ASL.pdf

ASSESSMENT IN STUDENT LEARNING LESSON1 Measurement has the features of quantification, abstraction, and further What is assessment in learning?...

ASSESSMENT IN STUDENT LEARNING LESSON1 Measurement has the features of quantification, abstraction, and further What is assessment in learning? analysis that is typically the process of Assessment is generally defined as the science. process of gathering quantitative and/or Evaluation qualitative data for the purpose of making decisions. refers to the process of making value judgments on the information collected What do you think is the importance of from measurement based on specified Assessment in learning? criteria Assessment in learning is vital to the Evaluation arrived when the necessary educational process similar to curriculum and measurement and assessment have instruction. Schools and teachers will not be taken place. able to determine the impact of curriculum and It is “judging the worth or merit” of a case instruction on students or learners without (ex. student), program, policies, assessing learning. Therefore, it is important that processes, events, and activities. educators have knowledge and competence in The standards are applied to determine assessing learners. the value, quality, utility, effectiveness, or Assessment In Learning significance of the case evaluated. It can be defined as the systematic and Assessment is integrated in all parts of the purpose-oriented collection, analysis, and teaching and learning process. This means interpretation of evidence of student learning in that it can take place before, during, and after order to make informed decisions relevant to the instruction. learners. The concept of assessment is broad that it In essence, the aim of assessment is to use involves other processes such as measurement evidence on student learning to further. promote and evaluation. Assessment involves several and manage learning. measurement processes in order to arrive with quantified results. When assessment results are How is assessment in learning similar or used to make decisions and come up with different from measurement or evaluation of judgments, then evaluation takes place. learning? Assessment is the process of collecting various information needed to come up Assessment And Testing with an overall information that reflects Testing is the most common form of assessment. the attainment of goals and purposes. In the educational context, it refers to the use of Measurement a test or battery of tests to collect information on student learning over a specific period of time. It can be defined as the process of quantifying the attributes or A test is a form of assessment but not all characteristics of an object assessments use tests or testing. ASSESSMENT IN STUDENT LEARNING performance in recitation, seat work, homework, and project. The final grade of a learner in a subject or course is the summation of information from multiple sources (i.e., several assessment tasks or requirements). Table of Specifications (TOS) Grading is a form of evaluation which provides information on whether a a table that maps out the essential aspects of a learner passed or failed a subject or a test (e.g., test objectives, contents, topics particular assessment task. Teachers are covered by the test, item distribution) expected to be competent in providing is used in the design and development of a performance feedback and test. communicating the results of assessment tasks or activities to relevant Descriptive Statistics stakeholders. Descriptive statistics are typically used to describe and interpret the results of tests. What are the different measurement frameworks used in assessment? How can you tell that a test is good and Classical Test Theory effective? a.k.a. True Score Theory A test is said to be good and effective if it has explains that variations in the acceptable psychometric properties. performance of examinees on a given This means that a test should be valid, reliable, measure are due to variations in their has acceptable level of difficulty. and can abilities. All other potential sources of discriminate between learners with higher and variation existing in the testing materials lower ability. Teachers are expected to be such as external conditions or internal competent in the design and development of conditions of examinees are assumed to classroom tests. be constant. The focus of CTT is : Assessment and Grading the frequency of correct responses (to Grading can be defined as the process of indicate question difficulty); assigning value to the performance or frequency of responses (to examine achievement of a learner based on specified distracters); and criteria or standards. reliability of the test and item-total correlation (to evaluate discrimination at Aside from tests, other classroom tasks the item level). can serve as bases for grading learners. These may include a learner’s ASSESSMENT IN STUDENT LEARNING Item Response Theory attainment of learning outcomes. They provide information on the quantity or quality of what a.k.a Latent Trait Theory students have learned or achieved at the end of analyzes test items by estimating the instruction. probability that an examinee answers an item correctly or incorrectly. These assessment activities aim to determine learners' mastery is a way of designing and analyzing of content or attainment of tests based on how people respond learning outcomes. to individual questions. They provide information on the it is more applicable for tests with right quantity or quality of what and wrong (dichotomous) responses. It is students have learned or an approach to testing based on item achieved at the end of analysis considering the chance of instruction. getting particular items right or wrong. Through performance reports and teacher In IRT, each item on a test has its own feedback, summative assessment can also item characteristic curve that describes inform learners about what they have done well the probability of getting each particular and what they need to improve on in their future item right or wrong given the ability of the classes or subjects. test takers. Diagnostic Assessment This aims to detect the learning problems Types of Assessment in Learning or difficulties of the learners so that corrective Formative Assessment measures or interventions are done to ensure learning. This refers to assessment activities that provide information to both teachers and Diagnostic assessment is usually done learners on how they can improve the teaching- right after seeing signs of learning problems in learning process. the course of teaching. It can also be done at the beginning of the school year for spirally- Used at the beginning and during instruction designed curriculum so that corrective actions allows teacher to make adjustments to their are applied if pre-requisite knowledge and skills instructional process and strategies to facilitate for the targets of instruction have not been learning mastered yet. inform learners about their strengths and Placement Assessment weaknesses to enable them to take steps to It is usually done at the beginning of the learn better. school year to determine what the learners Summative Assessment already know or what are their needs that could inform the design of instruction. These assessment activities aim to determine learners' mastery of content or ASSESSMENT IN STUDENT LEARNING Grouping of learners based on the results applications in real-world settings or of placement assessment is usually done before environments. instruction to make it relevant to address the needs or accommodate the entry performance of the learners. The entrance examination given Principles in Assessing Learning in schools is an example of a placement 1. Assessment should have a clear assessment. purpose. The methods used in collecting information should be based on Types of Assessment this purpose. The interpretation of the Traditional Assessment data collected should also be aligned. 