ED 302 Assessment in Learning 1 PDF

ED 302 (Assessment in Learning 1) Instructor: Ms. Cristy S. Arquilos LESSON 1: Outcomes-Based Education What is an Outcomes-Based Education? Outcomes-Based Education (OBE) or Outcomes-Based Teaching and Learning (OBTL) is...

ED 302 (Assessment in Learning 1) Instructor: Ms. Cristy S. Arquilos LESSON 1: Outcomes-Based Education What is an Outcomes-Based Education? Outcomes-Based Education (OBE) or Outcomes-Based Teaching and Learning (OBTL) is a results-oriented approach to education which sets out the outcomes in terms of attributes and abilities students are expected to attain at three levels – the institutional level, the program level and the course level. According to Spady (1994, p.12), outcomes-based education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. The roots of OBE or OBTL can be traced to in professional education aiming to equip learners with knowledge, skills and attitudes (KSA) to perform competently in professional work situations. Accordingly, OBE has six important features, namely: (1) active learners; (2) continuous assessment; (3) critical thinking, reasoning, reflection and action; (4) integration of knowledge, learning relevant/connected real life situations; (5) learner-centered and educator/facilitator use group/teamwork; and (6) learning programs seen as guides that allow educators to be innovative and creative in designing programs and activities. OBE has three characteristics:  It is student-centered. It places student at the center by focusing on the Student Learning Outcomes (SLO).  It is faculty driven. It is the faculty’s responsibility to teach, assess SLO and motivate the student’s participation.  It is meaningful. It provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities. OBE Philosophy and Benefits: The OBE approach is embodied in the constructive alignment framework (John Biggs). Constructive comes from the constructivist theory that holds that learners use their own activity to construct their knowledge as interpreted through their schemata. Alignment is a principle in curriculum theory that holds that assessment tasks should be aligned to what is intended to be learned, as in criterion-referenced assessment. The intended learning outcomes (ILO) specify the activity that students should engage if they are to achieve intended outcome as well as the content the activity refers to The teacher’s tasks are to set up a learning environment that encourages the student to perform those learning activities, and to assess student performances against the intended learning outcomes. The ILOs tell the students precisely not only WHAT they are supposed to be learning, but HOW and to what STANDARD. Outcomes-Based Education focuses classroom instruction on skills and competencies that students must demonstrate when they exit. There are two types of educational outcomes: 1. Immediate Outcomes - These are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or the program itself. Examples: Ability to produce artistic or literary works  Ability to communicate in writing and speaking Mathematical problem skill Ability to do research work 2. Deferred Outcomes - It refers to the ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a subject, grade level or degree program. STUDENT LEARNING OUTCOMES: Student Learning Outcomes are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or participated in a Course or Program. SLO's specify an action by the student that must be observable, measurable and able to be demonstrated. These are skills, competencies and values that the students are expected to demonstrate at the end of every course/subject. They are stated using the concrete active verbs such as: to analyze, to interpret, to question and etc. LESSON 2: Basic Concepts: Measurements, Evaluation and Assessment What is a TEST?  It is an INSTRUMENT designed to measure any characteristics, quality, ability, knowledge or skill.  It is comprised of items in the area it is designed to measure. Types of Tests According to Format: 1. Selective Test - provides choices for the answer a. Multiple choice - consists of a stem which describes the problem and 3 or more alternatives which give the suggested solutions - One of the alternatives is the correct answer while the other alternatives are the distractors. b. True-False or Alternative Response - consists of declarative statement that one has to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, and the like c. Matching Type - consists of two parallel columns: Column A, the column of premises from which a match is sought; and Column B, the column of responses from which the selection is made 2. Supply Test a. Short Answer - uses a direct question that can be answered by a word, a phrase, a number, or a symbol b. Completion Test - consists of an incomplete statement  3. Essay Test and the Scoring Rubrics a. Restricted Response - limits the content of the response by restricting the scope of the topic b. Extended Response - allows the students to select any factual information that they think is pertinent and to organize their answers in accordance with their best judgment What is a MEASUREMENT?  It is a process of QUANTIFYING the degree to which someone/something possesses a given trait.  It is about assigning numbers to a performance, product or skill, or behavior of a student, based on a predetermined procedure or set of criteria.  It also refers to the process by which the attributes or dimensions of some physical object are determined.  It is a process of measuring the individual’s intelligence, personality, attitudes and values, achievement and anything that can be expressed quantitatively.  