Reviewer for Vida - Assessment Definition PDF

UNIT 1 LESSON 1. SCOPE AND NATURE OF ASSESSMENT A. Definition of Terms 1. Measurement - defined as the process of quantifying the degree to which someone or something possesses a given trait or an attribute or characteristic by...

UNIT 1 LESSON 1. SCOPE AND NATURE OF ASSESSMENT A. Definition of Terms 1. Measurement - defined as the process of quantifying the degree to which someone or something possesses a given trait or an attribute or characteristic by means of some sort of assessment device. - it facilitates comparison because of the qualification of the trait or characteristic which is being considered. - occur in several levels depending on what trait, characteristic or attribute is to be measured, the measuring instrument or device to be used, the degree of accuracy or precision desired and the method of measurement. o levels or scales of measurements: nominal ordinal interval ratio 2. Assessment - a process by which information is gained relative to some known purpose or goal - a large term that includes testing - a process of measuring performance that tests the knowledge of the students o All tests are assessments but not all assessments are tests - “assess” is derived from a latin word “asoidere” meaning “to sit by” in judgement. 3. Evaluation - should be as systematic and impartial as possible (UNEG,2005) - methodical, providing information that is credible, reliable. And useful to enable the incorporation of lessons learned into decision-making process of users and funders (OECD, 2010). - based on empirical evidence and typically on social research methods, thus, focuses on the process of collecting and synthesizing evidence (Rossi Lipsey and Freeman, 2004)  4. Tests - a measuring instrument or tool in education - an instrument or device, tangible or otherwise, that is typically used in the quantification of a trait or characteristic of a person (or object) - a type of measuring instrument that requires an individual to respond to o Testing the process of administering the test on the students to obtain information about them like their level of achievement the process of making students take the test in order to gather or obtain B. Classifications and Types ❖ Types of Measurements - Measurements can therefore be objective (as in testing) or subjective (as in perceptions). 1. Objective measurements - measurements that do not depend on the person or individual taking the measurements 2. Subjective measurements - often differ from one assessor to the next even if they are of the same quantity ✓ Formula: Measurement of Quantity or Quality of Interest True value plus random error Two components of the quantity of interest: 1. a true value of the quantity 2. a random error component ❖ Types of Assessment - Assessments can be classified in many different ways. The most important distinctions are: (1) formative or summative: (2) objective or subjective, (3)  criterion-referenced or norm-referenced); (4) informal or formal; and (5) internal or external 1. Formative or Summative a. Summative assessment o carried out at the end of a course of project o typically used to assign students a course grade b. Formative assessment o carried out through a course or project o also referred to as educative assessment, is used to aid learning Example: May be carried out by a teacher (or peer) or the learner providing feedback on a student’s work, and would not necessarily be used for grading purposes - Summative and formative assessments are referred to in a learning context as “assessment of learning” and “assessment for learning respectively. 2. Objective or Subjective a. Objective assessment o form of questioning which has a single correct answer o Objective question types include true/false answers, multiple response and matching questions b. Subjective assessment o a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer) o Subjective questions include extended-response questions and essays 3. Criterion-referenced or Norm-referenced a. Criterion-referenced assessment o occurs when candidates are measured against defined (and objective) criteria Example: driving test, when drivers are measured against a range of explicit criteria (such as “Not endangering other road users”). b. Norm-referenced assessment o not measured against defined criteria o relative to the student body undertaking the assessment. It is effectively a way of comparing students Example: IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or  universities) are norm-referenced permitting a fixed proportion of students to pass (“passing” in this context means being accepted into the school or university rather than an explicit level of ability). 4. Informal or Formal a. Formal assessment o a numerical score or grade is given based on student’s performance b. Informal assessment o usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, ❖ Types Of Evaluation. 1. Placement Evaluation carried out in order to fix students in the appropriate group or class tests like readiness tests, ability tests, aptitude tests and achievement tests can be used. 2. Formative Evaluation designed to help both the student and the teacher to pinpoint areas where the students have failed to learn so that this failure can be rectified provides a feedback to the teacher and the student and thus, estimating teaching success. Examples are quizzes, daily recitations and the like. 3. Diagnostic Evaluation carried out, most of the time, as a follow up to formative evaluation diagnostic tests can be in the form of achievement test, performance test, self -rating, interviews, observations, etc. 4. Summative Evaluation carried out at the end of the course instruction to determine the extent to which the objectives have been achieved called a summarizing evaluation because it looks at the entire course of instruction or program to pass judgement on both the teacher and the student, the curriculum and the entire system used for grading purposes and for certification. ❖ Classification of Tests - Tests may be classified according to each of the following. 1. Function (Psychological and educational tests) 2. Extent to which test results may be compared with similar groups outside of the classroom (teacher-made and standardized tests) 3. The group or domain to which the individual is being compared (Norm referenced and criterion-referenced tests) 4. Number of persons for whom test was designed (individual and group Tests) 5. Scoring standards (objective and subjective tests) 6. Amount of time permitted (power and speed tests) 7. Degree and kind of language usage (verbal, performance and non Language/nonverbal tests) 8. Nature of the behavior sampled (sample and sign tests) ❖ Nature Of Assessment - Assessment is embedded in the learning process. It is tightly interconnected with curriculum and instruction. 