Assessment In Learning Preliminary Examinations Reviewer PDF

PRELIMINARY EXAMINATIONS REVIEWER FOR “ASSESSMENT IN LEARNING” Chapter 1: Basic Concepts in Assessment Assessment- process of collecting and interpreting information about student learning. (recording) Assessment FOR Learning- formative (teacher’s part; to assess students’ s...

PRELIMINARY EXAMINATIONS REVIEWER FOR “ASSESSMENT IN LEARNING” Chapter 1: Basic Concepts in Assessment Assessment- process of collecting and interpreting information about student learning. (recording) Assessment FOR Learning- formative (teacher’s part; to assess students’ strengths & weaknesses) Assessment OF Learning- summative (gauge at the end of lesson if students really learned) Assessment AS Learning- reflective (self-assessment) Test- systematic instrument, usually pen and paper procedure; measuring device like questionnaires & examinations) Testing- process of administering the test; methods used to measure the level of students’ performance Measurement- quantifying or assigning numbers to individual’s intelligence; scores (numerical/other form of grade) Evaluation- process of judging the quality of students’ work (qualitative insights without numerical conventions) Classification of Assessment Procedures 1. Nature of Assessment Maximum Performance- what students can do at their best (aptitude & achievement tests) Typical Performance- what students can do under natural conditions (attitude, interest, personality) 2. Format/Form of Assessment Fixed-choice Test- measure knowledge efficiently; hast a fixed answer (multiple choice test) Complex- Performance Assessment- performance valued in their own right; subjective (essays, oral) 3. Use in Classroom Instruction Placement Assessment- given at the beginning of instruction; challenges prerequisite skills, existing knowledge, as well as to where to place the student in an appropriate learning level (English placement tests) Formative Assessment- monitor learning progress of students during the lesson, provide feedbacks in learning, and correct learning errors; to plan which teaching and learning methods would apply best (teacher-made tests, tests or activities from textbooks during the lesson [activity/application]) Diagnostic Assessment- given before the instruction to identify students’ strengths and weaknesses regarding the topics to be discussed for the teacher to know the level of competence of his/her students and to identify where, which, and who to focus more on (pre-tests, English diagnostic tests) Summative Assessment- given at the end of the course to gauge if the instructional objectives have been met and the effectiveness of the teaching process (periodical examinations, summative tests) 4. Methods of Interpreting the Results Norm-referenced Interpretation- used to describe student’s performance/rank among all classmates/group (rank 5 out of 40) Criterion-referenced Interpretation- describe student’s performance using a specified criterion (rating scales, rubrics) Other Types of Assessment 1. Non-standardized Test- test remotely developed by classroom teachers 2. Standardized Test- test developed by specialist; scored and interpreted using a certain standard condition 3. Objective Test- has a fixed answer 4. Subjective Test- scored based on evaluators’ judgement; has no fixed answer like essays 5. Supply Test- requires examinees to supply an answer like completion and cloze tests 6. Fixed-response Test- requires examinees to choose an answer from options like multiple choice 7. Individual Test- administered on a one-on-one basis using oral questioning 8. Group Test- administered to a group of individuals or group of students 9. Mastery Test- measures degree of mastery of limited set of learning outcomes using criterion-reference 10. Survey Test- measures general achievement over a range of learning outcomes using norm-reference 11. Speed Test- measures number of items that a student can finish over a period of time 12. Power Test- measure level of performance rather than speed; arranged by difficulty Modes of Assessment 1. Traditional Assessment- students choose their answer from a given list of choice (objective) 2. Alternative Assessment- students can generate an original response/own words or ways (subjective/demo) 3. Performance-Based Assessment- students perform real world tasks to apply their learning 4. Portfolio Assessment- collection of students’ works over the course of the semester Chapter 2: Assessing Learning Outcomes Goals- broad, long term goals that one wants to accomplish that do not include specifics Objectives- narrow, precise, and short-term target that one wants to achieve and must be given in a timeline General Educational Program Objectives- developed by principals and other school administrators on an annual basis that include educational outcomes to specific educational programs (annual) Instructional Objectives/Educational Objectives- specific statement of outcomes