Review Assessment PDF

Feminist Theories: Overview - Evaluation can be **quantitative** (focused on Feminist theories focus on understanding and measurable outcomes) or **qualitative** (focused on addressing the ways in which gender inequality is descriptive insights). co...

Feminist Theories: Overview - Evaluation can be **quantitative** (focused on Feminist theories focus on understanding and measurable outcomes) or **qualitative** (focused on addressing the ways in which gender inequality is descriptive insights). constructed and maintained in societies. They critique patriarchal structures, power dynamics, and cultural 3. **Measurement** norms that perpetuate gender oppression. Feminist Measurement refers to the process of assigning theories also explore intersectionality, recognizing numerical values to a learner's performance, how race, class, sexuality, and other social categories knowledge, or skills. It is the quantitative aspect of interact with gender. assessment, providing data that can be used to make comparisons or track progress. Key Types of Feminist Theories: 1. **Liberal Feminism**: Advocates for equality - Common types of measurement tools include tests, between men and women through legal and political quizzes, and performance rubrics. reforms, focusing on equal opportunities in education, employment, and politics. 4. **Testing** 2. **Radical Feminism**: Focuses on the systemic Testing is a specific type of assessment that typically nature of patriarchy and the oppression of women in involves administering standardized questions to all aspects of life, seeking fundamental societal gauge learners’ knowledge, skills, or abilities in a changes. particular area. 3. **Marxist/Socialist Feminism**: Examines the intersection of capitalism and patriarchy, advocating - **Standardized Tests**: Tests designed to be for the dismantling of both to achieve gender equality. administered and scored in a consistent, uniform 4. **Intersectional Feminism**: Highlights the manner. interconnectedness of various forms of discrimination, - **Non-standardized Tests**: Tests that are more recognizing that race, class, sexuality, and other flexible and adapted to the needs of individual factors affect women's experiences of oppression. students or specific contexts. 5. **Ecofeminism**: Links the exploitation of the environment with the oppression of women, arguing Types of Assessment Approaches that the domination of nature and the exploitation of women are interconnected. 1. **Assessment of Learning** - Also known as **summative assessment**, this Important Concepts in Education and Assessment approach occurs after learning has been completed. It 1. **Assessment** aims to measure what students have learned, usually Assessment refers to the systematic process of for the purpose of reporting to stakeholders like gathering, interpreting, and using data to determine parents, educators, and administrators. students’ understanding, skills, and academic - Example: End-of-term exams or standardized tests progress. It helps educators to identify students' that reflect the final outcome of a learning process. strengths and areas for improvement. 2. **Assessment for Learning** - **Formative Assessment**: Conducted during the - This is an approach aligned with **formative learning process to provide ongoing feedback to assessment**, where the focus is on supporting the improve learning. learning process itself. The goal is to provide - **Summative Assessment**: Occurs at the end of a feedback to students during their learning journey to learning period to evaluate overall learning outcomes. help them improve and succeed. - Example: Informal quizzes, in-class activities, or 2. **Evaluation** peer feedback sessions that guide students toward Evaluation is the process of making judgments based better learning strategies. on the data gathered through assessments. It involves interpreting the results to understand the 3. **Assessment as Learning** effectiveness of educational interventions, programs, - In this approach, students play an active role in their or learning outcomes. own assessment, developing self-assessment skills and becoming more aware of their own learning processes. It emphasizes metacognition, encouraging learners to reflect on their progress and take responsibility for their learning. - Example: Students reflecting on their own work, setting goals, and monitoring their own progress through portfolios or self-evaluations. information that can be articulated verbally, like These are categories of learning that represent recalling historical events or explaining the rules of different types of knowledge and abilities individuals grammar. acquire. Here's a brief explanation of each: ### 4. **Motor Skills** 1. **Intellectual Skills** - Motor skills are physical abilities that involve the - These are higher-order thinking skills, such as coordination of muscles and movement. Learning problem-solving, reasoning, and critical thinking. They these skills requires practice and involves tasks like allow individuals to process information, make writing, playing a musical instrument, or performing decisions, and apply concepts in new situations. athletic activities. Examples include mathematical reasoning and the ability to analyze complex ideas. ### 5. **Attitude** 2. **Cognitive Strategies** - Attitudes are learned tendencies or mindsets that - Cognitive strategies are the mental processes influence behavior, such as preferences, emotions, learners use to control their thinking and learning. and values. They shape how individuals approach They include techniques for organizing information, learning tasks or interact with others, influencing developing learning plans, and self-regulation, such motivation and engagement, such as having a as using mnemonics or strategies for focusing positive attitude towards teamwork or persistence in attention during problem-solving. problem-solving. 3. **Verbal Information** - This refers to the ability to recall and use factual Each category plays a vital role in the holistic knowledge, such as names, dates, and specific facts. development of learners, contributing to both It involves remembering and understanding intellectual and practical abilities. Bloom's Taxonomy Key Verbs: Explain, summarize, interpret, classify. Overview: Bloom's Taxonomy is a framework 3. Applying: for categorizing educational goals and objectives, developed by Benjamin Bloom in. 1956 and revised Definition: Use information in new. situations. by Anderson and Krathwohl in 2001. It is primarily used in the Cognitive domain, which focuses on the Key Verbs: Execute, implement, use, solve. development of intellectual skills. 