Assessment of Learning Chapter 1 & 2 PDF

Assessment Chapter 1 – Authentic Assessment in the Classroom in Learning 2 Lesson 1: A close look at Student Learning Outcomes (SLO) At the end of this lesson, students should be able to:  identify what characteristics of good student learning outcomes...

Assessment Chapter 1 – Authentic Assessment in the Classroom in Learning 2 Lesson 1: A close look at Student Learning Outcomes (SLO) At the end of this lesson, students should be able to:  identify what characteristics of good student learning outcomes depicts on each sample outcomes; and Objectives  derive examples of student learning outcomes. Students who are well informed about what behaviors are expected of them in a course subject or learning activity have a definite guide during the learning activity and are therefore perceived to attain success. Correlatively, Introduction teachers who know very well what they wish their students to demonstrate or perform will be in the best position to align their instructional activities to the desired learning outcomes. In this light, all assessment and evaluation activities should start with the identification and clarification of the student learning outcomes (SLO). The identified and clarified student leaning outcomes serve as the load stars that will guide both teacher and students in activities leading to the attainment of the deserved learning outcomes. What is Student Learning Outcome (SLO)? Every college program should have a set of college-wide expectations from student learning which have been previously agreed upon by the faculty Discussion of the program and which the students who pass the different courses under the college program are expected to demonstrate. The individual teacher may add to his her course more student learning expectations but must adopt the agreed- upon college program expectations and reflect them on each course syllabus. It is important that these common program-wide expectations are identified and clarified because they are the basis of the outcomes assessment process. The student learning outcomes in the teacher education program are the skills, competencies and values that the students are expected to demonstrate at the end of the every course/subject which are in turn, integrated into the year - end formation of students as they progress towards becoming professional teachers. Attainment of these What are the Sources of Expected Student Learning Outcomes (SLO)? Expected student learning outcomes may be sourced from any or all of the following: 1. The institution’s mission statement is a relevant source of student learning expectations. Public schools refer to the public school system mission or state school charter as source of learning outcomes. Private schools are either sectarian or non-sectarian and their mission may be sourced from their respective religious goals, in the case of sectarian schools, or their founder's philosophy in the case of non-sectarian schools. 1|Page 2. Policies on competencies and standards issued by government education agencies such as the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and Commission on Higher Education (CHED) are the prescribed sources of student learning outcomes. 3. Expected competencies identified by the different professions, business and industry should be adopted to ensure that graduates are able to perform as expected in their respective work places and or professions. 4. The thrusts and development goals of the national government are useful integration in the identified competencies and expectations from all sectors of education. 5. International trends and developments should also be considered in identifying and determining student learning outcomes to ensure the graduates competitiveness in the employment and professional practice abroad. 6. It will be enriching if the identified competencies and expectations of students integrate the basic general education competencies such as the following competencies listed by the Montgomery College: (a) Oral and written communication which includes the ability to use oral and written language of communication supported by appropriate technology and enhanced with effective style of presentation. (b) Scientific and quantitative reasoning ability which includes competency in the use of quantitative data, mathematical procedure and scientific methods of inquiry in decision-making (c) Ability to analyze, synthesize and develop creative solutions which are the components of higher order thinking skills (HOTS) or competencies. (d) Technological competency which involves the ability to use computer technology in documentation and presentations appropriate in different academic and professional Settings (c) Information literacy involves the ability to efficiently locate and effectively use information from both print and electronic sources. Characteristics of Good Learning Outcomes 1. Good student learning outcomes (SLO) are centered on the students, on what the learners are capable of doing, instead of the teaching technique. The teaching strategy will only be guided by the desired competencies of the students. For instance if the SLO is: "the students can explain and illustrate the life cycle of an insect," to guide the students towards the desired competency the teacher may use any or all of the following instructional techniques and activities: (a) video presentation of the life cycle of a butterfly (b) poster presentation of the different stages in the development of a butterfly 2|Page  (c) field trip to a botanical garden or nature park to observe the different stages in the life cycle of a butterfly (d) submission of an essay on the dangers observed that will interrupt or abort the life cycle of the butterfly (e) submission of a proposed project to protect the life cycle of insects or other useful animals 2. Good learning outcomes are based on the program mission statement agreed upon by the program faculty in consultation with other stakeholders like alumni and other professionals. It is important that the student learning outcomes are based on issuances from government regulatory agencies such as DepEd's K to 12 Law Enhanced Basic Education in the Philippines, the CHED's Policies, Standards and Guidelines on Teacher Education, thrusts of appropriate professional organizations and advocacies of employer and industry groups. 