PED-06-L1-PRELIM.pdf

SOUTHERN LUZON STATE UNIVERSITY PED 06-Asessment in Learning 1 VANESSA P. ESPINOSA PED06 - Instructor  Intended Learning Outcomes 1. Identify the concepts and relevance of assessments; and 2. Demonstrate an understanding on the roles of assessment  Concepts and...

SOUTHERN LUZON STATE UNIVERSITY PED 06-Asessment in Learning 1 VANESSA P. ESPINOSA PED06 - Instructor  Intended Learning Outcomes 1. Identify the concepts and relevance of assessments; and 2. Demonstrate an understanding on the roles of assessment  Concepts and Relevance of Assessment Assessment is the systematic basis for making inferences about the learning and development of students.  Assessment ❖It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.  DEFINITIONS: Various definitions of assessment and the role it plays in teaching and learning: 1.Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004) 2. Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000) 3. Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development. (Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes by Erwin 1991) 4. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999)  Assessment Assessment is a vital element in the curriculum development process. ❖It is used to determine students' learning needs, monitor their progress and examine their performance against identified student learning outcomes. As such, it is implemented at different phases of instruction: before (pre- assessment); during (formative assessment) and after instruction (summative). ❖With the directive of the Commission on Higher Education (CHED) to implement outcome-based education (OBE) across all programs (CMD 46, s. 2012), it is imperative that educators are aware of the emphasis of OBE in terms of assessment. ❖CHED defines OBE as an "approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve the desired level of competence" (CHED, 2014, p.9). ❖CHED recognizes that OBE requires the use of appropriate assessments especially non-conventional methods to measure student performance. At the micro-level, OBE begins with a clear-cut statement of the learning outcomes what the students should know, understand and be able to do. These intended learning outcomes (ILOs) are the foundation for designing teaching and learning activities [TLAS) and assessment tasks (ATS). Biggs and Tang (2007) recommended a constructive alignment of ILOS, TLAS and ATS. This means that the TLAS and ATS should embody the target verbs specified in the ILOS. These are cited and contained in the CHED Handbook (2014) Purposes of Assessment Assessment for Learning (AfL) -Diagnostic or Formative Assessment as Learning (AaL) -Reflection and self-regulation Assessment of Learning (AoL) -Summative –done at the end of a unit In view of assessment, Biggs and Tang (2007) asserted that assessment tasks should provide evidences of how learners can use acquired knowledge academically and professionally in appropriate ways. This is where authentic assessment would come in. Authentic assessment provides tasks that enable learners to solve real-life problems and situations. 1.Formulating Statements of Intended Learning Outcomes - statements describing intentions about what students should know, understand, and be able to do with their knowledge when they graduate. 2. Developing or Selecting Assessment Measures - designing or selecting data gathering measures to assess whether or not our intended learning outcomes have been achieved. Includes 1.Direct assessments - projects, products, papers/theses, exhibitions, performances, case studies, clinical evaluations, portfolios, interviews, and oral exams - which ask students to demonstrate what they know or can do with their knowledge. 2.Indirect assessments - self-report measures such as surveys - in which respondents share their perceptions about what graduates know or can do with their knowledge. 3. Creating Experiences Leading to Outcomes - ensuring that students have experiences both in and outside their courses that help them achieve the intended learning outcomes. 4. Discussing and Using Assessment Results to Improve Teaching and Learning - using the results to improve individual student performance. The Assessment Cycle Westminster has translated these fundamental components into an assessment cycle that includes four stages: Plan-Do-Check-Act.  Plan - What do I want students to learn? This stage includes the first fundamental component of assessment: Formulating Statements of Intended Learning Outcomes Do - How do I teach effectively? This stage includes the second and third fundamental components: Developing or Selecting Assessment Measures & Creating Experiences Leading to Outcomes. Check - Are my outcomes being met? This stage involves evaluation of assessment data (part of the fourth component). Act - How do I use what I've learned? This stage involves reinforcing successful practices and making revisions to enhance student learning (part of the fourth component).  What are the roles of assessment used in instructional process? 1. To determine the students' entry behavior 2. To determine the objectives has been attained or not 3. To determine students' strength and weakness 4. To rate the students' performance for the purpose of giving grades 5. To improve teaching-learning process MEASUREMENT, TESTING, ASSESSMENT AND EVALUATION Measurement comes from the Old French word measure which means "limit or quantity" Basically, it is a quantitative description of an object's characteristic or attribute. In science, measurement is a comparison of an unknown quantity to a standard. There are appropriate measuring tools to gather numerical data on variables such as height, mass, time, temperature, among others. In the field of education, what do teachers measure and what instruments do they use? 1. Teachers are particularly interested in determining how much learning a student has acquired compared to a standard (criterion) or in reference to other learners in a group (norm- referenced). 