Educational Focus on Student-Centered Learning

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What is the primary purpose of summative assessments?

To provide ongoing feedback during instruction

To assist students in identifying their learning strategies

To check what has been learned to date (correct)

To gather evidence for monitoring learning

Which assessment method is classified as a form of summative assessment?

Peer assessment

Self-assessment

Portfolios (correct)

Descriptive feedback

Assessment as learning primarily focuses on which of the following?

Reporting achievement grades to external stakeholders

Encouraging students to assess their own understanding (correct)

Providing immediate feedback from the instructor

Facilitating teacher-directed evaluations

In what way is formative assessment different from summative assessment?

It checks learning to determine next steps Signup and view all the answers

Which of the following strategies is used in Assessment as Learning?

Self-assessment and reflection Signup and view all the answers

What is the primary purpose of the Table of Specifications (TOS) in test construction?

To ensure a comprehensive representation of educational objectives Signup and view all the answers

What is a characteristic of summative assessments?

They are designed for those not directly involved in learning Signup and view all the answers

What role do teachers play in Assessment as Learning?

They monitor students' self-assessment processes Signup and view all the answers

How many items does it suggest to draft if five recall level items are needed in the final test?

Ten items Signup and view all the answers

Which assessment type is NOT characterized by continuous feedback?

Summative Assessment Signup and view all the answers

What are the characteristics assessed during the try-out of the test draft?

Item characteristics and test characteristics Signup and view all the answers

Why might teachers avoid using essay examinations in practice?

Scoring essay examinations is difficult Signup and view all the answers

What should a teacher do to construct a comprehensive test?

Follow the TOS for alignment with learning outcomes Signup and view all the answers

What is a critical aspect of item analysis during the test try-out?

Evaluating the difficulty and discrimination of items Signup and view all the answers

What is one common error test makers make without a TOS?

Overemphasis on facts and concepts at the Recall level Signup and view all the answers

What is a suggested benefit of using a TOS in constructing a test?

It ensures balanced assessment across all objectives Signup and view all the answers

What is a key principle to avoid in multiple-choice questions?

Including a complex calculation Signup and view all the answers

How should a question be structured to ensure clarity?

By ensuring the question is present in the stem Signup and view all the answers

When is it appropriate to use the 'none of the above' option?

When the main answer is undeniably correct Signup and view all the answers

What is the purpose of distractors in a multiple-choice test?

They are appealing to those who are guessing. Signup and view all the answers

Which approach can make a multiple-choice question more difficult?

Using compound responses that are similar Signup and view all the answers

Which of the following is a recommended guideline for writing multiple-choice questions?

Avoid the use of negatives in the stem. Signup and view all the answers

What should the focus be when determining the level of difficulty in a multiple-choice question?

The familiarity of the terms to the students. Signup and view all the answers

Why should the use of 'all of the above' be avoided?

It might lead to partial knowledge deductions. Signup and view all the answers

Which of the following best illustrates a non-relevant source of difficulty?

Calculating the area of a circle when the focus is on the circumference Signup and view all the answers

Which of the following best describes a well-constructed multiple-choice question?

It has a clear stem and plausible distractors. Signup and view all the answers

What can happen if negatives or double negatives are used in a question's stem?

They lead to unnecessary comprehension difficulties. Signup and view all the answers

What is the purpose of the 'Pair - Share - Critique' exercise?

To collaboratively improve test items through peer feedback Signup and view all the answers

What is one way to make a multiple-choice question more specific?

Use absolute terms instead of vague qualifiers. Signup and view all the answers

What does packing a question in the stem achieve?

It enhances clarity and focus for the student. Signup and view all the answers

Why is it important to avoid using complex or awkward word arrangements in multiple-choice items?

It can lead to misinterpretation of the question. Signup and view all the answers

What is a key feature of multiple-choice tests that allows testing of higher-order thinking skills?

Having multiple plausible options. Signup and view all the answers

What is a key characteristic of supply type tests?

They consist of a stem and a blank for students to fill. Signup and view all the answers

What is an example of a completion type of test that assesses higher-order thinking?

Identify synonyms based on the number of letters. Signup and view all the answers

What should be avoided when constructing a completion type test?

Creating overly complicated or mutilated sentences. Signup and view all the answers

In a completion type of test, which of the following is most likely to test recall skills?

Fill in the blank with a specific vocabulary word. Signup and view all the answers

What should instructions for an imperfect matching test include?

A warning about the inability to repeat answers. Signup and view all the answers

What type of reasoning is primarily measured in completion type tests?

Lower-order thinking and recall. Signup and view all the answers

Which of the following examples best illustrates a complex completion type question?

Solve for x in the equation 2x + 5 = 15. Signup and view all the answers

What can supply type tests effectively assess?

Factual recall and basic knowledge. Signup and view all the answers

What is the primary focus for grading essays according to the criteria?

Coherence and clarity of statements Signup and view all the answers

What is the purpose of putting a time limit on essay tests?

To test students' knowledge under pressure Signup and view all the answers

Which grading technique helps maintain a uniform standard for judging answers?

Evaluating answers question by question Signup and view all the answers

Why should evaluators read answers without knowing the identities of the writers?

To ensure fair evaluation based solely on content Signup and view all the answers

What is one potential consequence of scoring all answers from one student before moving to the next?