4. Analyzing: Cognitive Domain Levels: The Cognitive domain consists of six levels of learning, which are Definition: Draw connections among ideas. hierarchical and progress from lower to higher-order thinking skills: Key Verbs: Differentiate, organize, relate, compare. 1. Remembering: 5. Evaluating: Definition: Recall facts and basic. Definition: Justify a decision or course of action. concepts. Key Verbs: Assess, argue, defend, critique Key Verbs: Define, list, describe, identify. 6. Creating: 2. Understanding: Definition: Produce new or original work. Definition: Explain ideas or concepts. Key Verbs: Design, construct, plan, produce. Types of Learning Targets Example: Analyzing a scientific experiment to assess its validity. Learning targets outline specific goals for what students should know and be able to do. They can be 3. Comparison: categorized into three main types: Definition: Identifying similarities and differences 1. Knowledge Targets: Focus on the acquisition of between concepts or ideas. facts and information. Example: Comparing the causes and Example: "Students will be able to list the main causes of World War I." Impacts of two historical revolutions. 2. Skill Targets: Emphasize the development of 4. Classification: specific skills or competencies. Definition: Organizing information into categories Example: "Students will be able to solve quadratic based on shared characteristics. equations using the quadratic formula." Example: Classifying animals into groups like 3. Disposition Targets: Concern attitudes, mammals and reptiles. values, and beliefs that students should develop. 5. Evaluation: Example: "Students will demonstrate respect for Definition: Assessing the credibility ar quality of diverse opinions during discussions." information or arguments. Six Patterns of Reasoning Example: Evaluating a research study's reliability based on methodology and These patterns describe various ways individuals process information and make decisions: biases. 1. Inference: 6. Synthesis: Definition: Drawing logical conclusions from premises Definition: Combining different ideas or pieces of or evidence. information to create new Example: Inferring that it is cold outside based on understanding. Example: Synthesizing data from classmates wearing jackets. various sources to propose climate change solutions. 2. Analysis: Definition: Breaking down complex information into its components to understand it better. applications rather than rote memorization. Overall, it The shift from learning content to learning outcomes prepares students for lifelong learning and global reflects a move toward a more practical, competitiveness by emphasizing the development of student-centered approach to education. Learning critical competencies and skills. outcomes focus on what students can do with the knowledge and skills they've gained, rather than just Types of Learning Outcomes what content they've covered. This shift allows for personalized learning, aligns education with workforce Learning outcomes can be categorized in various needs, and improves accountability by making ways, but they are generally classified into three main progress more measurable. It also leads to better domains: cognitive, affective, and psychomotor. Each assessment practices, focusing on real-world domain encompasses specific types of outcomes that Example: "Students will be able to critique a peer's align with different aspects of learning. research project." 1. Cognitive Outcomes 2. Affective Outcomes These outcomes focus on mental skills and. These outcomes focus on attitudes, values, and knowledge acquisition. They are often aligned with feelings. They involve emotional aspects of learning Bloom's Taxonomy and include: and personal development: Knowledge: Receiving: Definition: Recall of facts and basic concepts. Definition: Awareness of and willingness to hear and accept new ideas. Example: 'Students will be able to list the components of a cell." Example: "Students will demonstrate an openness to diverse perspectives in discussions." Comprehension: Responding: Definition: Understanding information and Definition: Active participation and engagement with concepts. the material. Example: "Students will be able to summarize the Example: "Students will participate in group main ideas of a text." discussions and share their viewpoints." Application: Valuing: Definition: Using knowledge in new situations. Definition: Attaching value to a particular idea or behavior. Example: "Students will be able to apply mathematical formulas to solve real-world problems." Example: "Students will express appreciation for cultural diversity" Analysis: Organizing: Definition: Breaking down information into parts to understand it better. Definition: Integrating new values into a coherent value system. Example: "Students will be able to analyze the themes in a literary work." Example: "Students will prioritize ethical considerations in decision-making." Synthesis: Characterizing: Definition: Combining different ideas to create new understanding. Definition: Displaying consistent behavior Example: "Students will be able to design an aligned with values and beliefs. Example: "Students experiment based on scientific principles." will demonstrate Evaluation: leadership qualities in group projects" Definition: Making judgments about the value of ideas 3. Psychomotor Outcomes These outcomes focus on or materials. physical skills and the ability to perform tasks. They are often related to motor skills and physical coordination: Perception: Definition: Creating new movement patterns to fit a specific situation. Definition: Using sensory cues to guide physical activity. Example: "Students will choreograph an original dance piece.” Example: "Students will be able to identify various tools used in a laboratory setting." Set: Definition: Readiness to act, including mental, physical, and emotional readiness. Example: "Students will demonstrate readiness to perform laboratory experiments." Guided Response: Definition: The ability to perform a task with guidance. Example: 'Students will follow instructions to conduct a simple experiment." Mechanism: Definition: The ability to perform complex tasks with proficiency. Example: "Students will operate laboratory equipment independently." Complex Overt Response: Definition: The ability to perform complex movements skillfully.. Example: "Students will execute a dance. routine with precision." Adaptation: Definition: Modifying skills to meet new challenges. Example: "Students will adapt a recipe to accommodate dietary restrictions." Origination: