Assessment In Learning 1 PDF

ASSESSMENT IN LEARNING 1 SHIFT OF EDUCATIONAL FOCUS FROMCONTENT TO LEARNING OUTCOMES JEWELLE V. OLARTE  OBJECTIVES 1 2 3 Explain 3 outstanding...

ASSESSMENT IN LEARNING 1 SHIFT OF EDUCATIONAL FOCUS FROMCONTENT TO LEARNING OUTCOMES JEWELLE V. OLARTE  OBJECTIVES 1 2 3 Explain 3 outstanding Distinguish among Distinguish between characteristics of institutional outcomes, immediate outcomes outcome-based program outcomes, and deferred education. course outcomes and outcomes learning outcomes. 4 4 Differentiate Formulate learning educational objectives outcomes based on from learning given educational outcomes objectives  What is the difference between content-based education to outcomes- based education?  INTRODUCTI Reduced to the barest components, the educative process happens between the teacher and the student. Education originated from the terms "educare" or "educere" which meant "to draw out". Ironically, however, for centuries we succeeded in perpetuating the belief that education is a "pouring in" process wherein the teacher was the infallible giver of knowledge and the student was the passive recipient. It followed that the focus of instruction was content and subject matter.  INTRODUCTI We were used to regarding education basically in terms of designating a set of subjects to take and when the course is completed we pronounce the students "educated", assuming that the instruction and activities we provided will lead to the desired knowledge, skills and other attributes that we think the course passers would possess.  INTRODUCTI The advent of technology caused a change of perspective in education, nationally and internationally.The teacher ceased to be the sole source of knowledge. With the knowledge explosion, students are surrounded with various sources of facts and information accessible through user- friendly technology. The teacher has become a facilitator of knowledge who assists in the organization, interpretation and validation of acquired facts and information.  Outcome - based Educat ion Characteristics: It is student-centered i.e, it places the students at the center of the process by focusing on Student Learning Outcomes (SLO). It is faculty-driven i.e, it encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students. It is meaningful i.e, it provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities.  Howt o implement Out come- based Educat ion Identify educational objectives of the subject/course. Listing of learning outcomes specified for each subject/course objective. Cognitive - mental skills (remembering, understanding, applying, analyzing, evaluating, synthesising/creating) Psychomotor - skills Affective - attitude Drafting outcomes assessment procedure  Twotypes of Out comes Imme diate outc ome s - competencies/skills acquired upon completion of an instruction, a subject, a grade level, a segment of the program, or of the program itself. These are referred to as instructional outcomes. Examples: Ability to communicate by writing and speaking Mathematical problem-solving skill Skill in identifying objects by using the different senses Promotion to a higher grade level Initial job placement  Twotypes of Out comes De fe rre d outc ome s - ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a degree program. These are referred to as institutional outcomes. Examples: Success in professional practice or occupation Promotion in a job Awards and recognition Content&Performance St andard and it s Learning Compet encies  LearningObject ives and Learning Out comes OBJECTIVE LEARNING OUTCOME/S 1. Discuss risks associated with 1. Correctly identify required untreated hypertension. actions to manage patients in hypertensive crisis by analyzing a case study. 2. Identify and explain the 2. Name seven baking ingredient functions of each ingredients in and explain or discuss correctly the baking function of each ingredient. Objectives are statements that define the expected goals while outcome is a written statement that reflects what the learner will be able to do as a result of participating in the educational activity.  It's your t urn! The following are educational objectives for TLE in Junior HS. For every educational objective, formulate two (2) learning outcomes and assessment procedure. 1.Discuss the effectiveness of recycling to human and environment. 2.Identify the materials of kitchen utensils and tools commonly found in the kitchen. 3.Create embroidered article. 4.Identify different farming tools and equipment according to their uses. 5.Label the parts of a sewing machine. 6.Prepare a sample budget plan.  Assessment in Learning 1 Basic Concepts in Assessment Jewelle V. Olarte Objectives Distinguish among measurement, assessment and evaluation. Explain the various approaches to assessment: assessment FOR, OF, and AS learning. reallygreatsite.com Table Of Contents 01 Measurement 02 Evaluation 03 Assessment What is Measurement? Assigning numbers to individual intelligence. Numerical values are used to represent the performance of students Determining the quantity of achievement of students Process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. When we measure, we collect quantitative information relative to some established standards. 