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ASSESSMENT IN STUDENT LEARNING LESSON1 Measurement has the features of quantification, abstraction, and further What is assessment in learning?...

ASSESSMENT IN STUDENT LEARNING LESSON1 Measurement has the features of quantification, abstraction, and further What is assessment in learning? analysis that is typically the process of Assessment is generally defined as the science. process of gathering quantitative and/or Evaluation qualitative data for the purpose of making decisions. refers to the process of making value judgments on the information collected What do you think is the importance of from measurement based on specified Assessment in learning? criteria Assessment in learning is vital to the Evaluation arrived when the necessary educational process similar to curriculum and measurement and assessment have instruction. Schools and teachers will not be taken place. able to determine the impact of curriculum and It is “judging the worth or merit” of a case instruction on students or learners without (ex. student), program, policies, assessing learning. Therefore, it is important that processes, events, and activities. educators have knowledge and competence in The standards are applied to determine assessing learners. the value, quality, utility, effectiveness, or Assessment In Learning significance of the case evaluated. It can be defined as the systematic and Assessment is integrated in all parts of the purpose-oriented collection, analysis, and teaching and learning process. This means interpretation of evidence of student learning in that it can take place before, during, and after order to make informed decisions relevant to the instruction. learners. The concept of assessment is broad that it In essence, the aim of assessment is to use involves other processes such as measurement evidence on student learning to further. promote and evaluation. Assessment involves several and manage learning. measurement processes in order to arrive with quantified results. When assessment results are How is assessment in learning similar or used to make decisions and come up with different from measurement or evaluation of judgments, then evaluation takes place. learning? Assessment is the process of collecting various information needed to come up Assessment And Testing with an overall information that reflects Testing is the most common form of assessment. the attainment of goals and purposes. In the educational context, it refers to the use of Measurement a test or battery of tests to collect information on student learning over a specific period of time. It can be defined as the process of quantifying the attributes or A test is a form of assessment but not all characteristics of an object assessments use tests or testing. ASSESSMENT IN STUDENT LEARNING performance in recitation, seat work, homework, and project. The final grade of a learner in a subject or course is the summation of information from multiple sources (i.e., several assessment tasks or requirements). Table of Specifications (TOS) Grading is a form of evaluation which provides information on whether a a table that maps out the essential aspects of a learner passed or failed a subject or a test (e.g., test objectives, contents, topics particular assessment task. Teachers are covered by the test, item distribution) expected to be competent in providing is used in the design and development of a performance feedback and test. communicating the results of assessment tasks or activities to relevant Descriptive Statistics stakeholders. Descriptive statistics are typically used to describe and interpret the results of tests. What are the different measurement frameworks used in assessment? How can you tell that a test is good and Classical Test Theory effective? a.k.a. True Score Theory A test is said to be good and effective if it has explains that variations in the acceptable psychometric properties. performance of examinees on a given This means that a test should be valid, reliable, measure are due to variations in their has acceptable level of difficulty. and can abilities. All other potential sources of discriminate between learners with higher and variation existing in the testing materials lower ability. Teachers are expected to be such as external conditions or internal competent in the design and development of conditions of examinees are assumed to classroom tests. be constant. The focus of CTT is : Assessment and Grading the frequency of correct responses (to Grading can be defined as the process of indicate question difficulty); assigning value to the performance or frequency of responses (to examine achievement of a learner based on specified distracters); and criteria or standards. reliability of the test and item-total correlation (to evaluate discrimination at Aside from tests, other classroom tasks the item level). can serve as bases for grading learners. These may include a learner’s ASSESSMENT IN STUDENT LEARNING Item Response Theory attainment of learning outcomes. They provide information on the quantity or quality of what a.k.a Latent Trait Theory students have learned or achieved at the end of analyzes test items by estimating the instruction. probability that an examinee answers an item correctly or incorrectly. These assessment activities aim to determine learners' mastery is a way of designing and analyzing of content or attainment of tests based on how people respond learning outcomes. to individual questions. They provide information on the it is more applicable for tests with right quantity or quality of what and wrong (dichotomous) responses. It is students have learned or an approach to testing based on item achieved at the end of analysis considering the chance of instruction. getting particular items right or wrong. Through performance reports and teacher In IRT, each item on a test has its own feedback, summative assessment can also item characteristic curve that describes inform learners about what they have done well the probability