Assessment Purposes, Learning Targets, and Appropriate Methods PDF

Unit 1: Lesson 2 Assessment Purposes, Learning Targets, and Appropriate Methods  Learning Outcomes 01 02 03 Explain the purpose of Formulate learning Demonstrate your knowledge and classroom assessment;...

Unit 1: Lesson 2 Assessment Purposes, Learning Targets, and Appropriate Methods  Learning Outcomes 01 02 03 Explain the purpose of Formulate learning Demonstrate your knowledge and classroom assessment; targets that match skills in formulating specific appropriate learning targets that will be assessment methods: assessed at the end of instruction and through an assessment plan on student learning.  What is the purpose of Classroom Assessment? 1.Assessment “of” Learning 2.Assessment “for” Learning 3.Assessment “as” Learning Assessment “of” Learning refers to the use of assessment to determine learners' acquired knowledge and skills from instruction and whether they were able to achieve the curriculum outcomes It is generally summative in nature. Assessment “for” Learning Refers to The use of assessment to identify the needs of learners in order to modify instruction or learning activities in the classroom. It is formative in nature and it is meant to identify gaps in the learning experiences of learners so that they can be assisted in achieving the curriculum outcomes. Assessment “as” Learning This refers to the use of assessment to help learners become self-regulated. It is formative in nature and meant to use assessment tasks, results, and feedback to help learners practice self-regulation and make adjustments to achieve the curriculum outcomes. Remember: Knowing what will be taught (curriculum content, competency, and performance standards) and how it will be taught (instruction) are as important as knowing what we want from the very start (curriculum outcome) in determining the specific purpose and strategy for assessment. The Roles of Classroom Assessment in the Teaching-Learning Process Formative Diagnostic Evaluative Facilitative Motivational  Formative Teachers conduct assessment because they want to acquire information on the current status and level of learners' knowledge and skills or competencies. Teachers may need: information (e.g., prior knowledger strengths) about the learners prior to instruction, so they can design their instructional plan to better suit the needs of the learners. information on learners during instruction to allow them to modify instruction or learning activities to help learners achieve the learning outcomes.  Diagnostic Teachers can use this assessment to identify specific learners' weaknesses or difficulties that may affect their achievement of the intended learning outcomes. Note: This focus on specific learning needs and provide opportunities for instructional intervention or remediation inside or outside the classroom. The diagnostic role of assessment may also lead to differentiated instruction or even individualized learning plans when deemed necessary.  Evaluative The learners' placement or promotion to the next educational level is informed by assessment results. Note: Teachers conduct assessment to measure learners' performance or achievement for the purposes of making judgment or grading in particular, Teachers need information on whether the learners have met the intended learning outcomes after the instruction is fully implemented.  Facilitative Part of the teacher: provides information on students' learning and achievement that teachers can use to improve instruction and the learning experiences of learners. Part of the student: It allows them to monitor, evaluate, and improve their own learning strategies. In both cases, student learning is facilitated.  Motivational Classroom assessment can serve as a mechanism for learners to be motivated and engaged in learning and achievement in the classroom Remember: Focusing on progress, providing effective feedback, innovating assessment tasks, and using scaffolding during assessment activities provide opportunities for assessment to be motivating rather than demotivating.  What are learning targets? Institutional Outcomes Program Outcomes Goals Standards Educational Objectives Institutional Outcomes Institutional outcomes are statements of what the graduates of an educational institution are supposed to be able to do beyond graduation  Program Outcomes These are statements of what graduates of particular educational programs or degrees are able to do at the completion of the degree or program  Goals Goals are general statements about desired learner outcomes in a given year or during the duration of a program Standards specific statements about what learners should know and are capable of doing at a particular grade level, subject, or course. Standards McMillan (2014, p. 31) described four different types of educational 1. Content (desired outcomes in a content area) 2. Performance (what students do to demonstrate competence) 3. Development (sequence of growth and change over time) 4. Grade -level (outcomes for a specific grade) Educational Objectives specific statements of learner performance at the end of an instructional unit. sometimes referred to as behavioral objectives and are typically stated with the use of verbs.  The Blooms Taxonomy of Educational Objectives Three Domains: Cognitive Affective Psychomotor Knowledge- Affective- Skill-based based goals based goals goals  Bloom's Taxonomy of Educational Objectives in the Cognitive Domain  Knowledge Recall or recognition of learned materials like concepts, events, facts, ideas, and procedures Illustrative verb: Defines, recalls, names, enumerates, and labels Sample Objective: Enumerate the six levels of expertise in the Bloom's taxonomy of objectives in the cognitive domain.  Comprehension Understanding the meaning of a learned material, including interpretation, explanation, and literal translation Illustrative verb: Explains, describes, summarizes, discusses, and translates Sample Objective: Explain each of the six levels of expertise in the Bloom's taxonomy of objectives in the cognitive domain.  Application Use of abstract ideas, principles, or methods to specific concrete situations Illustrative verb: Applies, demonstrates, produces, illustrates, and uses Sample Objective: Demonstrate how to use Bloom's taxonomy in formulating learning objectives.  Analysis Separation of a concept or idea into constituent parts or elements and an understanding of the nature and association among the elements Illustrative verb: Compares, contrasts, categorizes, classifies, and calculates Sample Objective: Compare and contrasts the six levels of expertise in Bloom's taxonomy of objectives in the cognitive domain.  Synthesis Construction of elements or parts from different sources to form a more complex or novel structure Illustrative verb: Composes, constructs, creates, designs, and integrates Sample Objective: Compose learning targets using Bloom's taxonomy.  