Module 1 - Assessment -in - Learning - 1 PDF

Assessment in Learning 1 UNIT 1 Preliminary Concepts and Recent Trends At the end of this lesson, the pre-service teachers should be able to: 1. differentiate the different terms such as test, measurement, assessment and evaluation; 2. identify the different modes of assessment...

Assessment in Learning 1 UNIT 1 Preliminary Concepts and Recent Trends At the end of this lesson, the pre-service teachers should be able to: 1. differentiate the different terms such as test, measurement, assessment and evaluation; 2. identify the different modes of assessment according to authenticity; and 3. classify the different types of assessment according to purpose. Introduction The PPST highlights the need for teachers to master assessment strategies aligned with the K-12 curriculum, transitioning from traditional tests to performance- based methods. Assessment is crucial for improving learning, teaching, and management, requiring continuous teacher development. (Department of Education - Teacher Education Council, 2017). Concept Attainment: Below are words related to various fields in education. Write those relevant to the field in the space provided. This activity helps distinguish "Assessment in Learning" from other areas of professional education. Basic Concepts in Educational Assessment a.Measurement b.Assessment c.Evaluation d.Test e.Testing Measurement 1 2 3 A method of The process of The process of measuring the extent assigning numerical quantifying what to which someone or values to particular students have learned something exhibits a attributes of people, through tests, specific trait, such as objects, or events questionnaires, rating a quality, based on predefined scales, checklists, and characteristic, or rules to generate a other assessment feature. ranking that indicates tools. how much of the attribute each individual possesses. Assessment 1 2 3 The process of It encompasses all the It is a prerequisite for collecting and strategies and evaluation, providing organizing activities teachers use the necessary quantitative data into to support student information for the a format that can be learning and assess evaluation process to understood and used student progress. occur. as a foundation for making judgments or decisions. Evaluation 1 2 3 A process of It refers to the process It involves making systematically of carefully analyzing judgments about the interpreting, and interpreting a set need for changes in analyzing, evaluating, of organized data or students' progress or or making judgments evaluating the quality outcomes. about the value of of students' behavior organized data to or performance. inform decision- making. Test 1 2 3 A tool created to It consists of items It can vary in terms of assess a specific related to the area it function, content, characteristic, quality, is intended to format, administration ability, knowledge, or measure. methods, procedures, skill. scoring, and interpretation. Testing It is defined as the process of administering tests and using the results to decide whether students are eligible for promotion to the next grade or year level, or if they must repeat the same grade or year level and review the same lessons. (Calmorin, 2011) Modes of Assessment Accordi their Degree of Authenticity Traditional Performance The objective paper-and- A mode of assessment that pen test which usually requires an actual assesses low level of demonstration of skills or thinking. creation of products of learning. Portfolio A process of gathering multiple indication of student progress to support course goals in dynamic, on going and collaborative progress. Assessment for Learning Placement Conducted before instruction, this assessment identifies students' needs, guiding teachers in planning relevant lessons. It helps teachers understand students' prior knowledge and places them in appropriate learning groups to enhance teaching and learning. Formative Conducted during instruction, this assessment allows teachers to continuously monitor students' progress toward learning objectives. Results are promptly shared with students, helping them understand their strengths, weaknesses, and learning progress. Diagnostic Conducted during instruction, this assessment identifies persistent learning difficulties and their underlying causes. It informs the development of targeted remedial instruction plans. Assessment of Learning Summative High-Stakes This assessment certifies Assessments Assessments students' knowledge, skills, Final evaluations at the end Significant assessments with and proficiency levels, of a unit or course, often high consequences, such as indicating whether standardized tests. college qualifying and instructional goals have been entrance exams. met. Results, often expressed as grades, are Performance-Based Assessments shared with students, Evaluations requiring students to demonstrate skills and parents, and stakeholders to knowledge through practical tasks. inform decisions and drive educational reforms. Assessment as Learning Self-Assessment Students reflect on their learning and identify areas for improvement. Peer Assessment Students provide feedback to one another, fostering collaboration and learning. Collaborative Assessment Students work together to evaluate their learning, promoting a shared understanding. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 1.Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 3. The Teacher should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum and school improvement. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 5. Teachers should be skilled in developing valid student grading procedures which use student assessment. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 6. Teachers should be skilled enough in communicating assessment results to students, parents, other lay audiences and other educators. Standards for Teacher Competence in Educational Assessment of Students (Developed by the American Federation of Teachers National Council on Measurement in Education National Education Association) 7. Teachers should be skilled in recognizing unethical, illegal and otherwise inappropriate assessment methods and uses of assessment information. Users of Educational Assessment 1 Teachers Use assessment data to inform instruction and tailor learning experiences. 2 Students Gain insights into their own progress, identify areas for growth, and take ownership of their learning. 3 Parents Receive information about their child's academic progress and participate in their educational journey. 4 Administrators Monitor school-wide performance and identify areas for improvement in curriculum and resources. Reference Cajigal, Ronan M. &Mantuano, Maria Leflor D. (2014) Assessment of Learning 1. Adriana Publishing Co. Inc. Quezon City, Philippines.