3. Good student learning outcomes are very well understood by both students and faculty. They should be in agreement on the importance of these competencies which they will cooperatively develop. Here are suggested steps that teacher and students can together take in their cooperative monitoring of the progress towards the desired learning outcomes or skills and competencies. Hooking the students to the desired leaning outcome Exploring and experiencing the supporting student activities Applying the ideas/knowledge required in contrived, simulated or real- life situations Refining, rehearsing, reviewing the target skills/competencies Evaluating the degree of learning outcome performance Deciding on the action, solution or creative project to apply the learning outcome 4. Good learning outcomes include a spectrum of thinking skills from simple to the higher order of application of knowledge and skills. Here is an example of a range of learning outcomes from the simple to the complex under the competency: “ability to understand.” (a) can identify (b) can explain (c) can apply (d) can analyze (e) can synthesize (f) can evaluate (g) can judge (h) can create 5. Good learning outcomes are measurable. Student competencies should be expressed as transitive verbs and/or action words which are demonstrable and observable at various levels. Examples of observable measurable competency levels: (a) For K to 12 Grades 3-10 Reading, Mathematics, Language, and Science. 3|Page  Numerical Rating Proficiency Level 1 Below basic level 2 Basic level 3 Proficient Level 4 Advanced Level (b) For the nursing program, the example used is Patricia Benner’s Levels of Competency Numerical Rating Level of Competency 1 Novice 2 Advance Beginner 3 Competent 4 Proficient 5 Expert (c) From Guba and Lincoln2 Students Name: ________________________________________________ Directions: Enter the date when each of the behaviors has been observed. Course/Subject Student Learning INTRODUCED PRACTISED DEVELOPED Outcome Foundation SLO#1 of Education SLO#2 Principles of SLO#1 Teaching SLO#2 SLO#3 Methods of SLO#1 Teaching SLO#2 SLO#3 4|Page  Exercise No. 1: Matching Activity Directions: Determine what characteristics of a good student learning outcomes depicts on the following outcomes. Exercise/s Column A Column B Sample Outcomes Characteristics _The students can: ____1. provide outside of the box insights a. Good student learning outcomes about the issue on press freedom. (SLO) are centered on the students, on _____2. create pamphlets regarding on the what the learners are capable of doing, health protocols that citizens should instead of the teaching technique. follow. _____3. dramatize the qualities of an ideal b. Good learning outcomes are based on teacher based on the Code of Ethics. the program mission statement agreed _____4. debate on the controversial Anti- upon by the program faculty in terrorism law. consultation with other stakeholders _____5. solve the mean, median and mode in like alumni and other professionals. the Spreadsheet. _____6. explain the “reality shock” c. Good student learning outcomes are experienced by the beginning teachers. very well understood by both students _____7. demonstrate the basic steps in dancing and faculty. ballet. _____8. perform a simple experiment in the d. Good learning outcomes include a law of motion. spectrum of thinking skills from simple _____9. volunteer in an environmental project to the higher order of application of in the society. knowledge and skills. ____10. participate himself/herself in e. Good learning outcomes are activities in the community to execute measurable. the desired competencies. 5|Page Exercise No. 2: Constructing Student Learning Outcomes Directions: Derive 2 examples of Learning Outcomes from the following: 1.) ASSCAT Mission a) ______________________________________________ ______________________________________________ ______________________________________________ b) ______________________________________________ ______________________________________________ ______________________________________________ 2.) Enhanced Basic education Law of 2013 a) ______________________________________________ ______________________________________________ ______________________________________________ b) ______________________________________________ ______________________________________________ ______________________________________________ 6|Page Assessment Chapter 1 – Authentic Assessment in the Classroom in Lesson 2: Nature, Characteristics, and Principles; and Learning 2 Traditional Assessment vis-a vis Authentic Assessment At the end of this lesson, students should be able to:  differentiate traditional and authentic assessment; and  analyze a situation and identify which phase of authentic assessment. Objectives “Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being - an expert. Machines don t assess, papers don’t assess, tests don’t assess. Humans assess. And what better person Introduction is there to assess the progress and development of his or her students than the classrooms teacher.” - Larry Malone1 Lawrence Hall of Science,University of California, Berkeley The terms assessment, evaluation, testing and marks are terms often used in determining the degree of attainment of student learning outcomes. At times they are used interchangeably, it will be useful to clarify their meanings to distinguish them from one another. Assessment refers to the process of gathering data and information about what students know and can do. Such information may be sourced through observation of students during their learning activities, examining the results of their learning activities or testing their knowledge and skills. Through assessment, the teacher can find out what students are learning Evaluation involves the task of interpreting, forming conclusions and making judgments