of getting each particular and what they need to improve on in their future item right or wrong given the ability of the classes or subjects. test takers. Diagnostic Assessment This aims to detect the learning problems Types of Assessment in Learning or difficulties of the learners so that corrective Formative Assessment measures or interventions are done to ensure learning. This refers to assessment activities that provide information to both teachers and Diagnostic assessment is usually done learners on how they can improve the teaching- right after seeing signs of learning problems in learning process. the course of teaching. It can also be done at the beginning of the school year for spirally- Used at the beginning and during instruction designed curriculum so that corrective actions allows teacher to make adjustments to their are applied if pre-requisite knowledge and skills instructional process and strategies to facilitate for the targets of instruction have not been learning mastered yet. inform learners about their strengths and Placement Assessment weaknesses to enable them to take steps to It is usually done at the beginning of the learn better. school year to determine what the learners Summative Assessment already know or what are their needs that could inform the design of instruction. These assessment activities aim to determine learners' mastery of content or ASSESSMENT IN STUDENT LEARNING Grouping of learners based on the results applications in real-world settings or of placement assessment is usually done before environments. instruction to make it relevant to address the needs or accommodate the entry performance of the learners. The entrance examination given Principles in Assessing Learning in schools is an example of a placement 1. Assessment should have a clear assessment. purpose. The methods used in collecting information should be based on Types of Assessment this purpose. The interpretation of the Traditional Assessment data collected should also be aligned. 2. Assessment is not an end in itself. It refers to the use of conventional Assessment serves as a means to strategies or tools to provide information enhance student learning. Collecting about the learning of students. Typically, information about student learning, objective (e.g., multiple choice) and whether formative or summative, should subjective (e.g., essay) paper-and-pencil lead to decisions that allow improvement tests are used. of the learners. Traditional assessments are often used as 3. Assessment is an ongoing and the basis for evaluating and grading continuous process. learners. They are more commonly used Assessment consists of a series of tasks in classrooms because they are easier to and activities conducted over time. It is design and quicker to score. In general, not a one-shot activity and should be traditional assessments are viewed as an cumulative. Continuous feedback is an inauthentic type of assessment.\ important element of assessment. Authentic Assessment 4. Assessment is learner-centered. Assessment is not about what the teacher It refers to the use of assessment does but what the learner can do. strategies or tools that allow learners to Assessment of learners provides teachers perform or create a product that is with an understanding of how they can meaningful to the learners, as they are on improve their teaching, which real-world contexts. corresponds to the goal of improving The authenticity of assessment tasks is student learning. best described in terms of degree rather 5. Assessment is both process- and than the presence or absence of product- oriented authenticity. Hence, an assessment can Assessment gives equal importance to be more authentic or less authentic learner performance or product and the compared with other assessments. The process they engage in to perform or most authentic assessments are those produce a product. that allow performances that most closely resemble real-world tasks or ASSESSMENT IN STUDENT LEARNING 6. Assessment must be comprehensive appraisal or positive feedback means that and holistic. performance needs to be maintained. Assessment should be performed using a 2. Clarifying Instructional Objectives variety of strategies and tools designed to Assessment results point out if assess student learning in a holistic way. objectives are met for a specific lesson. Assessment should be conducted in The outcome of the assessment results multiple periods to assess learning over is used by teachers in their planning for time. the next lesson. If teachers find out that 7. Assessment requires the use of the majority of students failed a test or appropriate measures. quiz, then the teacher assesses whether For assessment to be valid, the the objectives are too high or may not be assessment tools or measures used must appropriate for students’ cognitive have sound psychometric properties, development. including, but not limited to, validity and Objectives are then reformulated to reliability. Appropriate measures also approximate students’ ability and mean that learners must be provided with performance that is within their challenging but age- and context- developmental stage. Assessment results appropriate assessment tasks. also have implications for the objectives 8. Assessment should be as authentic as of the succeeding lessons. Since the possible. teacher can determine the students’ Assessment tasks or activities should performance and difficulties, the teacher closely if not fully, approximate real-life improves the necessary intervention to situations or experiences. Authenticity of address them. The teacher being able to assessment can be thought of as a address the deficiencies of students continuum from least authentic to most based on assessment results is reflective authentic, with more authentic tasks of effective teaching performance. expected to be more meaningful for 3. Determining and Reporting Pupil learners. Achievement of Education Objectives The basic function of assessment is to determine students’ grades and report Uses of