Formation of an overall impression that may bias grading Signup and view all the answers

What grading criterion is assigned extra points during evaluation?

Innovative presentation of ideas Signup and view all the answers

What should the focus be for students when informed about grading criteria?

Relevant and substantive materials Signup and view all the answers

What is an example of an evaluation practice mentioned for essay questions?

Using anonymous grading methods Signup and view all the answers

Study Notes

Shift of Educational Focus on Content

Education comes from "educare and educere," meaning "draw out"
Expresses the "burst version" of the student
"Teacher is not the center, it is the students"
Outcome-based education rejects traditional focus on what school provides. It focuses on students demonstrating they "know and are able to do" required outcomes.

Object-Based Education Matching Intention with Accomplishment

Student-centered process
Student learning outcomes (SLO)
Faculty responsibility for teaching
Faculty-driven process, successful if faculty follow integration
Integration involves finding connections between: standards (competencies), methods/approach (based on standard), and assessment (based on standard)
Learning output should be meaningful, related to creating improvement in instruction and assessment.

Establishment of Meaning

Data from assessment for continuous improvement
Correct answer analysis
Grading/checking
Recording summative/formative
Summative assessments at end of lessons
All assessments must be graded, but not all are recorded

DepEd Curriculum Guide

Content Standard (knowing part)
Performance Standard (doing part)
Learning Objectives created from LC

Identification of Educational Objectives

Educational objectives are the great goal of a subject
Objectives are stated from the teacher's perspective (e.g., to develop, to provide, to inculcate)

Listing of Learning Outcomes

Learning outcomes are active verbs.
Good source of learning outcome statements is Bloom's Taxonomy

Bloom's Taxonomy

Create, evaluate, analyze, apply, understand, remember

Cognitive, Psychomotor, and Affective Domains

Cognitive: Knowledge, mental skills (e.g., remembering, understanding, applying, evaluating)
Psychomotor (skills): Manual/physical skills from observing, imitating, to practicing, innovating, adapting
Affective (attitude/emotions): From simplest behavior to most complex (receiving, responding, valuing, organizing, internalizing)

Outcome Assessment Procedure

Enables teachers to determine the extent to which students achieve learning outcomes.
Data gathered leads to selection of assessment tools
Distinguished between Immediate Outcomes and Deferred Outcomes

Institutional, Program, and Course Outcomes

Institutional: Statement of what graduates will become after graduation
Program (degree-specific): Outcome statements for specific degrees
Course: Indicates what students should be able to do after a specific course

Learning Outcomes

Statement of what students can do after a topic or lesson ("doing").
Important because it clarifies expectations, prepares for future lessons
Statement of what students are expected to be able to do as a result of a learning activity

Educational Objectives

Explains what students will learn and be able to accomplish by the end of instruction.
Describes a specific behavior leading to the desired goal

Measurable Learning Outcomes

Specific "do" statements
Measurable ways to assess
Attainable/reasonable goals for learning
Relevant methods to demonstrate the achievement of the outcome
Timeline set for the completion of the outcome

Three Major Components (John Dewey)

What students will be able to do
Conditions needed for accomplishment (rubrics)
Performance standards (norms for evaluation)

Learning Objective (SMART)

Specific, Measurable, Achievable, Relevant, Time-Bound
Actionable statements about student learning

Measurement, Assessment, and Evaluation

Measurement: Rules to assign numbers to objects (quantify characteristics)
Assessment: Collection, evaluation, and use of information for teacher decisions
Evaluation: Effectiveness of product, process, or progress in terms of objectives/values

Assessment (Classroom Assessment)

Systematic process of determining educational objectives, gathering info, analyzing to make decisions (about programs, student progress, etc.)
Multi-source info gathering and discussion is used to assess what students know/can do after educational experiences
Use of this process leads to improving subsequent learning.

Formative and Summative Evaluation

Formative, developmental, to improve student/teacher
Summative, completion-based (grades)
Purpose is to evaluate student achievement
Helps teachers evaluate the effectiveness of their instructional procedures/processes

Use of Information: Formative/Summative

Formative, helps teachers and students plan future instruction & learning to achieve goals
Summative, helps to measure the attainment/outcome
Learning outcomes clarify what students should be able to do

Times and Strategies for Assessment as Learning

Ongoing during instruction (with teacher support/modeling)
Metacognitive processes used for learning.

Domains of Learning

DOMAIN I: Cognitive Domain (Knowledge)
DOMAIN II: Affective Domain (Attitude)
DOMAIN III: Psychomotor Domain (Skills)

Types of Paper-and-Pencil Tests

True-False (binomial): Provides 2 options; correct answer should discriminate from guessing
Matching: Homogeneous items matched; options for better comprehension
Completion: Supply blanks in sentences
Essay: Assess higher-order thinking skills; require organization of thoughts

Keys to Effective Question Construction

Avoid vague wording
Limit the scope or number of steps (Avoid confusing or multi-step questions)
Match the testing style or format to the objective
Use clear/precise vocabulary

Studying That Suits You

Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

Description

This quiz explores the shift from traditional education models to student-centered learning, emphasizing the importance of student learning outcomes and faculty responsibilities. It also examines the integration of standards, methods, and assessments to improve instructional effectiveness and continuous improvement in education.