about the information which was gathered in the process of assessment. The data gathered by assessment are neither useful nor useless but they reflect the learning process. Such information becomes meaningful only when they are processed and interpreted as to how well the students are attaining their desired competencies. Testing is an instrument or assessment. A test is an assessment tool that reflects the records of the students learning outcomes. Marks are reports of the results of evaluating information obtained in the assessment process. Marks have certain components related to the learning activities undertaken by the student. Examples of such components are: 20 % for class participation 10 % for completed assignments 20 % for quizzes 30 % for submitted reports 20 % for oral presentation of completed project 100% TOTAL 7|Page  Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill demonstrations performance in learning activities, test results and rubrics ratings which cover a period time and should Discussion reveal the progress of students in competencies. Evaluation on the other hand occurs when a mark or grade 15 assigned after a quiz, a. presentation or a completed task. In recent years, higher education institutions in the Philippines have joined in the international focus on the need to include in the teaching -learning process the assessment and documentation of student learning outcomes. 1This focus is in recognition of the importance of information on leaning outcomes in the improvement of the educational experiences that colleges and universities offer. Why Authentic Assessment? The common practice of using recall and recognition objective the skills and knowledge they have mastered.” - Richard Stiggins (1987) “Authentic assessments are products and/or performances correlated with real life experiences", - Newton Public Schools Other names for authentic assessment are performance assessment, alternative assessment, and direct assessment. Characteristics of Authentic Assessment (AA) 1. AA starts with clear and definite criteria of performance made known to the students. 2. AA is criterion referenced rather than norm-referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance. 3. AA requires students to make their own answers to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS). 4. AA often emphasizes performance and therefore students are required to demonstrate their knowledge, Skills or competencies in appropriate situations. AA does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they have learned. 5. AA encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes. 6. AA does not encourage rote learning and passive taking of tests; instead, students are required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work in a group, skills in oral and written communications. In brief, AA values not only the finished products which are the learning outcomes, but also the process of learning. 8|Page  7. AA changes the role of students as passive test takers into coming active and involved participants in assessment activities that emphasize what they are capable of doing instead tests to measure students skills or retained facts has come under scrutiny because of the limitation encountered in determining the students capability to utilize their knowledge and skills in work and professional practice. At best, these tests are able to give a "snap shot” of the students’ ability to recall facts and information at a given time but fail to provide a "moving picture of how they will perform in real-world situations which exist in the workplace. While multiple choice, true - false or matching tests can be indicators of academic achievement, teachers and students are often misled by the results of these tests on the kind of academic work and activities that need to be mastered. It is to be remembered that test items are not real problems; right answers are not necessarily indicators of critical thinking. When students complete high school studies or even college degree, they are expected to be able to live in the outside world armed with skills that comply with certain standards. Often, such skills do not involve mastery of grammar rules and solutions to mathematical problems. It is good for students to have mastery of these basic knowledge but if they cannot apply these skills to real- life tasks, then they have not been prepared for the real world, hence the need for authentic assessment. What is Authentic Assessment? Here are some definitions: "A form of assessment in which students are asked to perform real- world tasks that demonstrate meaningful application of essential knowledge and skills...” -Jon Mueller (2011) “…Engaging and worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field." -Grant Wiggins (1987) “Performance (authentic) assessments call upon the examinee to demonstrate specific skills and competencies; that is, to apply of their weaknesses. This results is diminished fear of tests and improvement of self- esteem. From teacher-centered activities, AA encourages a learner-centered class where the teacher's major role is to help students accept responsibility for their learning and become self-evaluators. The teacher designs activities and evaluates results which provide information needed for monitoring students’ progress and evaluating the teacher’s instructional strategies. 9|Page Phases of Authentic Assessment The purpose of assessment is to improve student learning. Assessment achieves this purpose by gathering pieces of evidence of student performance over a period of time. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essays, story writing, and examination results. "Closing the loop” encourages the use of assessment results for further improvement. In general, outcome assessment goes through five (5) phases 1. Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities. 2. Determining the criteria and standards of outcomes performance and the acceptable evidence that may be presented as proof of outcomes” attainment. 3. Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes. 4. Measuring the extent at which the students are attaining the desired learning outcomes. 