Professional Education 7 Assessment of Learning 1 PDF

PROFESSIONAL EDUCATION 7 Assessment of Learning 1 JOEM CERIO PERIÑA Instructor  CHAPTER 1 BASIC CONCEPTS IN ASSESSMENT Learning Outcomes: At the end of the chapter, the students should be able to: 1. define the terms assessment, evaluation, measurement, test,...

PROFESSIONAL EDUCATION 7 Assessment of Learning 1 JOEM CERIO PERIÑA Instructor  CHAPTER 1 BASIC CONCEPTS IN ASSESSMENT Learning Outcomes: At the end of the chapter, the students should be able to: 1. define the terms assessment, evaluation, measurement, test, testing, formative assessment, placement assessment, diagnostic assessment, summative assessment, traditional assessment, portfolio assessment, performance assessment; 2. discriminate the different purposes of assessment; 3. differentiate the types of assessment; 4. identify and discuss the general principles of assessment; 5. discuss the different guidelines for effective student assessment; and 6. Differentiate norm-referenced interpretation from criterion- referenced interpretation. Activity 1. Form 5 groups. 2. By group, answer the following questions in 5 minutes: a. How were you assessed in school in the past years? b. Why is there a need to be assessed in the classroom? c. Give your opinion in the line we usually hear: “Grade is just a number.” 3. Choose one reporter by group and share your answer in the class. Assessment, measurement, and evaluation mean many different things. These terms are sometimes used interchangeably in the field of education. Assessment is defined as an systematic act or a process of collecting and interpreting information about student learning. It is used in comparing student learning with the learning goals of an academic program. Assessment is a very powerful tool for educational improvement, Its purpose is to provide feedback to students to serve as a diagnostic tool for instruction. Assessment usually answers the questions, “Was the instruction effective?” and “Did the students achieve the intended learning outcomes?” Assessment is a general term that includes different ways that the teachers used to gather information in the classroom. Info that helps teachers understand their students, info that is used to plan and monitor their classroom instruction, info that is for testing and grading. The most common form of assessment is giving a test. Since test is a form of assessment, it also answers the question, “How does a student perform?” Test is formal and systematic instrument, usually paper and pencil, designed to assess the quality, ability, skill or knowledge of the students by giving a set of question in uniform manner. A test is one of the many types of assessment procedure used to gather info abut the performance of students. Measurement is the process of quantifying or assigning number to the individual’s intelligence, personality, attitudes and values, and achievement of the students. In other words, express the assessment data in terms of numerical values and answer the question, “How much?” Common example of measurement is when a teacher gives scores to the test such as Jodi got 23 correct answers out of 25 items in Math test; Prince got 95% in her English periodic test; or Ron’s score 88% in his laboratory test in Biology. In the examples, numerical values are used to represent the performance of the students in different subjects. After collecting the assessment data, the teacher will use this to make decisions or judgment about the performance of the student in a certain instruction. Evaluation refers to the process of judging the quality of what is good and what is desirable. It is the comparison of data to a set of standards or learning criteria for the purpose of judging the worth or quality. Example: In judging the quality of an essay written by the students about their opinion regarding the first SONA of PBBM, evaluation occurs after the assessment data has been collected and synthesized because it is only this time where teacher is in the position to make judgment about the performance of the students. Teacher evaluate how well or to what extent the student attained the instructional outcomes. Classroom assessment procedures can be classified according to: 1. Function 2. Language Mode 3. Nature of Administration 4. Interpretation of Score 5. Time Requirements 6. Item Format 7. Domain or Target Measured TYPES OF TESTS CLASSIFICATION TEST TYPE DESCRIPTION EXAMPLE Educational Test Measure Achievement test FUNCTION outcomes/effects of instruction Psychological Measure intangible Intelligence test Test aspects of learner’s Personality test behavior LANGUAGE Verbal Test Consist of words Achievement Test MODE Entail reading, writing, Diagnostic Test spelling skills Non-Verbal Test Composed up numerals, Phil Non-Verbal drawing or symbols Intelligence Test  TYPES OF TESTS CLASSIFICATION TEST TYPE DESCRIPTION EXAMPLE Nature/ Standardized Constructed by test experts and National Administration Test used over a period of years. Elementary/Secondary Designed to measure broad Achievement Test objectives. Administered using uniform procedure. Accompanied by normative data. Non- Constructed by classroom Unit Tests standardized teachers. Quarterly Test Test Measure specific objectives. TYPES OF TESTS CLASSIFICATION TEST TYPE DESCRIPTION EXAMPLE Interpretation Criterion- Scores are interpreted based on Teacher-made Test of Scores referenced Tests a criterion (e.g. knowledge or skills) Norm- Describe the performance of an Standardized Test Referenced test examinee in terms of relative position in a group Time Power Test Have no limit. Most classroom test Requirement Measure accuracy rather than speed of response Speed Test Have time limit Reading Test Measure performance based on Typing test the number of tasks done at a given time  TYPES OF TESTS CLASSIFICATION TEST TYPE DESCRIPTION EXAMPLE Item Format Supply Type Require the examinee to Short-answer test, Test provide answers to given Completion test items Selection Ask the examinee to choose Binary Choice (True or false Type Test the correct answer from test) alternative response given options test, Multiple choice test Domain/Target Cognitive Measures knowledge, Achievement tests, Attitude Measured Test abilities, thinking skills Tests, Intelligence Test Affective Measures attitudes, values, Rating Scales, Interviews Test motivation, social skills Questionnaires, Sociogram Performance Measure communication and Performance Tests -based test psychomotor skills as well as learning outputs (reports, projects, presentation) Scope of Assessment 1. Assessment of curricular offerings 2. Assessment of school programs 3. Assessment of instructional materials 4. Assessment of instructional facilities 5. Assessment of teachers and professors Scope of Assessment 6. Assessment of students 7. Assessment of graduates 8. Assessment of school managers 9. Assessment of research 10. Assessment of extension Functions of Assessment 1. Measures students’ achievements 2. Evaluates instructions and strategies 3. Assesses lessons to be re-taught 4. Evaluates school’s program 5. Motivates learning Functions of Assessment 6. Predicts success or failure 7. Diagnoses the nature of difficulties 8. Evaluates teachers’ performance 9. Evaluates school’s facilities and resources 10.Evaluates school managers’ performance Principles of Classroom Assessment 1.Assessment should be based on clear and specific instructional objectives (knowledge, skills and affective) 2.Assessment tools/methods chosen must be appropriate to learning targets. 3.Assessment must be authentic, that is, it must a. have meaningful performance, b. be based on clear standards/criteria, c. show quality performance, d. creates good interaction between the person administering assessment and the one whom it is administered, e. emphasize self-evaluation and f. show transfer of learning Principles of Classroom Assessment 4. Assessment targets, standards and results should be properly communicated to users and/or students. 5. Assessment should follow ethical standards (especially as regards dissemination of results and/or use of assessment procedures. 6. Assessment should observe balance by considering all domains of learning and as many domains of intelligences. 7. The assessment tools used should be valid (measure what it intends to measure). Thank you!!!