Revision On Unit 1/2 PDF

**[REVISION ON UNIT1/2]** 1. Discuss Assessment and Evaluation and provide examples. [Assessment] - The process of gathering information to understand a learner's knowledge, skills and abilities also it is an ongoing process. It also improve learning, provide feedback to students,...

**[REVISION ON UNIT1/2]** 1. Discuss Assessment and Evaluation and provide examples. [Assessment] - The process of gathering information to understand a learner's knowledge, skills and abilities also it is an ongoing process. It also improve learning, provide feedback to students, and identify the strength and weaknesses. E.g. Formative/ Summative [Evaluation] - The process of making judgments about the quality, value or effectiveness of a program, course or individual's performance, typically using the results from assessments. E.g., Norm/ Criterion referenced assessment 2. Discuss the different types of assessment. - Formative/ Summative - Peer/ Self-assessment - Holistic/ Diagnostic - Norm/ Criterion Referenced Evaluation 3. Explain the purpose of each type of assessment. - [Formative:] Is the type of assessment that used to test the understanding and the knowledge of student learning during class and lectures? - [Summative:] The type of assessment use to test and carried out after the unit, end of the year exams or end of the semester by test the knowledge of the student. - [Peer:] Are the type of assessment that used by the class or students to assess themselves by changing papers and each individual corrects one another work. - [Holistic:] Is a type of assessment use on overall performance without focusing on individual works. - [Norm Referenced Assessment:] Compares a learner's performance or works against others. - [Criterion Referenced Assessment:] Measure a learner's performance according to an Objectives or LOs. 4. Discuss how to assessments improve learning? - Assessment can significantly improve learning when it has used effectively as part of the teaching and learning process. - PROVIDING CONSTRUCTIVE FEEDBACK - MOTIVATING STUDENT - FOSTERING COLLABORATIVE LEARNING 5. Discuss the different types of assessment methods. - Here are several types of assessment methods used in education, training and profession that aim to evaluate knowledge, skills and competencies. These assessments method can adapt depending on the context, goal and needs of learner's. - [Formative:] Quiz, Class discussion - [Summative:] Final exams, Mid-Tests - [Diagnostic:] Pre-test, Brain storming, Questioning 6. Discuss Assessment For Learning /Assessment Of Learning /Assessment As Learning. - [Assessment for learning ( Formative )] Sometimes referred to as **'formative assessment'**, it usually occurs throughout the teaching and learning process to clarify student learning and understanding. - [Assessment of learning ( Summative )] Sometimes referred to as **'summative assessment'**, it usually occurs at defined key points after end of a unit, year or semester, and used to rank or grade students depends on the validity, reliability, and weighting placed on task. - [Assessment as learning ( Peer )] Students monitor their own learning known as **'peer assessment'**, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. 7. What are the principles of assessments? - Fair/ Valid/ Reliable/ Feedback 8. **What are Principles of good practice for assessing students learning?** - Assessment of student learning begins with educational values. - Assessment works best when it is an ongoing process. 9. Discuss the benefit of assessment to teaching? - It helps teachers to track the progress of her/his class whether they improve or not, that is why teacher used the different types of assessments like **'Formative, Summative and Peer'** because it tests the knowledge, skills and understanding of the students. Teachers then use the various types of assessment methods like **'Quiz, Presentation or Final exams'** to judge students whether the objectives or LOs are achieved according to his/ her teaching plan. Remember assessment needs to include the principles of assessments, which needs to be **[valid, reliable, and fairness]** to all students. 10. Discuss the purpose of assessment. - To track down the progress of the students this helps the teacher to know the strengths and weakness of each student performance and learnings in order to provide feedback base on the needs and wants of the students. - Remember assessment meant for teachers to know the state of his/her student level of knowledge and understanding so he/she can approach them. 11. Discuss the different between assessment and evaluation then provide examples from your classroom. - The difference between the two are 'Assessment' focus only on gathering information, data that is valid and relevant to a specific content, so the teacher can understand the knowledge and understanding with their strengths and weakness in order for the teacher to approach and take instruction to improve learning, while evaluation is the process on how teachers judge the learner's performance according to the objectives and LOs required. [REVISION UNIT 2,3,4] 1. Compare the difference between Objective test items and Subjective test items. - **[Objective items: ]** A very specific content which has only one possible interpretation for a correct answer. e.g. multiple-choice/ true-false/ matching and completion. - **[Subjective items: ]** Are open to a variety of interpretations and require various levels of discussion and explanations. e.g. short-answer/ extended-response essay/ problem solving and performance test items. 2. Discuss how diagnostic Assessment differs from the Criterion References Assessment. - **[Norm Referenced Assessment:]** Compares a learner's performance or works against others. - **[Criterion Referenced Assessment:]** Measure a learner's performance according to an Objectives or LOs. 3. Explain how to construct a multiple-choice item. - **[Multiple choice:]** 4. Explain the importance of SOLO Taxonomy in creating an assessment. [It helps to:] - Guides Assessment design - Differentiate learning outcomes - Promotes higher order thinking - Feedback and progress tracking - Aligns teaching and learning objectives 5. Discuss why it is important that the SMART appropriate be used in constructing a learning outcome. The [SMART] criteria (Specific, Measurable, Achievable, Relevant, Time-bound) - **Specific** ensures that the goals are clear and specific, making expectations understandable. - **Measurable** outcomes help track progress. - **Achievable** goals maintain motivation by being realistic. - **Relevant** outcomes align with broader educational or professional objectives, ensuring focus on meaningful learning. - **Time-bound** elements add urgency and help with pacing. Overall SMART learning outcomes provide instruction aid in assessment and enhance student understanding and engagement. 6. Critically analyse the levels of Blooms Taxonomy [Bloom have 6 levels:] - Remember list, outline, define, recall, identify, label. - Understand describe, explain, paraphrase, summarize, discuss. - Apply Apply, solve, demonstrate, perform, present. - Analyze classify, categorize, analyze, simplify. - Evaluate Support, relate, determine, compare, evaluate. - Create design, create, generate, modify, develop. 7. Explain what makes a Test a good test. - Great tests, meaning those designed to be **[valid, fair, and reliable,]** require tremendous effort and insight to put together.