5.Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes and utilizing them for continuous improvement. “Closing the Loop” is demonstrated in a diagram of these phases adopted from Jon Muellers (2011) of North Central College Nashville, Illinois. Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being the classroom teacher. Phase I Phase II Identify learner outcome. Determine criteria and acceptable evidence of performance. Phase V Phase III Evaluate results to determine attainment Implement supporting learning experiences of outcome and ensure continuous and instructional activities. improvement. Phase IV Implement assessment strategies. Examples of Authentic Assessment Activities 1. Doing science experiments 2. Conducting social science field research 3 Writing stories and reports 4. Reading and interpreting literary pieces 10 | P a g e  5. Solving mathematical problems that have real-world implications 6. Performing particular skills/competencies 7. Simulation or role playing 8. Exhibiting and displaying completed works 9. Submitting portfolios 10. Submitting original creative projects How does Authentic Assessment Differ from Traditional Assessment (TA) Traditional Assessment is commonly associated with pre-determined choice measures of assessment such us multiple choice tasks, fill- in-the-blanks, true- false, matching type and others. Students typically recall or select the answers. Essentially, TA springs from the educational philosophy which involves the following principles and practices 1. A school's mission is to develop useful citizens; 2. To be a useful citizen, one must possess a certain body or knowledge and skills; 3. The school is entrusted to teach this body of knowledge and skills; 4. To determine if the students have acquired these knowledge and skills, the school must test the students on these knowledge and skills; Authentic Assessment, on the other hand is grounded on the following principles and practices: 1. A school's mission is to develop useful citizens; 2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world 3. The school's duty is to help students develop proficiency in performing the tasks that they will be required to perform after graduation in the work place; 4. The school must then require students to perform tasks that duplicate or imitate real-world situations. The Table below illustrates the basic differences between traditional assessment and authentic assessment. Table 1 – Basic Differences between Traditional Assessment and Authentic Assessment. Attributes Traditional Assessment Authentic Assessment 1. Action/options Selecting a response Performing a task 2. Setting Contrived/imagine Simulation/ Real – life 3. Method Recall/recognition Construction/ application 4. Focus Teacher – structured Student - structured 5. Outcome Indirect evidence Direct evidence Authentic Assessment Complements Traditional Assessment In conclusion, teachers do not have to select between authentic assessment and traditional assessment. Mastery of knowledge and skills which is the focus of traditional assessment must be encouraged among the students to form the foundation on which will be built the activities that will require 11 | P a g e students to demonstrate and perform the tasks that they are expected to perform in the real world. 12 | P a g e  Exercise No. 1: Identification Directions: Determine whether each of the following assessment activities or strategies is traditional and authentic Exercise/s _________ 1. Conduct a paper-pencil test. _________2. Require the students to memorize the formulae in finding the perimeter and area of geometric shapes. _________3. Write a reflection paper on the life and works of Dr. Jose Rizal. _________4. Complete the multiplication table. _________5. Draw the plant and animal cells. _________6. Keep a portfolio. _________7. Role play the battle in Mactan. _________8. Experiment the density of a certain object. _________9. Interview the life story of certain individual and share it to the class. _________10. Simulate mock election in the classroom. Exercise No. 2: Situational Analysis Directions: Analyze each situations and identify which phase of authentic assessment __________ 1. An English Teacher constructs a scoring rubric in writing essay. __________ 2. Teacher Kobe conducts a placement assessment as basis in formulating objectives. __________ 3. At the end of the quarter, Teacher A collects the portfolios of the students to see their improvement. __________4. In his Science class, Teacher Ronel require the students to present the findings of their case study. __________5. Teacher Rodel formulate learning activities based on the course description. __________6. Teacher Glory utilizes “concept mapping” as preparatory activity in her lesson. 13 | P a g e Assessment Chapter 1 – Authentic Assessment in the Classroom in Learning 2 Lesson 3: Authentic Assessment tools At the end of this lesson, students should be able to:  explain the three modes of authentic assessment; and  provide examples of authentic assessment tools. Objectives If we want students to develop such competencies as analysing, interpreting, synthesizing and evaluating information, we must be able to assess those skills in relevant settings and context. Authentic assessment makes Introduction use of three modes of assessment:  Observations which include date and information that the teacher collects from daily work with students.  Performance samples which are tangible results that demonstrate student achievements.  Tests and measures of student's actual performance at a specific place and time. I. Observations-Based Assessment Tools To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the following guidelines: Discussion 1. Observe not only one but all the students. 2. Observation must be as frequent and as regular as possible. 3. Observations must be recorded in writing. 