It answers the question, “how much?” Types of Measurement: 1. Objective Measurements – also called as traditional measurements. It refers to tests such as true-false, enumeration, multiple choice, filling blanks or completion which produce objective results. They are more stable than the other type of measurements in the sense that repeated measurements of the same subject matter produce the same outcomes. 2. Subjective Measurements – Student’s knowledge on subject matter is measured through perception. Tests are evaluated by giving opinion. They are more challenging and expensive to prepare, administer and evaluate correctly, though they can be more valid. The teacher or a group of experts evaluate a student knowledge in the subject matter as she/he applies the knowledge in performing a task. A scale of 1 to 10 with 1 being the lowest and 10 the highest may be used. The group of experts may have different ratings on the same performance because their ratings are based on their perception. What is ASSESSMENT?  A PRE-REQUISITE to evaluation.  It provides the INFORMATION which enables evaluation to take place.  It is GATHERING and ORGANIZING data.  It can be defined as both a PRODUCT and PROCESS. Assessment as a Product - It refers to the INSTRUMENT designed to elicit a predetermined behavior, unique performance, or a product from a student. Assessment as a Process - It entails the COLLECTION, INTERPRETATION, and USE of qualitative and quantitative information to assist teachers in their educational decision-making. Assessment refers to the collection of data to describe or better understand an issue. It measures "where we are in relation to where we should be?" It is a process by which information is obtained relative to some known objective or goal. It is the teacher’s way of gathering information about what students have learned, and they use them to make important decisions- about students’ grades, the content of future lessons, and the revision of the structure or content of a course. MODES OF ASSESSMENT A. Traditional Assessment  Preparation of the instrument is time consuming and prone to cheating.  The objective paper-and-pen test usually assess low level thinking skills.  Scoring is objective and administration is easy because students can take the test at the same time. B. Performance Assessment The learner performs a behavior to be measured in a "real-world" context. The learner demonstrates the desired behavior in a real-life context and the locus of control is with the student. A mode of assessment that requires actual demonstration of skills or creation of products of learning. Scoring tends to be subjective without rubrics. Preparation of the instrument is relatively easy and it measures behavior that cannot be deceived. Reasons for Using Performance-Based Assessment: Dissatisfaction of the limited information obtained from selected-response test. Influence of cognitive psychology, which demands not only for the learning of declarative but also for procedural knowledge. Negative impact of conventional tests e.g., high-stake assessment, teaching for the test It is appropriate in experiential, discovery-based, integrated, and problem-based learning approaches. Methods of Performance-based Assessment: 1. Written-open ended – a written prompt is provided 2. Behavior-based – utilizes direct observations of behaviors in situations or simulated contexts 3. Interview-based – examinees respond in one-to-one conference setting with the examiner to demonstrate mastery of the skills 4. Product-based– examinees create a work sample or a product utilizing the skills/abilities 5. Portfolio-based – collections of works that are systematically gathered to serve many purposes C. Portfolio Assessment A process of gathering multiple indicators of students' progress to support course goals in dynamic, ongoing and collaborative processes.  Development is time consuming and rating tends to be subjective without rubrics. Measures student’s growth and development. Reasons for Using Portfolio Assessment:  Burke (1999) actually recognizes portfolio as another type of assessment and considered authentic because of the following reasons: o It tests what is really happening in the classroom. o It offers multiple indicators of students’ progress. o It gives the students the responsibility of their own learning. o It offers opportunities for students to document reflections of their learning. o It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences. o It offers teachers new role in the assessment process. o It allows teachers to reflect on the effectiveness of their instruction. o It provides teachers freedom of gaining insights into the student’s development or achievement over a period of time. Principles Underlying Portfolio Assessment: There are three underlying principles of portfolio assessment: content, learning, and equity principles. 1. Content principle suggests that portfolios should reflect the subject matter that is important for the students to learn. 2. Learning principle suggests that portfolios should enable the students to become active and thoughtful learners. 3. Equity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. Types of Portfolios Portfolios could come in three types: working, show, or documentary.  1. The working portfolio is a collection of a student’s day-to-day works which reflect his/her learning. 2. The show portfolio is a collection of a student’s best works. 