2. Assessment is not an end in itself. It refers to the use of conventional Assessment serves as a means to strategies or tools to provide information enhance student learning. Collecting about the learning of students. Typically, information about student learning, objective (e.g., multiple choice) and whether formative or summative, should subjective (e.g., essay) paper-and-pencil lead to decisions that allow improvement tests are used. of the learners. Traditional assessments are often used as 3. Assessment is an ongoing and the basis for evaluating and grading continuous process. learners. They are more commonly used Assessment consists of a series of tasks in classrooms because they are easier to and activities conducted over time. It is design and quicker to score. In general, not a one-shot activity and should be traditional assessments are viewed as an cumulative. Continuous feedback is an inauthentic type of assessment.\ important element of assessment. Authentic Assessment 4. Assessment is learner-centered. Assessment is not about what the teacher It refers to the use of assessment does but what the learner can do. strategies or tools that allow learners to Assessment of learners provides teachers perform or create a product that is with an understanding of how they can meaningful to the learners, as they are on improve their teaching, which real-world contexts. corresponds to the goal of improving The authenticity of assessment tasks is student learning. best described in terms of degree rather 5. Assessment is both process- and than the presence or absence of product- oriented authenticity. Hence, an assessment can Assessment gives equal importance to be more authentic or less authentic learner performance or product and the compared with other assessments. The process they engage in to perform or most authentic assessments are those produce a product. that allow performances that most closely resemble real-world tasks or ASSESSMENT IN STUDENT LEARNING 6. Assessment must be comprehensive appraisal or positive feedback means that and holistic. performance needs to be maintained. Assessment should be performed using a 2. Clarifying Instructional Objectives variety of strategies and tools designed to Assessment results point out if assess student learning in a holistic way. objectives are met for a specific lesson. Assessment should be conducted in The outcome of the assessment results multiple periods to assess learning over is used by teachers in their planning for time. the next lesson. If teachers find out that 7. Assessment requires the use of the majority of students failed a test or appropriate measures. quiz, then the teacher assesses whether For assessment to be valid, the the objectives are too high or may not be assessment tools or measures used must appropriate for students’ cognitive have sound psychometric properties, development. including, but not limited to, validity and Objectives are then reformulated to reliability. Appropriate measures also approximate students’ ability and mean that learners must be provided with performance that is within their challenging but age- and context- developmental stage. Assessment results appropriate assessment tasks. also have implications for the objectives 8. Assessment should be as authentic as of the succeeding lessons. Since the possible. teacher can determine the students’ Assessment tasks or activities should performance and difficulties, the teacher closely if not fully, approximate real-life improves the necessary intervention to situations or experiences. Authenticity of address them. The teacher being able to assessment can be thought of as a address the deficiencies of students continuum from least authentic to most based on assessment results is reflective authentic, with more authentic tasks of effective teaching performance. expected to be more meaningful for 3. Determining and Reporting Pupil learners. Achievement of Education Objectives The basic function of assessment is to determine students’ grades and report Uses of Assessment their scores after major tests. The reported grade communicates 1. APPRAISING students’ performance to many Assessment is used for appraisal. stakeholders such as teachers, parents, Forms of appraisals are the grades, guidance counselors, administrators, and scores, ratings, and feedback. Appraisals other concerned personnel. are used to provide feedback on an The reported standing of students in individual’s performance to determine their learning shows how much they have how much improvement could be made. attained the instructional objectives set A low appraisal or negative feedback for them. The grade is a reflection of indicates that performance still needs room for improvement while a high ASSESSMENT IN STUDENT LEARNING how much they have accomplished the Students who are assessed to be easily learning goals. distracted inside the classroom can be 4. Planning, directing, and improving helped by the school counselor by learning experiences focusing the counseling session on Assessment results are the basis for devising ways to improve the attention of improvement in the implementation of a student. instruction. A student who is assessed to have Assessment results from students serve difficulties in classroom tasks is as feedback on the effectiveness of the taught to self-regulate during the instruction or the learning experience counseling session. provided by the teacher. Students’ personality and vocational If the majority of students have not interests are also assessed to guide them mastered the lesson, the teacher needs in the future courses suitable for them to to come up with more effective take. instruction to target mastery for all the 7. Selecting students. Assessment is conducted to select 5. Accountability and program evaluation students placed in the honor roll, pilot Assessment results are used for sections. evaluation and accountability. Assessment is also conducted to select In making judgments about individuals from among student enrollees who will be or educational programs multiple accepted in a school, college, or assessment information is used. university. Results of evaluations make the Recipients of scholarships and other administrators or the ones who grants are also `based on assessment implemented the program accountable results. for the stakeholders and other recipients of the program. This accountability ensures that the program implementation needs to be improved depending on the recommendations from evaluations conducted. Improvement takes place if assessment coincides with accountability. 6. Counseling Counseling also uses a variety of assessment results. The variables such as study habits, attention, personality, and dispositions, are assessed to help students improve them. ASSESSMENT IN STUDENT LEARNING ASSESSMENT IN STUDENT LEARNING