2. They measure particular elements of learning like their readiness to learn, recall of facts, demonstration of specific skills, or their ability to analyze and solve applied problems. 3. They use tools or instruments like tests, oral presentations, written reports, portfolios and rubrics to obtain pertinent information. Among these, tests are the most pervasive. Testing is a formal, systematic procedure for gathering information (Russell & Airasian, 2012). A test is a tool comprised of a set of questions administered during a fixed period of time under comparable conditions for all students (Miller, Linn & Gronlund, 2009). It is an instrument used to measure a construct and make decisions. Educational tests may be used to measure the learning progress of a student which is formative in purpose, or comprehensive covering a more extended time frame which is summative. For instance, a teacher can rate a student's knowledge about history using a scale of 1 to 5. Subjective types of measurement are useful especially in quantifying latent variables like creativity, motivation, commitment, work satisfaction, among others. ❖Tests are the most dominant form of assessment. ❖The issue concerning its effectiveness to measure and effectively evaluate learning is resolved if questions target and reflect learning outcomes and covers the different learning domains. ❖Tests are traditional assessments. They may not be the best way to measure how much students have learned but they still provide valuable information about student learning and their progress.  A test is a form of assessment. It is a formal, systematic, procedure for measuring a learner’s knowledge, skills, or abilities, administered under certain conditions. ( manner and duration).  Types of Tests For a long time, tests had been an integral part of education. However, it is important to note that it is not the end-all and be-all of education. Nonetheless, we acknowledge its significance as source of information in helping teachers provide the best learning experience for their students. There are several typologies of tests. The successful use of a test depends on the purpose and the construct to be measured. 1. An objective test cannot be used to gather opinions or determine students' position on a social issue. 2. An oral test cannot be used to ascertain the writing skills of students. 3. Personality test cannot appropriately diagnose learning disabilities. An understanding of the types of tests is beneficial to get the most out of them. According to : 1. Mode of Response 2. Ease of Quantification of Response 3. Mode of Administration 4. Test Constructor 5. Mode of Interpreting Results 6. Nature of Answer 1. According to Mode of Response A. Oral test B. Written test C. Performance test 1. According to Mode of Response A. Oral test- answers are spoken B. Written test- through a writing task C. Performance test- demonstrate skills or ability to perform specific actions 2. According to Ease of Quantification of Response: A. Objective test- can be corrected and quantified quite easily Ex: True-false, multiple choice, completion and matching items B. Subjective test - restricted and extended-response essays -not easy to check -influences by personal opinion or judgment by person doing the scoring 3. According to Mode of Administration: A. Individual test B. Group test 3. According to Mode of Administration: A. Individual test -given to one person at a time Ex: pupils with learning disabilities B. Group test - administered to a class of students or group examinees simultaneously 4. According to Test Constructor A. Standardized tests B. Non-standardized test 4. According to Test Constructor A. Standardized tests - are prepared by specialists who are versed in the principles of assessment Ex: multiple choice items 4. According to Test Constructor B. Non-standardized test -are prepared by teachers who may not be adept at the principles of test construction Ex: teacher-made tests 5. According to Mode of Interpreting Results: A. Norm-referenced interpretations B. Criterion- referenced interpretations 5. According to Mode of Interpreting Results: A. Norm-referenced interpretations -evaluative instruments that measure a student’s performance in relation to the performance of a group on the same test Ex: teacher-made survey test interest inventories 5. According to Mode of Interpreting Results: B. Criterion- referenced interpretations - compare a student’s knowledge and skills against a predetermined standard cut score, or other criterion -the performance of other students does not affect a student’s score -describe each student’s performance against an agreed upon or pre-established criterion or level of performance Ex: mastery test -the cut score is used to determine whether or not a student has achieved mastery of a given unit of instruction - the methods for setting a cut score for a test vary, therefore making it somewhat subjective 6. According to Nature of Answer A. Personality tests B. Achievement tests C. Aptitude tests D. Intelligence tests E. Sociometric test F. Trade or vocational test 6. According to Nature