Assessment of Student Learning 1 PDF

Assessment of Student Learning 1 Chapter 1: Basic Concepts in Assessment “Teaching today is a far more complicated profession than it was a couple of decades ago. The dynamically changing pace of development in science and technology has brought about corresponding changes in the way we...

Assessment of Student Learning 1 Chapter 1: Basic Concepts in Assessment “Teaching today is a far more complicated profession than it was a couple of decades ago. The dynamically changing pace of development in science and technology has brought about corresponding changes in the way we view teaching. Thus, while earlier on, we always have been content with testing and measuring students’ cognitive skills through teacher-made test, today, we not only test to measure cognitive development but also the affective and psychomotor development of the learners as well. The teacher, therefore, is expected to be fully knowledgeable of the measurement and assessment procedures that support testing in the three domains: cognitive, affective and psychomotor”. – Dr. Roberto Test Test is a set of questions with an accepted set of presumably correct answers, designed to gather information about some individual characteristics, like academic achievement. Non-test These are usually based on teacher’s direct observations as students perform the assigned tasks. Examples: observation, checklists, rating scales, anecdotal records, debates, demonstrations, journals, panel discussion, portfolio of student’s work, and the Testing Testing is the process of administering a test to an individual or a group of students. This process involves steps such as test preparation, test administration, and test collection. Measurement Measurement is the process of quantifying test results. Assessment Assessment is the process of gathering information about student learning and then analyzing and interpreting them for the purpose of making decisions. Evaluation Evaluation is the process of determining the changes in the child as a result of teaching and his experiences. Types of Tests According to de Guzman & Adamos (2015) A. Mode of Response 1. Oral test 2. Written test 3. Performance test B. Ease of Quantification of Response 1. Objective test 2. Subjective test  C. Test Constructor 1. Standardized test 2. Non-standardized test D. Interpreting Results 1. Tests that yield norm-referenced interpretations 2. Tests that allow criterion-referenced interpretations  E. Nature of Response 1. Personality test 2. Achievement test 3. Intelligence test Roles of Assessment A. Placement Role – it is used to determine the entry behavior of students. It is also used to determine students’ performance at the beginning of instruction. B. Formative Role – formative assessment is an assessment during the course of instruction rather than after it is completed. Your on-going observation and monitoring of students’ learning while you teach informs you what to do next. Roles of Assessment C. Diagnostic Role – it aims to determine the scientific learning needs of students so that those needs can be met through regular or remedial instruction. D. Summative Role – it is used to determine the mastery at the end of the course. It is the process of making the overall assessment or decision about the program. Purposes of Assessment 1. Assessment for Learning (AfL) AfL pertains to diagnostic and formative assessment tasks which are used to determine learning needs, monitor academic progress of students during a unit or a block of instruction and guide instruction. 2. Assessment as Learning (AaL) AsL employs tasks or activities that provide students with an opportunity to monitor and further their own learning – to think about their personal learning habits and how they can adjust their learning strategies to achieve their goals. Purposes of Assessment 3. Assessment of Learning (AoL) AoL is summative and done at the end of a unit, task, process or period. Unit tests and final projects are typical examples of summative assessment. AoL is used for grading, evaluation, and reporting purposes.  Characteristics of Classroom Assessment 1. Learner – Centered 2. Teacher – Directed 3. Mutually Beneficial 4. Formative 5. Context – Specific 6. Ongoing 7. Rooted in Good Teaching Practice Exercise 1: Answer the following. 1. Why do teachers assess and evaluate students in their classroom? Support your answer with concrete examples or situations to visualize your points. 2. Explain the three interrelated purposes of assessment in light of your own experiences. 3. Relate the roles of assessment in your class situations. How do each role evident in your classroom experiences?