Knowledge: Terminology, criteria, facts, methodology, conventions, generalizations, trends/sequences, theories/structures, and classifications.
• Levels of Knowledge: Factual, conceptual, procedural, and metacognitive knowledge.