01 Measuremen t What is Measurement? Knowledge of a subject matter is often measured through standardized test results (testing). We can also ask a group of experts to rate a student's knowledge of subject matter in a scale of 1 to 5 (perceptions). 01 Measuremen t Types of Measurement Objective ⚬ As in testing ⚬ Testing produces objective measurements which are more stable in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. 01 Measuremen t Types of Measurement Subjective ⚬ As in perceptions ⚬ There are certain facets of the quantity or quality of interest that cannot be successfully captured by objective procedures but which can be done by subjective methods e.g. aesthetic appeal of a product or project of a student, student's performance in a drama, etc. 01 Measuremen t Types of Measurement Indicators Variables Factors X = I1, I2.... In X1 = computational skills X2 = reading skills X3 = vocabulary X4 = logic and reasoning X5 = sequences and series X6X5) Group 1: (X1, X4, = =manual dexterity mathematical ability Group 2: (X2, X3) = language ability factor Group 3: (X6) = psychomotor ability factor 01 Measuremen t What is Evaluation? This originates from the root word "value". When we evaluate, we expect our process to give information regarding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been made. It is a process designed to provide information that will help us to make a judgment about a particular situation. 02 Evaluation Categories of Evaluation Formative evaluation - a method of judging the worth of a program while the program activities are in progress. Its main objective is to determine deficiencies so that the appropriate interventions can be done. Summative evaluation - a method of judging the worth of a program at the end of the program activities. This is designed to determine the effectiveness of a program or activity based on its avowed purposes. 02 Evaluation What is Assessment? This term is derived from the Latin word "assidere" which means to "sit beside". The process of gathering evidence of students' performance over a period of time to determine learning and mastery of skills. Assessment uses, as basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. This is the full range of information gathered and synthesized by the teachers. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written, test results, etc. 03 Assessment Purposes of Educational Measurement, Assessment and Evaluation Improvement of student learning. Help identify students' strengths and weaknesses. Identify effectiveness of a particular teaching strategy. Appraise effectiveness of curriculum. Results could be used as a feedback to parents and students. Summary Measurement refers to the process by which the attributes or dimension of some objects or subjects of study are determined. Assessment is a process of selecting, receiving and using data for the purpose of improvement in the current performance. Evaluation is an act of passing judgment on the basis of a set standard.  Identify each given situation whether it is measurement, evaluation or assessment. Mr. Rugas is checking the test papers of students. Mr. Rugas is checking the test papers of students. Measurement  Teacher Marissa is giving the equivalent grades to the result of the quiz she has given.  Teacher Marissa is giving the equivalent grades to the result of the quiz she has given. Evaluation  Teacher Ana was able to determine who among the class failed to pass the unit test.  Teacher Ana was able to determine who among the class failed to pass the unit test. Evaluation  At the beginning of the school year, the teacher gathers important data about the learners using a survey questionnaire to be used as her guide in dealing with the pupils.  At the beginning of the school year, the teacher gathers important data about the learners using a survey questionnaire to be used as her guide in dealing with the pupils. Assessment Table Of Contents 01 Assessment for Learning 02 Assessment of Learning 03 Assessment as Learning  The preposition "FOR" in assessment FOR learning implies that assessment is done to improve and ensure learning. This is referred to as FORmative assessment (assessment that is given while the teacher is in the process of student formation or learning). 01 Assessment for Learning  This is to ensure that before the teacher proceeds further or comes near the end of the chapter or class session, the students understood the lesson. Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning. Assessment FOR learning means teachers using student's knowledge, understanding and skills to inform their teaching. 01 Assessment for Learning  Assessment OF learning is usually given at the end of unit, grading period or a term like a semester. It is meant to assess learning for grading purposes. It is referred to as summative assessment. 