Evaluation Making judgment of ideas or methods based on sound and established criteria Illustrative verb: Appraises, evaluates, judges, concludes, and criticizes Sample Objective: Evaluate the congruence between learning targets and assessment methods. The Revised Bloom’s Taxonomy of Educational Objectives Anderson and Krathwohl, 2001 First Dimension: Second Dimension: Knowledge Cognitive Process Includes: Includes 1.Factual 1.Remember 2.Conceptual 2.Understand 3.Procedural 3.Apply 4.Metacognitive 4.Analyze 5.Evaluate 6.Create Example Objective: An educational or learning objective formulated from this two- dimensional model contains a noun (type of knowledge) and a verb (type of cognitive process). Example Objective: Students will be able to differentiate qualitative research and quantitative research. Rationale: differentiate is the verb that represents the type of cognitive process (in this case, analyze) while qualitative research and quantitative research is the noun phrase that represents the type of knowledge (in this case, conceptual). Knowledge Dimensions in the Revised Bloom's Taxonomy of Educational Objectives Anderson and Krathwohl, 2001  Knowledge: Factual This type is: Example: basic in every discipline. What is the capital city of the It tells the facts or bits of Philippines? information one needs to know in a discipline. answers questions that begins with "who", "where", "what", and "when".  Knowledge: Conceptual This type is: Example: also fundamental in every discipline. What makes the Philippines It tells the concepts, generalizations, the "Pearl of the orient seas"? principles, theories, and models that one needs to know in a discipline. usually answers questions that begin with "what".  Knowledge: Procedural This type is: also fundamental in every discipline. Example: It tells the processes, steps, How do we develop items for techniques, methodologies, or an achievement test? specific skills needed in performing a specific task that one needs to know and be able to do in a discipline. usually answers questions that begin with "how".  Knowledge: Metacognitive This type is: makes the discipline relevant to usually answers questions that one's life. begin with "why" It makes one understand the value of learning on one's life. It requires reflective knowledge and Example: strategies on how to solve problems Why is Psychology is the or perform a cognitive task through most suitable course for you? understanding of oneself and context. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of Educational Objectives Anderson and Krathwohl, 2001 Cognitive process Definition illustrative verbs Sample Objective identify, list, name, Recognizing and recalling Name the 7th president Remember underline, recall, retrieve, facts the Philippines. locate Understanding what the Describe, determine, Explain the causes of Understand information interpret, translate, malnutrition in the means paraphrase, and explain country. Solve the following Applying the facts, rules, Apply, employ, practice, problems using the Apply concepts, and ideas in relate, use, implement, different measures of another context carryout, and solve central tendency. Cognitive process Definition Illustrative verbs Sample Objective Analyze, calculate, Classify the following Breaking down examine, test, compare, chemical elements based Analyze information into parts differentiate, organize, on some and classify categories/areas. Critique the latest film Assess, measure, that you have watched. Judging the value of Evaluate estimate, evaluate, Use the critique information or data critique, and judge guidelines and format discussed in the class. Compose, produce, Propose a program of develop, formulate, Combining parts to make action to help solve Create devise, prepare, design, whole Metro Manila's traffic construct, propose, and congestion. re-organize Learning Targets Learning Target Definition: “a statement of student performance for a relatively restricted type of learning outcome that will be achieved in a single lesson or a few days”, and contains “both a description of what students should know, understand, and be able to do at the end of instruction and something about the criteria for judging the level of performance demonstrated” (McMillan 2014, p. 43) Learning Target Guidelines Learning targets be stated from the learners' point of view, typically using the phrase "l can...." For example, "l can differentiate between instructional objectives and learning targets." Congruent with the standards prescribed by the program or level and aligned with the instructional or learning objectives of a subject or course. Teachers must inform learners about the learning targets of lessons before classroom instruction. The learning targets should be meaningful for the learners; hence, they must be as clear and as specific as possible. Inform learners with what they should be able to do or demonstrate as evidence of their learning. Thus, learning targets specify both the content and criteria of learning. Both classroom instruction and assessment should be aligned with the specified learning targets of a lesson. Learning Target Five criteria in selecting learning targets: 1. Establish the right number of learning targets: Are there too many or too few targets? 2. Establish comprehensive learning targets: Are all important types of learning included? 3. Establish learning targets that reflect school goals and 21st century skills: Do the targets reflect school goals and 21st century knowledge, skills, and dispositions? 4. Establish learning targets that are challenging yet feasible: Will the targets challenge students to do their best work? 5. Establish learning targets that are consistent with current principles of learning and motivation: Are the targets consistent with research on learning and motivation?  Description and Sample Learning Targets Types of Learning Description Sample Targets Refers to factual, conceptual, and I can explain the role of Knowledge targets procedural information that learners must conceptual framework in a learn in a subject or content area research. Knowledge-based thought processes that learners must learn. It involves I can justify my research Reasoning targets application of knowledge in problem problems with a theory. solving, decision-making, and other tasks that require mental skills. I can facilitate a focus group Use of knowledge and/or reasoning to Skills targets discussion (FGD) with research perform or demonstrate physical skills participants. Use of knowledge, reasoning, and skills in I can write a thesis proposal. Product targets creating a concrete or tangible product  In Addition: Other experts consider a fifth type of learning target—affect, which refers to affective characteristics that students can develop and demonstrate because of instruction. This includes: attitudes beliefs interests values. Some experts use disposition as an alternative term for affect. The following is an example of an affect or disposition learning target: I can appreciate the importance of addressing potential ethical issues in the conduct of thesis research.  Application: Once the learning targets are identified, appropriate assessment methods can be selected to measure student learning. The match between a learning target and the assessment method used to measure if students have met the target is very critical. Matching Learning Targets with Paper-and-Pencil Types of Assessment  Application: Matching Learning Targets with other types of Assessment Note: more checks mean better matches 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