Prof Ed 07 Assessment In Learning 2 PDF

UNIVERSITY OF SOUTHERN MINDANAO Prof Ed 07 Assessment in Learning 2 Basic Concepts in Assessment in Learning Insert Running Title  Test Testing Measurement Assessment Evaluation Insert Running Title  Test Testing Measureme...

UNIVERSITY OF SOUTHERN MINDANAO Prof Ed 07 Assessment in Learning 2 Basic Concepts in Assessment in Learning Insert Running Title  Test Testing Measurement Assessment Evaluation Insert Running Title  Test Testing Measurement Assessment Evaluation Insert Running Title  “Test” is a tool or device designed to gather information of what students know, can do and be able to do.. Serve as the vehicle used to observe the quantitative and qualitative attributes of an individual or group of individuals.  is an instrument used to examine someone’s knowledge and skills. Insert Running Title  “Testing”  is a systematic procedure to observe the presence or absence of certain characteristics or qualities in a learner. is the process of measuring the level of skill or knowledge that has been reached. Insert Running Title  -Test can be administered formally and informally - 2 most common type of test are Standardized Test and Teachers’ Made Test Insert Running Title Standardized Test - prepared by test specialist - prepared carefully following accepted principles and standards in test construction. - given to a larger portion of examinees. Insert Running Title Teacher’s Made test - prepared by classroom teachers which measure student progress in terms of learning objectives. - it was made hurriedly and half-hazardly - given to small group like class. Insert Running Title  “Test or Testing” refers to a variety of techniques used to obtain information and to measure learning targets in the form of Paper and Pencil Test,Oral Questioning, Performance Test and Product Assessment Insert Running Title Measurement Insert Running Title  Measurement- process of quantifying or qualifying the degree of performance with respect to the criteria or correct answer. Assigning numerical description or other symbols. “Scoring System” Insert Running Title  Measurement can be Objective or subjective scoring Objective Scoring accept one correct answer only. while Subjective scoring may accept multiple answer, might be affected by raters’ opinion of bias Insert Running Title  Types of Educational Measurement Objective (as in testing) key answer Objective measurement are more stable than subjective measurement in the sense that repeated measurements of the same quantity or quality of interest will produce more or less of the same outcome. Insert Running Title  Subjective (as in Perception) rubrics There are certain facets of quantity or quality of interest that cannot be successfully captured by objective procedures but which can be done by subjective methods. (aesthetics) Insert Running Title Objective Scoring ( Multiple Choice, T/F) Subjective Scoring ( Essay, drawing, Role play) Insert Running Title  Educational Measurement Determines how much learning a student acquired compared to a standard (criterion) or in reference to other learners in a group (norm- referenced) Insert Running Title Assessment Insert Running Title  Assessment is the process of gathering, collecting, organizing, presenting, recording quantitative and qualitative data into an interpretable form to have a basis for judgement Insert Running Title Assessment- tries to determine the extent of the learning, the gaps and the progress of the learning of the students. This involves gathering and interpreting information about student level of attainment of learning goals. Insert Running Title Assessment is used to determine students’ learning needs, monitor the progress of students, and examine their performance against identified learning outcomes. It may be implemented at different phases of instruction such as; a. before (pre-assessment) b. during ( formative assessment) c. after instruction (summative) Insert Running Title Formative Assessment. Guides the teacher on his day-to-day teaching activity. In the context of the teaching-learning situation, the formative value of assessment is perhaps the most important. It allows the teacher to redirect and refocus the course of teaching a subject matter. Insert Running Title Summative Assessment. is an assessment that is given at the end of a unit, a chapter, a grading period, semester, or at the end of the school year. It is used to measure whether learners have met the content and performance standards and meant to assess learning for grading purposes. Insert Running Title  Diagnostic Role. Assessment may also be done for diagnostic purposes. Determining the gaps in learning or learning processes. Insert Running Title  Placement. Assessment plays a vital role in determining the appropriate placement of a student both in terms of achievement and aptitude. - Aptitude refers to the area or discipline where a student would most likely excel or do well. - Placement examination also determine if a students’ ability is equivalent to.. Insert Running Title EVALUATION Insert Running Title  Evaluation The process of giving meaning and interpretation of the organized data. A process of systematic analysis, appraisal or judgement of the worth of organized data based on the criteria and evidence. Insert Running Title Evaluation is a value judgment on the educational outcomes. provides a tool for determining the extent to which an educational process is effective and at the same time indicates directions for remediating processes of the curriculum that do not contribute to successful student performance. Insert Running Title  Evaluation is the process of examining the students performance whether the student have met or not met the instructional objectives. Insert Running Title in summary... Insert Running Title  Test are tools or methods to obtain information or evidence of learning. Measurement checking or the scoring system Assessment collecting, organizing, recording , documenting Evaluation we gave meaning to results of test and we make decisions. Insert Running Title  Test >Measurement>Assessment>Eva luation It is Chronological, it will never be interchanged nor occur together Insert Running Title Boundaries Insert Running Title TEST begins with identifying the coverage of the test and ends when students completed the tests or tasks Insert Running Title  Measurement begins with checking and scoring and ends by writing the total score of the test Insert Running Title  Assessment begins with collecting, organizing, recording and ends with computing the final grades Insert Running Title Evaluation begins when you gave meaning to the final grades and ends when the results are communicated to students, parents and other stakeholders Insert Running Title Chief purpose of evaluation is the improvement of the individual learner Insert Running Title Thank you.... Insert Running Title Thank you.... Insert Running Title Thank you.... Insert Running Title Thank you.... Insert Running Title  TOPICS 1. Goals, Performance/content standards, Learning competencies, instructional objectives,instructional outcomes 2. Taxonomy of Educational Objectives 2.a. Cognitive 2.b. Psychomotor 2.c. Affective 3. Planning a Test and constructing a TOS Insert Running Title 4. Selected-response type items 5. Constructed response type items 6. Item Analysis 7. Type and interpretation of test scores 8. Grading and reporting Insert Running Title