1. Classroom assessment involves students and teachers in continuous monitoring of students’ learning. 2. It gives students a measure of their progress as learners. It provides opportunity for close observation of students in the process of learning, 3. It helps in collection of frequent feedback on students’ learning and how they respond to particular teaching approaches. 4. Assessment has profound impact on the self-esteem of pupils, which is critical influence on learning. 5. Uses variety of strategies. ❖ Scope Of Assessment - assessments may be classified into two categories: teacher-made and standardized a. Teacher-made assessments o constructed by an individual teacher or a group of teachers in order to measure the outcome of classroom instruction.  b. Standardized assessments o commercially prepared and have uniform procedures for administration and scoring o meant for gathering information on large groups of students in multiple settings (Karmel and Karmel, 1978). ❖ Purposes Of Assessment - The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process - Assessment can reinforce the efficacy of teaching and learning. This creates good classroom rapport. Student assessments are necessary because: 1. Throughout a lesson or unit, the teacher might want to check for understanding by using a formative assessment. 2. Students who are experiencing difficulties in learning may benefit from the administration of a diagnostic test, which will be able to detect learning issues such as reading comprehension problems, an inability to remember written or spoken words, hearing or speech difficulties, and problems with hand-eye coordination. 3. Students generally complete a summative assessment after completing the study of a topic. The teacher can determine their level of achievement and provide them with feedback on their strengths and weaknesses. For students who didn’t master the topic or skill, teachers can use data from the assessment to create a plan for remediation. 4. Teachers may also want to use informal assessment techniques. Using self- assessment, students express what they think about their learning process and what they should work on. Using peer assessment, students get information from their classmates about what areas they should revise and what areas they’re good at. LESSON 2. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES - The assessment of student-learning starts with the institution’s mission and core values. There should be a clear statement on the kinds of learning that the institution values most for its students.  - Assessment requires attention not only to outcomes but also and equally to the activities and experiences that lead to the attainment of learning outcomes. These are supporting student activities. - Assessment works best when it is continuous, ongoing and not episodic. Assessment should be cumulative because improvement is best achieved through a linked series of activities done over time in an instructional cycle. A. 9 PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES 1. The assessment of student learning begins with educational values. 2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed at performance over time. 3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 4. Assessment requires attention not only to outcomes but also and equally to the experiences that lead to those outcomes. 5. Assessment works best when it is ongoing not episodic. 6. Assessment fosters wider improvement when representatives from across the educational community are involved. 7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. 8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. 9. Through assessment, educators meet responsibilities to students and to the public. LESSON 3. ASSESSMENT METHODS, TOOLS, AND TASKS Assessment Tool - the instrument (form, test, rubric, etc.) used to collect data for each outcome - also the actual product that is handed out to students for the purpose of assessing whether they have achieved a particular learning outcome(s) - how and when the assessment tool will be used to assess the outcome. ❖ Types Of Assessment 1. Assessment for Learning (Formative Assessment) - teachers use assessment as a research tool to find out as much as they can about what their students know and are able to do, as well as what presumptions and misunderstandings they may have - teachers also use assessment for learning to boost student’s motivation and commitment to learning. 2. Assessment of Learning (Summative Assessment) - strategies intended to corroborate what students know, show whether or not they have met curriculum outcomes or the goals of their individualized programs, or to confirm ability and make decisions about student’s future programs or placements - aims to show evidence of achievement to other educators, parents, students themselves, and sometimes outside groups (e.g., educational institutions) 3. Assessment as Learning - focusses on students and emphasizes assessment as a process of metacognition - comes from the constructivist idea that learning is an active process that occurs when students interact with new ideas - based on research about how learning occurs and is characterized by students reflecting on their own learning and making adaptations, adjustments, and changes to their thinking  UNIT II LESSON 1. NATURE AND IMPORTANCE OF CONSTRUCTIVE ALIGNMENT What is the difference between learning objective and learning outcome? Learning Objectives Learning Outcomes It is usually viewed from the instructor’s It is usually viewed more from the learner’s perspective perspective What does the instructor want to accomplish? What will the course teach me as a learner? It It answers the question, What do I want my answers the question, What can my students students to learn? Or What should I teach my do after learning the concepts? students? What the teacher is supposed to teach What students are supposed to demonstrate after instruction Description of the specific knowledge, skills or expertise that the learner will get from a learning activity Measurable achievement that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information. and what they will gain from their engagement with the learning activity. ❖ Alignment In Instruction Instruction - made up of four main components, namely, learning objectives, teaching strategies, learning activities and assessments-- components which need to be aligned. - is aligned when the learning objectives are carried out with appropriate teaching strategies, learning activities and assessments.  