3. The documentary portfolio is a combination of a working and a show portfolio. Portfolio Process: 1. Set Goals 2. Collect Evidence 3. Select Evidence 4. Organize Evidence 5. Reflect on Evidence 6. Evaluate Evidence 7. Confer with the Student 8. Exhibit Portfolio D. Placement Assessment Determine the entry behavior of the students. Determine the student’s performance at the beginning of instruction. Determine the position of the students in the instructional sequence. Determine the mode of evaluation beneficial for each student. E. Diagnostic Assessment It is given at the start to determine the student’s levels of competence. It is given at the start to identify those who have already achieve mastery of the requisite learning. It is given at the start to help classify students into tentative small group of instruction. F. Formative Assessment It is given to monitor learning progress of the students. It is given to provide feedback to both parents and students. It is given to it answer the question "Where we are in relation to where we should be?”  This type of assessment can be done informally and need not use traditional instruments such as quizzes and tests. G. Summative Assessment Given at the end of a unit to determine if the objectives were achieved. Tends to be formal and use traditional instruments such as tests and quizzes. It answers the question "How well did we do what we set out to do?" Given at the end of a unit to determine the extent of the student’s achievement and competence. Given at the end of a unit to provide a basis for assigning grades. Given at the end of a unit to provide the data from which reports to parents and transcripts can be prepared. PRINCIPLES OF EDUCATIONAL ASSESSMENT: 1. Assessment should be well aligned with students’ objectives, competencies, and educational standards. 2. The formative assessment needs to scaffold students in the summative assessment. 3. Assessment should become more like instruction. 4. Assessment results needs to be used by teachers to help students learn better. 5. Assessment is NOT used to threaten and intimidate students. 6. Assessment and feedback should be a shared responsibility among teachers, learners and their families. 7. Assessment is a technical competency. 8. Assessment and grading should have a positive impact on learning. What is EVALUATION?  the process of making JUDGEMENT about the quality of the performance, product, skill, or behavior of a student  includes using some basis to judge worth or value  involves judgment about the desirability or changes in the students  Evaluation determines "how well did we do what we set out to do?" and is tied to stated goals and objectives. Many equate this to summative evaluation. It refers to the process of determining the extent to which instructional objectives are attained. It refers to the comparison of data to standard for purpose of judging worth or quality. Evaluation provides information that will help us make judgment about a particular situation. The result of evaluation is to adopt, reject or revise what has been evaluated. A well-defined system of evaluation enables one to clarify goals, allows to check each phase of development, diagnose learning difficulties and plan carefully for remediation. Purposes of Evaluation: o The improvement of the individual learner o To maintain standard o To select students o To motivate learning o To guide learning o To furnish instruction o To appraise educational instrumentalities Types of Evaluation: 1. Placement evaluation accounts for a student’s entry behavior or performance and determines the knowledge and skills the student’s possesses which are necessary at the beginning of instruction in a given subject area. 2. Formative evaluation provides the students with feedback regarding his/her success or failure in attaining instructional objectives. It is conducted during the learning process to find out if the students get the lesson or not. The results will be the bases of the teacher whether to proceed to the next lesson or reteach the lesson in another way. If the evaluation is conducted on a practices, program, and system or in the institution, its main objective is to determine deficiencies so that appropriate intervention can be done. This is conducted while the entity evaluated is still functioning or in use.  3. Diagnostic evaluation is used to detect students’ learning difficulties which are not revealed by formative tests or checked by remedial instruction and other instructional adjustments. Since it discloses the underlying causes of learning difficulties, diagnostic tests are therefore more comprehensive and detailed. 4. Summative Evaluation: In the classroom setting, this type of evaluation is conducted at the end of the quarter or unit to find out how far the student has learned in the quarter or unit. The result of this evaluation is considered as one of the components of the student’s grade in the quarter. It is designed to determine the effectiveness of the program or activity based on the stated purposes. Principles of Educational Evaluation: o Evaluation must be based on previously accepted educational objectives. o Evaluation should be continuous comprehensive and a cumulative process. o It should recognize that the total individual personality is involved in learning. o It should be democratic and cooperative. o It should be positive and action-directed. o Evaluation should give opportunity to the pupil to become increasingly independent in self-appraisal and self-direction. o Evaluation should include all significant evidence from every possible source. o Evaluation should take into consideration the limitations of the particular educational situations.