exhibited by students after completing a unit of instruction (1-2 weeks lesson) Types of Educational Objectives Specific/Behavioral- precise statement of behavior to be exhibited by student; the criteria, condition, and instructions as to how the test will be demonstrated General/Expressive- not specified and the criteria is also not stated 4 Main Things that Objectives Should Specify (ABCD) Audience- who are the specific people the objectives are aimed at? Behavior- what do you expect them to be able to do? Conditions- under what circumstance will the learning occur? Degree- how can a specific criterion be met? Learning Activity- written in a procedural way; process of attaining an end product Learning Outcome- written as the actual end result of instructional objective - Learning outcomes should be SMART (Specific, Measurable, Attainable, Relevant, & Time-Bound) Types of Learning Outcomes Observable (practical: draw, build) Non-observable (abstract: value, familiarize) Taxonomy of Educational Objectives Taxonomy- primarily useful in identifying the types of learning outcomes that should be considered when developing a comprehensive list of objectives for classroom instruction Bloom’s Taxonomy- proposed by Benjamin S. Bloom in 1948 pioneering the formulation and classification of goals and objectives in education Revised Bloom’s Taxonomy- Lorin Anderson & Krathwolh’s revision of the Bloom’s Taxonomy in 2001 (changed from noun to verb and interchanged the 5th and 6th level of learning in the hierarchy/pyramid from the 1948 original Bloom’s Taxonomy) The Three Domains of Educational Objectives 1. Cognitive Domain- “cognition” or knowledge; under this are outcomes of mental activity such as memorizing, remembering, etc. 2. Affective Domain- under this are learning objectives that emphasize feelings, emotion, and affective objectives such as attitudes, appreciation, and values. It shows a student’s awareness and internalization of objects and knowledge from the cognitive domain. 3. Psychomotor Domain- what are observed under this are mastery of physical and motor skills that encompass actual and practical applications of what has been internalized from the cognitive and affective domains, Bloom’s Taxonomy (1956) (Levels of Learning) 1. Knowledge- remembering previously learned material. (identify, recall, memorize) 2. Comprehension- ability to construct meaning from material. (restate, discuss, interpret) 3. Application- ability to use material in concrete situation. (apply, use, show) 4. Analysis- distinguish components of a material for better understanding. (examine, inspect) 5. Synthesis- put part together to form a coherent whole. (modify, compose, formulate) 6. Evaluation- ability to judge, check, critique a material. (evaluate, measure, validate) Revised Bloom’s Taxonomy (2001) (Levels of Learning) 1. Remembering- retrieving/recalling knowledge from memory. (state, list, identify) 2. Understanding- constructing meaning from different functions. (explain, discuss, describe) 3. Applying- executing/implementing the information used. (develop, employ, illustrate) 4. Analyzing- breaking information into component parts. (probe, deduce, scrutinize) 5. Evaluating- make judgement based on criteria and standards. (defend, rate, justify) 6. Creating- generate new ideas and ways of doing things. (invent, design, write) Levels of Affective Domain 1. Receiving- being aware/sensitive to the existence of certain ideas/materials and as a result, one openly listens to these ideas from others. (masks, chooses, describes) 2. Responding- actively responding and shows willingness to participate in class activities. (answers, recites, presents) 3. Valuing- willingness to be perceived by others as valuing to ideas and concepts; demonstrate belief in democratic process and is willing to be involved. (justifies, shares, proposes) 4. Organization- ability to harmoniously incorporate these values and incorporate them to different activities such as systematic planning in solving problems. (integrates, organizes, formulates) 5. Characterization by Value- shows self-reliance when working independently and values people for what they are and what they can offer. (practices, modifies, performs) Levels of Psychomotor Domain 1. Perception- ability to use sensory cues to guide motor skills. (chooses, describes, detects) 2. Set- readiness to act and shows desire to learn a new process. (begins, displays, explains) 3. Guided Response- adequacy of performance is achieved by practicing. (copies, trace, follow) 4. Mechanism- Learned habitual and the movements can be performed with proficiency. (assembles, calibrates, constructs) 5. Complex Overt Response- performing without hesitation. (builds, manipulates, mends) 6. Adaptation- individual can modify movement pattern to fit requirements. (alters, rearranges, revises) 7. Organization- creating new movement patterns and outcomes emphasize based on highly developed skills. (constructs)