The essential questions that need to be answered when checking alignment in instruction: Major Component of Instruction Essential Question that should be answered by YES Learning Objectives Do the objectives help the students attain the intended learning outcome? Teaching Strategies Are the students taught how to do what is stated in the learning objectives? Learning Activities Do the students have an opportunity to practice or acquire the out come as stated in the learning objective? Assessment Does the assessment activity measure how well the students have mastered the learning outcome described in the learning objective? TAIT - a quick and easy to use e-learning tool which supplies examples of some possible constructively aligned components. - designed to help you get started and provide you with ideas and examples of Action Verbs, Teaching and Learning Activities, and Assessment Tasks. ❖ Meaning And Nature Of Constructive Alignment Biggs (2014), constructive alignment is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have been achieved. (Biggs, 2011) assessment is aligned to the intended learning outcomes and students construct knowledge through teaching and learning experiences. Students show evidence of how they meet the outcomes through assessment where they show construction of knowledge and skills. Teaching provides the opportunities for students to demonstrate their learning Constructive alignment is an example of Outcomes-Based Teaching and Learning (OBTL) or Outcomes-Based Education (OBE). OBTL/OBE is based on meeting set standards of teaching and learning. In OBTL/OBE, the outcomes that students are intended to attain at the end of a course or program are the  target of teaching, rather than the list of topics the teacher is supposed to cover. Constructive alignment is a design for implementing OBE/OBTL in three stages: 1. Intended Learning Outcomes (OLO): statements of what students are expected to do as a result of engaging in the learning process. These explicitly express can be knowledge, skills or abilities express the course or program based on an appropriate action verb. 10 2. Teaching and Learning Activities (TLA’s): range of activities that are designed to provide the students with the opportunity to achieve the stated outcomes. These are simply any activity which stimulates, encourages or facilitates learning of one or more intended learning outcomes. These include teaching strategies. 3. Assessment Tasks (TA’s): These are activities which can give feedback on the students’ attainment of the learning outcomes. ❖ Importance Of Constructive Alignment - Aligned instruction keeps the teacher and the students going in the right direction. With the components of instruction explicitly linked and organized, the teacher and the students are kept from drifting away from what or how instruction should be. - Aligned instruction is important in measuring student learning. If the instruction is aligned, the teacher can be sure that student assessments measure how well they have mastered what was taught them. LESSON 2: ALIGNMENT OF ASSESSMENT METHODS TO CURRICULUM STANDARDS A. Importance of Alignment o The core principle of assessment is that it should measure what it is intended to measure. For this, assessments must be aligned with curriculum standards. A valid assessment draws conclusions directly related to identified learning standards o Alignment ensures that instruction, teaching strategies, and assessments reflect the learning objectives, fostering more effective learning.  B. Key Terminologies o Learning Standards: clear descriptions of what students should know and be able to do at specific points in their education. o Learning Outcome: a broad statement describing the essential learning students should achieve at the end of a learning period (e.g., a course or unit). o Competency: a cluster of knowledge, skills, and abilities needed to perform tasks successfully. o Learning Objectives: specific, measurable statements about what learners should be able to do after instruction. They must be SMART (Specific, Measurable, Achievable, Relevant, Time-bound) C. Types of Assessment Methods 1. Traditional Measures: Multiple-choice tests, true/false questions, oral participation, periodic tests 2. Process and Skills Level Assessments: Activities like organizing, interpreting, constructing diagrams, or engaging in role-plays 3. Understanding Level: Quizzes, open-ended tests, oral discourse where students explain or justify based on facts 4. Performance-based Assessments: Projects, experiments, portfolios, and performance tasks demonstrate students’ abilities in real-life contexts LESSON 3: DOMAINS OF LEARNING Introduction to Domains - Learning involves more than cognitive skills (knowledge). It also includes emotional growth (affective domain) and physical skills (psychomotor domain). Lesson 3.1: Cognitive Domain (Bloom’s Taxonomy) The cognitive domain deals with knowledge and intellectual abilities. Bloom’s Taxonomy divides cognitive skills into six levels: 1. Knowledge: Recall of facts and concepts. 2. Comprehension: Understanding information and ideas.  3. Application: Using information in real-life scenarios. 4. Analysis: Breaking down information into components for understanding. 5. Synthesis: Combining elements to form a new whole (e.g., creating original work). 6. Evaluation: Making judgments about the value or effectiveness of something Lesson 3.2: Revised Bloom’s Taxonomy Anderson and Krathwohl updated Bloom’s Taxonomy, revising categories to verbs and adding a metacognitive dimension (awareness of one’s thinking). They also switched the last two levels, placing creating at the top instead of evaluation Lesson 3.3: Affective Domain The affective domain involves emotions, values, and attitudes. It follows a hierarchical model: 1. Receiving: Awareness or attention 2. Responding: Active participation 3. Valuing: Seeing the worth or value in something 4. Organization: Integrating values into one’s behavior 5. Characterization: Internalizing values to the point where they influence behavior Lesson 3.4: Psychomotor Domain The psychomotor domain deals with physical movement and skill development. Simpson, Dave, and Harrow each created different taxonomies for this domain. This domain often involves: a. Physical actions (e.g., hand-eye coordination). b. Practice and repetition for mastery. c. Measurement in terms of speed, precision, and technique