4. Observations should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced it multiple observations are gathered and synthesized. Developmental Checklist is an observation tool which requires the teacher recorder to describe the traits or learning behaviors being assessed. When used regularly during the school year, developmental checklists give a moving picture of the student's progress towards the desired competencies. Example of Individual Developmental Checklist Name: Year and Section: Oral Communication Stage 1 Stage 2 Stage 3 Stage 4 Speaks with Speaks in Speaks Volunteers to hesitation complete extemporaneously participate in sentences speaking activities 14 | P a g e  Date:______ Date:________ Date:__________ Date:__________ ____ _ Written Communication Stage 1 Stage 2 Stage 3 Stage 4 Writes with Writes with Writes with Submits essays and difficulty some correct grammar report improvement and syntax Date:______ Date:_______ Date:_______ Date:_______ Example of Group Developmental Record Sheet For Student Teachers with major in Biology Sciences Name Prepares Writes Motivates Students lesson plan outcome class and activity before based sustains participate teaching objectives interests in class activities Angeles, 7/10 7/15 7/18 Susan Cruz, Shirley 7/12 7/17 Manalo, Kirk 7/8 7/12 7/20 7/26 Perez, 7/20 7/25 Regina Valdez, 7/8 7/16 Robert Zerrudo, 7/5 7/10 7/21 7/28 Claire Example of Observation Checklist Name: Topic/Activity Attributes Rating 5 4 3 2 1 1. Clarity of presentation 2. Opportunity for class interaction 3. Organization 4. Grammar and syntax 5. Provision of summary Total: 15 | P a g e  The Interview Sheet is another observation tool which is also called the conference recording form. Interview sheets consist of a list of questions the teacher intends to ask and space for recording the student's answers. Example of Interview Sheet Research Proposal Interview Sheet Student’s Name___________________________________ Date___________________ Interviewer's Name________________________________ Course/Subject___________________________________ Topic__________________________________________ 1. Why did you select this topic? 2. What are the sources of your materials? 3. What is the theoretical basis of your research topic? 4. How do you plan to gather data for your research? 5. What research instruments do you intend to use? 6. What is your timetable for the completion of your research? 7. How much do you expect to spend for this research? II. Performance Samples Assessment Tools A portfolio is a compilation of pieces of evidence of an individual's skills, ideas, interests, and accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook containing evidence of a student's accomplishments or as high-tech as a laser disk containing stored descriptions, written works and pictures of the student's activities and accomplishments. The portfolio serves the following purposes: (a) The teacher can assess the growth and development of the students at various levels. (b) Parents are informed of the progress of their children in school. (c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program. What can be included on a portfolio?  Essays  Video tapes  Audio tapes  Conference note  Pictures  Graphs/chart  Art work  Group reports  Compact disk  Filed report 16 | P a g e  Graduating students should be able to prepare employability portfolio such as the following: Employability Competencies Portfolio Academic Competencies 1. can understand printed materials 2 can use research and library skills 3. can use technology in preparing oral presentation 4. can use scientific method in solving problems 5. can write and speak effectively in English and Filipino Personal Management Competencies 1. attends school work daily punctually 2. meets school deadlines 3. knows personal strengths and weaknesses 4 demonstrates self-control 5. can follow oral and written instructions 6. can work without supervision 7. can learn new skills Team Work Competencies 1. can participate actively in a group 2. knows and respects groups values 3. listens to other group members 4. can express ideas to other group members 5. can be either leader or member of a team 6. can adjust in changing settings and people III. Performance Assessment Tools Student achievements at specific place and time are actual student performances that deserve to be assessed. One of the most frequently used measurements instrument s the checklist. A performance checklist consists of a list of behaviors that make up a certain type of performance (e.g., using a microscope, preparing a letter, solving a mathematics performance, etc.) It 1s used to determine whether or not an individual behaves in a certain way (usually desired) when asked to complete a particular task. If a particular behavior is present when an individual is observed, the teacher places a check opposite it on the list. Example: Performance Checklist in Solving a Mathematical Problem Behavior: _____1. identifies the given information _____2. identifies what is being asked _____3.uses variables to replace the unknown _____4.formulates the equations 17 | P a g e  _____5. performs algebraic operations _____6. obtains an answer _____7.verifies it the answer is correct Oral questioning is an appropriate assessment method for actual performance when the objectives are: (a) to assess the student's stock knowledge and/or (b) to determine the student’s ability to communicate ideas in coherent verbal sentences. While oral questioning is indeed an option for assessment, several factors need to be considered when using this option. Of particular significance are the student's state of mind and feelings, anxiety and nervousness in making oral presentations that could mask the student's true ability. Observations and self-reports need a tally sheet as device when used by the teacher to record the frequency of student behaviors, activities or remarks. A self-checklist is a list of several characteristics or activities presented to the subjects of a study. The students are asked to study the list and then to place a mark opposite the characteristics that they possess or activities in which they have engaged 1or a particular length of time. Observation and self-reports are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. 18 | P a g e