of Answer A. Personality tests -elicit information about a person’s motivations, preferences, interests, emotional make-up, and style of interacting with people and situations B. Achievement tests - examinee’s attainment of knowledge or skills - measure students’ learning as a result of instruction and training experiences C. Aptitude tests -measures student ability and predicts success in college -determine a student’s potential to learn and do new tasks - “Is there a relationship between aptitude and achievement?” - If an aptitude test is administered prior to instruction and results of an achievement test are obtained after instruction, then it can be investigated whether aptitude causes achievement D. Intelligence tests -measure learners’ innate intelligence and mental ability - contain items on verbal comprehension, quantitative, and abstract reasoning, among others in accordance with some recognized theory of intelligence E. Sociometric test -interpersonal relationships in a social group F. Trade or vocational test -individual’s knowledge, skills and competence in a particular occupation -theory test and a practice test  Functions of Testing A. Instructional Functions B. Administrative Functions C. Research and Evaluation D. Guidance Functions A. Instructional Functions 1. Tests facilitate the clarification of meaningful learning objectives. 2. Tests provide a means of feedback to the instructor and the student 3. Tests can motivate learning. 4. Tests can facilitate learning. 5. Tests are a useful means of overlearning. A. Instructional Functions 1. Tests facilitate the clarification of meaningful learning objectives. - constructing tests-learning objectives - teaching-learning activities and assessment tasks provide mutual support 2. Tests provide a means of feedback to the instructor and the student -self-diagnosis -assess own learning and performance 3. Tests can motivate learning. -increases academic preparation and academic achievement 4. Tests can facilitate learning. -teacher’s feedback-improve in subsequent performances 5. Tests are a useful means of overlearning. -continued study, review, interaction or practice of the same material after concepts and skills had been structured  B. Administrative Functions 1. Tests provide a mechanism of quality control. 2. Tests facilitate better classification and placement decisions. 3. Tests can increase the quality of selection decisions. 4. Tests can be a useful means of accreditation, mastery or certification. 1. Tests provide a mechanism of quality control. - school-strengths and weaknesses of its curricula 2. Tests facilitate better classification and placement decisions. -group students according to their level of ability 3. Tests can increase the quality of selection decisions. -select students for specific programs 4. Tests can be a useful means of accreditation, mastery or certification. -certifying knowledge and skills - LET passers- eligible to practice their profession C. Research and Evaluation ◦Tests are useful for program evaluation and research -effectiveness of new pedagogical techniques -research on teaching and learning innovations -effectiveness of technology-enhanced learning D. Guidance Functions -Tests can be of value in diagnosing an individual’s special aptitudes and abilities Guidance -understand abilities and interests -advantage of educational, vocational and personal opportunities -school- learner’s scholastic aptitude, achievement, interests and personality Why is assessment and evaluation important in education? Assessment provides important data on the breadth and depth of student learning. Assessment is more than grading. It’s about measuring the progress of student learning. Thus, assessment is defined as a “process of gathering data to better understand the strengths and weaknesses of student learning” Assessment and Learning Assessment plays an important role in the process of learning and motivation. The types of assessment tasks that we ask our students to do determine how students will approach the learning task and what study behaviors they will use. In the words of higher education scholar John Biggs, “What and how students learn depends to a major extent on how they think they will be assessed.” (1999, p. 141). Given the importance of assessment for student learning, it is important to consider how to best measure the learning that you want your students to achieve. Assessment should integrate grading, learning, and motivation for your students. Well-designed assessment methods provide valuable information about student learning. They tell us what students learned, how well they learned it, and where they struggled. The most important purpose of assessment and evaluation is to improve student learning. Assessment and evaluations are important tools for designing curriculum and instructional approaches as per need of students. What is evaluation in assessment process? Assessment is feedback from the student to the instructor about the student's learning. Evaluation uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. It is carried out both by the teacher and his/her students to uncover how the learning process is developing. A test is one form of assessment and refers to procedures used to measure a learners' learning at a specific point in time and often involves collecting information in numerical form. The test is a tool to measure the knowledge level of your students and adjust the learning material accordingly. A test is one which tests the knowledge level of the students. Thank you for listening!