Assessment their scores after major tests. The reported grade communicates 1. APPRAISING students’ performance to many Assessment is used for appraisal. stakeholders such as teachers, parents, Forms of appraisals are the grades, guidance counselors, administrators, and scores, ratings, and feedback. Appraisals other concerned personnel. are used to provide feedback on an The reported standing of students in individual’s performance to determine their learning shows how much they have how much improvement could be made. attained the instructional objectives set A low appraisal or negative feedback for them. The grade is a reflection of indicates that performance still needs room for improvement while a high ASSESSMENT IN STUDENT LEARNING how much they have accomplished the Students who are assessed to be easily learning goals. distracted inside the classroom can be 4. Planning, directing, and improving helped by the school counselor by learning experiences focusing the counseling session on Assessment results are the basis for devising ways to improve the attention of improvement in the implementation of a student. instruction. A student who is assessed to have Assessment results from students serve difficulties in classroom tasks is as feedback on the effectiveness of the taught to self-regulate during the instruction or the learning experience counseling session. provided by the teacher. Students’ personality and vocational If the majority of students have not interests are also assessed to guide them mastered the lesson, the teacher needs in the future courses suitable for them to to come up with more effective take. instruction to target mastery for all the 7. Selecting students. Assessment is conducted to select 5. Accountability and program evaluation students placed in the honor roll, pilot Assessment results are used for sections. evaluation and accountability. Assessment is also conducted to select In making judgments about individuals from among student enrollees who will be or educational programs multiple accepted in a school, college, or assessment information is used. university. Results of evaluations make the Recipients of scholarships and other administrators or the ones who grants are also `based on assessment implemented the program accountable results. for the stakeholders and other recipients of the program. This accountability ensures that the program implementation needs to be improved depending on the recommendations from evaluations conducted. Improvement takes place if assessment coincides with accountability. 6. Counseling Counseling also uses a variety of assessment results. The variables such as study habits, attention, personality, and dispositions, are assessed to help students improve them. ASSESSMENT IN STUDENT LEARNING ASSESSMENT IN STUDENT LEARNING Lesson 2: Assessment Purposes, Learning specific purpose and strategy for Targets, and Appropriate Methods assessment. What is the purpose of Classroom Assessment? The Roles of Classroom Assessment in the Teaching-Learning Process 1.Assessment “of” Learning 2.Assessment “for” Learning Formative 3.Assessment “as” Learning Teachers conduct assessment because they Assessment “of” Learning want to acquire information on the current status and level of learners' knowledge and skills or refers to the use of assessment to competencies. determine learners' acquired knowledge and skills from instruction and whether information (e.g., prior knowledger they were able to achieve the curriculum strengths) about the learners prior to outcomes. instruction, so they can design their It is generally summative in nature. instructional plan to better suit the needs This refers to the use of assessment to of the learners. help learners become self-regulated. information on learners during instruction It is formative in nature and meant to use to allow them to modify instruction or assessment tasks, results, and feedback learning activities to help learners achieve to help learners practice self-regulation the learning outcomes. and make adjustments to achieve the Diagnostic curriculum outcomes. Teachers can use this assessment to identify p specific learners' weaknesses or difficulties that may affect their achievement of the intended learning outcomes. This focus on specific learning needs and provide opportunities for instructional intervention or remediation inside or outside the classroom. The diagnostic role of assessment may also lead to differentiated instruction or even individualized learning plans when Remember: deemed necessary. Knowing what will be taught (curriculum Evaluative content, competency, and performance standards) and how it will be taught The learners' placement or promotion to (instruction) are as important as knowing the next educational level is informed by what we want from the very start assessment results. (curriculum outcome) in determining the Teachers conduct assessment to measure learners' performance or ASSESSMENT IN STUDENT LEARNING achievement for the purposes of making the completion of the degree or judgment or grading in particular, program Teachers need information on whether Goals the learners have met the intended learning outcomes after the instruction is Goals are general statements about fully implemented. desired learner outcomes in a given year or during the duration of a Facilitative program. provides information on students' Standards learning and achievement that teachers can use to improve instruction and the specific statements about what learning experiences of learners. learners should know and are capable It allows them to monitor, evaluate, and of doing at a particular grade level, improve their own learning strategies. In subject, or course. both cases, student learning is facilitated. McMillan (2014, p. 31) described four different Motivational types of educational Classroom assessment can serve as a 1. Content (desired outcomes in a content mechanism for learners to be motivated area) and engaged in learning and achievement 2. Performance (what students do to in