Chapter 1 Preliminary Concepts Recent Trends PDF

– Test is a tool used to collect information on student’s learning over a specific period of time – Testing refers to the use of test or battery of tests in a formal and systematic way in order to examine someone’s knowledge of something – a process of quantifying the attribut...

– Test is a tool used to collect information on student’s learning over a specific period of time – Testing refers to the use of test or battery of tests in a formal and systematic way in order to examine someone’s knowledge of something – a process of quantifying the attributes of an object – in context of education, this refers to actual collection of information on student learning based on the information collected by tools (i.e., tests) – any systematic procedure for collecting information that can be used to make inferences about the characteristics of people or objects – process of gathering quantitative or qualitative data for the purpose of making decisions – defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning in order to make informed decisions relevant to the learners. – the process of making value judgment or decision on the information collected from measurement and assessment based on specific criteria – Grading is a form of evaluation which provides information whether a learner passed or failed a subject or a particular assessment task BASIC CONCEPTS IN ASSESSMENT EVALUATION ASSESSMENT MEASUREMENT TESTING Mrs. V is comparing measurements from evaluation. Which statement explains the difference? A. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. B. Measurement is the process of gathering while evaluation is the process of quantifying the data gathered. C. Measurement is the process of quantifying data while evaluation is the process of organizing data Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing. Ms. Bermudez notes that Cristine obtained a score of 40 points out of 50 in the unit test. Which concept is exemplified by the statement?  Assessment OF learning assessment assessment AS learning FOR learning  AS FOR OF -self-reflection - formative assessment - summative assessment -occurs when - occurs when - occurs when teacher student reflect on teacher use uses evidence of student inferences about learning to make and monitor their judgment on student progress to inform students’ progress to progress against goal or their future learning inform their teaching standard Lockwood and McLean “If assessment is to be a positive force in education, it must be implemented properly. It cannot be used to merely sort students or to criticize education. Its goals must be to improve education. Rather than 'teach to the test,' we must 'test what we teach.'”  done at the beginning of PLACEMENT ASSESSMENT instruction to determine what the learners already know READINESS PLACEMENT CONCERN CONCERN have prerequisite have achieved skills? intended outcomes? NO YES NO YES Provide Proceed Proceed Advance readiness with the with the students to a experiences planned planned higher level instruction instruction  FORMATIVE – to monitor student progress; ASSESSMENT to inform both teachers and students on how to improve Students achieving teaching learning process the intended learning NO outcomes? YES Provide group or Provide feedback to individual reinforce learning remediation DIAGNOSTIC Proceed with the ASSESSMENT planned instruction – intensive study of learning Proceed with the planned instruction difficulties  SUMMATIVE – done at the end of ASSESSMENT instruction for certifying mastery or assigning grades Students achieved the intended outcomes of instruction? NO YES Provide additional Assign grades or learning experiences certify mastery Evaluate the effectiveness of the instruction Is formative assessment recorded as basis for grading? If a student fails the summative test, should you consider using results of his quizzes to replace the grade in summative test?  Short quiz Reflection paper Summative test 1st quarter exam Class discussion Midterm exam Pre-test NAT Long quiz Unit test  After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well students understood the lesson. What type of assessment was done? A. Summative Assessment B. Formative Assessment C. Diagnostic Assessment D. Placement Assessment Who among the teachers below performed a diagnostic assessment? a. Ms. Santos who asked questions when the discussion was going on to know who among her students understood what she was trying to emphasize. b. Mr. Colubong who gave a short quiz after discussing thoroughly the lesson to determine the programs of learning. c. Ms. Ventura who gave 10-item test to find out the specific lessons which the students failed to understand. d. Mrs. Lopez who administered a readiness test to the incoming grade one pupils. You are assessing for learning. Which of these will you likely do? a. Giving grades to students b. Reporting to parents the performance of their child. c. Recommending new policies in grading students. d. Assessing the strengths and weaknesses of students.  CLASSIFICATIONS OF ASSESSMENT Kind of Interpretation Purpose Form Function Learning Ability of Learning Educational Teacher-made Speed Psychological Standardized Power Paper-and-Pencil Achievement Norm-referenced Performance - Based Aptitude Criterion-referenced  EDUCATIONAL PSYCHOLOGICAL - comes in the form of - determine the learner’s formative and summative cognitive and non-cognitive assessment characteristics - used in the school setting - used by the school’s for the purpose of tracking guidance counselor to the growth of learners and perform interventions on grading their performance the learners’ development  PAPER – AND - PENCIL PERFORMANCE-BASED - cognitive tasks that require a - require learners to perform single correct answer (binary, tasks (demonstrations, arrive short answer, matching type and at a product, show strategies multiple choice) and present information) - usually pertain to a specific - tasks are usually open-ended cognitive skill such as recalling, and each learner arrives with understanding, applying, analyzing, various possible responses evaluating and creating  TEACHER-MADE STANDARDIZED - used for classroom purposes, - have fixed directions for such as determining whether administering and scoring learners have reached the learning - can be purchased with test target manuals, booklets and answer - intend to measure behavior (such sheets as learning) in line with the - the items were sampled on a objectives of the course large number of target groups - e.g., quizzes, long tests and exams called the norm  ACHIEVEMENT APTITUDE - measure what learners have - refers to the degree of learned after instruction or after readiness to learn and perform going through a specific curricular well in a particular situation or program domain (Corno et al. 2002) - provide information on what - assessment can go beyond learners can do and have acquired cognitive abilities after training and instruction  SPEED POWER - consist of easy items that need - consist of items with increasing to be completed within a time limit level of difficulty, but time is - an example is a typing test in sufficient to complete the whole test which examinees are required to - an example was the one developed correctly type as many words as by NCTM that determines the ability possible given a limited amount of to utilize data to reason and become time creative, formulate, solve and reflect critically on the problems provided  NORM-REFERENCED CRITERION-REFERENCED - interprets results using - has a given set of the distribution of scores of standards, and the scores a sample group are compared to the given - the mean and standard criterion deviations are computed for - the score is compared to the group a specific cutoff  Policymakers Administrators STAKEHOLDERS Teachers OF ASSESSMENT Students Parents External Community – Review the rules, standards and guidelines set for the programs & projects – Monitor the results of implementation and impose rewards and sanctions – Manage resources in terms of manpower, money, materials, method, monitoring and time  – Have an objective decision- making in terms of program strengths and weaknesses – Set a clear measure of their organizational accountabilities and responsibilities – Revisit their goals and priorities, and redesign and plan some alternatives – Determine the strengths and weaknesses of the teaching methods employed – Hold an objective bases in motivating and giving grades to students – Revise instructional approaches in keeping the balance between the learning objectives and the capacity of learners to learn – Well-informed of their respective performances as individuals and groups in a given lessons or task – Motivated to develop a study or learning habit in excellency meeting the requirements – Obtain objective bases of comparing the performance against others, against set of criteria and standards, and against self – Updated of the performance of their children and may be helped on ways how to support the improvement of their children – May develop insights on their most important role in helping their children grow – They may have the bases to present feedback in ways they are benefited or affected by the operation, and suggest alternatives for improvement in a manner that the organizational objectives and public interests are not sacrificed