02 Assessment of Learning  Assessment AS learning is associated with self-assessment. Students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time. 03 Assessment as Learning Assessment in Learning 1 Types of Classroom Assessment Jewelle V. Olarte  Official Assessment - pre- planned assessment used to measure student learning Instructional assessment - They are used for planning the teaching and learning process and even includes the delivery and monitoring the program of students or learners. Result of this assessment is used in the preparation of instructional materials to be utilized in classrooms; decisions on lessons to be taught, and teaching strategy to be reallygreatsite.com employed. Assessment in Learning 1 Method of Collecting Assessment Data Jewelle V. Olarte Paper and Pencil or otherwise known as traditional method of assessing student performance. Observational techniques or performance based assessment Product Process reallygreatsite.com Sources of Student Information: Cumulative Records. This contains vital information such as vital statistics; academic records; conference information; health records; family data; and scores on tests of aptitude, intelligence, and achievement Personal Contact. This includes daily interactions with students. The teacher’s observation about the learners is important data for assessment. Open-ended themes and diaries. Learners must be required to prepare open-ended themes and diaries that would likewise give the teacher an reallygreatsite.com information about each learner. Sources of Student Information: Conferences. Teachers should find time to conduct conference or meetings with parents or guardians. This would give them information about each learner. Testing. Through testing, teachers can measure the students’ cognitive achievement, as well their attitudes, values, feelings, and motor skills. reallygreatsite.com Assessment in Learning 1 Types of Evaluation Jewelle V. Olarte Diagnostic Evaluation Diagnostic evaluation is normally undertaken before instruction, in order to assess the students’ prior knowledge of a particular topic or lesson. Its purpose is to anticipate potential learning problems and group/place students in the proper course or unit of study. e.g. Placement Tests; Entrance Exam reallygreatsite.com Summative Evaluation Summative Evaluation is done to determine student achievement for grading purposes. The grade serves as the basis for making a decision whether or not the teacher will pass or fail a certain learner. The grade given by the teacher is a summary of all the learner’s performances in various assessment approaches. reallygreatsite.com Formative Evaluation Formative evaluation is conducted by the teacher before, during and after conducting the varied activities of the lesson. Result of this helps the teacher to determine the effectiveness of a particularly teaching strategy applied in introducing the topic to the learners. reallygreatsite.com  Assessment in Learning 1 Basic Guidelines in Educational Measurement and Evaluation Jewelle V. Olarte 1. Teachers need to know how much they are doing. This means that the teacher should be aware of his own performance while discharging his duties and responsibilities as a teachers are doing. reallygreatsite.com 2. Evidence, feedback, and input data for knowing how well the students and teachers are doing should come from a variety of sources. This means that teachers should vary her assessment strategies. reallygreatsite.com 3. Evaluation is a continuing process to check on programs and modify/adopt strategies to promote desired behavior..All activities undertaken inside the classroom must be coupled with assessment approaches. reallygreatsite.com 4. The procedures used for assessing student learning must be compatible with instructional objectives. This means that assessment procedures must be aligned to the learning outcomes or learning competencies. reallygreatsite.com 5. The evaluation process should facilitate teaching effectiveness and contribute to intellectual and emotional growth of the learners. reallygreatsite.com 6. Evaluation is a reciprocal process. It involves the evaluation of teacher performance, as well as that of student achievement. reallygreatsite.com 7. A teacher’s responsibility is to facilitate student learning and is accountable for it. Teachers are accountable for not delivering the lessons well to her/his students. reallygreatsite.com Dance Demonstration Short Quiz Midterm Examination Asking questions during class Demonstration of Table Skirting Skills Soap Carving  Assessment in Learning 1 Determining the Mastery and Proficiency Levels Jewelle V. Olarte Mastery Level – percentage of students who were able to master the lesson Proficiency Level – the amount of the lesson learned or absorbed by the students reallygreatsite.com reallygreatsite.com Mastery Level Proficiency Level Decision Acceptable Acceptable Proceed to next discussion Not Acceptable Not Acceptable Reteach Acceptable Not Acceptable Reteach Not Acceptable Acceptable Remedial reallygreatsite.com Mastery Level: 𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑚𝑎𝑠𝑡𝑒𝑟 𝑥 100% 𝑁𝑜 𝑜𝑓 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 Proficiency Level 𝑀𝑒𝑎𝑛 𝑥 100% 𝑁𝑜 𝑜𝑓 𝑇𝑒𝑠𝑡 𝐼𝑡𝑒𝑚𝑠 reallygreatsite.com Score Number of Students Total Score 5 5 25 4 10 40 3 15 45 2 7 14 1 2 2 0 1 0 Total 40 126 reallygreatsite.com Score Number of Students Total Score 6 10 60 5 13 65 4 5 20 3 6 18 2 1 2 1 2 2 0 0 0 Total 37 167 reallygreatsite.com reallygreatsite.com