the classroom demonstrate competence) Focusing on progress, providing effective 3. Development (sequence of growth and feedback, innovating assessment tasks, change over time) and using scaffolding during assessment 4. Grade -level (outcomes for a specific activities provide opportunities for grade) assessment to be motivating rather than Educational Objectives demotivating. specific statements of learner performance at the end of an instructional unit. sometimes What are learning targets? referred to as behavioral objectives and are typically stated with the use of verbs. Institutional Outcomes Institutional outcomes are statements of what the graduates of an The Revised Bloom’s Taxonomy of Educational educational institution are supposed Objectives (Anderson and Krathwohl, 2001) to be able to do beyond graduation First Dimension: Knowledge Program Outcomes Includes: These are statements of what 1. Factual graduates of particular educational 2. Conceptual programs or degrees are able to do at 3. Procedural ASSESSMENT IN STUDENT LEARNING 4. Metacognitive what", and "when". Second Dimension: Cognitive Process Example: Includes What is the capital city of the Philippines? 1. Remember 2. Understand Knowledge: Conceptual 3. Apply This type is: 4. Analyze 5. Evaluate also fundamental in every discipline. 6. Create It tells the concepts, generalizations, Example Objective: principles, theories, and models that one needs to know in a discipline. An educational or learning objective formulated usually answers questions that begin with from this two-dimensional model contains a "what". noun (type of knowledge) and a verb (type of cognitive process). Example: Example Objective: What makes the Philippines the "Pearl of the orient seas"? Students will be able to differentiate qualitative research and quantitative Knowledge: Procedural research. This type is: Rationale: also fundamental in every discipline. It tells the processes, steps, techniques, differentiate is the verb that represents methodologies, or specific skills needed the type of cognitive process (in this case, in performing a specific task that one analyze) needs to know and be able to do in a while qualitative research and discipline. quantitative research is the noun phrase usually answers questions that begin with that represents the type of knowledge (in "how". this case, conceptual). Example: Knowledge Dimensions in the Revised Bloom's Taxonomy of Educational Objectives How do we develop items for an (Anderson and Krathwohl, 2001) achievement test? Knowledge: Factual Knowledge: Metacognitive basic in every discipline. This type is: It tells the facts or bits of information makes the discipline relevant to one's life. one needs to know in a discipline. It makes one understand the value of answers questions that begins with learning on one's life. "who", "where", " ASSESSMENT IN STUDENT LEARNING It requires reflective knowledge and about the criteria for judging the level of strategies on how to solve problems or performance demonstrated” perform a cognitive task through Guidelines understanding of oneself and context. usually answers questions that begin with Learning targets be stated from the "why" learners' point of view, typically using the phrase "l can...." For example, "l can Example: differentiate between instructional Why is Psychology is the most suitable objectives and learning targets." course for you? Congruent with the standards prescribed by the program or level and aligned with the instructional or learning objectives of Cognitive Process Dimensions in the Revised a subject or course. Bloom's Taxonomy of Educational Objectives Teachers must inform learners about the (Anderson and Krathwohl, 2001) learning targets of lessons before classroom instruction. The learning targets should be meaningful for the learners; hence, they must be as clear and as specific as possible. Inform learners with what they should be able to do or demonstrate as evidence of their learning. Thus, learning targets specify both the content and criteria of learning. Both classroom instruction and assessment should be aligned with the specified Five criteria in selecting learning targets: 1. Establish the right number of learning targets: Are there too many or too few Learning Targets targets? 2. Establish comprehensive learning targets: Definition: Are all important types of learning “a statement of student performance included? for a relatively restricted type of learning 3. Establish learning targets that reflect outcome that will be achieved in a single school goals and 21st century skills: Do lesson or a few days”, and contains “both the targets reflect school goals and 21st a description of what students should century knowledge, skills, and know, understand, and be able to do at dispositions? the end of instruction and something ASSESSMENT IN STUDENT LEARNING 4. Establish learning targets that are method used to measure if students have met challenging yet feasible: Will the targets the target is very critical. challenge students to do their best work? Matching Learning Targets with Paper-and- 5. Establish learning targets that are Pencil Types of Assessment consistent with current principles of learning and motivation: Are the targets consistent with research on learning and motivation? Matching Learning Targets with other types of Assessment In Addition: Note: more checks mean better matches Other experts consider a fifth type of learning target—affect, which refers to affective characteristics that students can develop and demonstrate because of instruction. This includes: attitudes beliefs interests values. Some experts use disposition as an alternative term for affect. The following is an example of an affect or disposition learning target: I can appreciate the importance of addressing potential ethical issues in the conduct of thesis research. Application: Once the learning targets are identified, appropriate assessment methods can be selected to measure student learning. The match between a learning target and the assessment