Educ 75 Assessment Types PDF

EDUC 75 Types of Assessment 1. Traditional Assessment TMAE - Paper and pencil tests (objective an...

EDUC 75 Types of Assessment 1. Traditional Assessment TMAE - Paper and pencil tests (objective and Test subjective) - Measure the characteristic, quality, ability, - Use of conventional strategies/tools knowledge, or skill. - Tinetest ‘yung naunawaan ng bata - Tools or methods designed to obtain information. 2. Authentic Assessment  Paper and pencil test - In-a-apply sa real-world  Oral exam  Final demo/OJTs  Performance or product assessment Measurement Different Principles in Assessing Learning - Process or quantifying the degree Assessment: - Rubrics; checking or scoring system  should have a clear purpose - Either objective or subjective  is not an end in itself  Objective – one correct answer only  is an ongoing, continuous, and a formative process  Subjective – multiple answers; rater’s  is learner-centered opinion/bias  is both process- and product-oriented Assessment  must be comprehensive and holistic - Derived from Latin word assidere w/ch means to sit  requires the use of different measures beside  should be as authentic as possible - Gathering and organizing quanti or qualitative data Principles of High-Quality Classroom Assessment into an interpretable form para may basis sa judgment o Reliability – consistent, dependable, and repeatable or decision-making o Validity – a measure is valid if mineasure niya ‘yung Evaluation dapat niyang i-measure - A process of systematic, interpretation, analysis, appraisal or judgment of the worth ng organized data Different Ways to Establish Test Reliability as basis for decision-making a. Test-Re-Test - Measures stability Types of Assessment (example ganitech na color) - Same assessment, same student 1. Placement Test – place students or an entrance exam b. Parallel Form for a certain course level or academic program - 2 versions of a test (Set A and Set B) 2. Diagnostic Assessment – pre-assessment na - The items need to exactly measure the same magagamit to determine students’ individual skill strengths, weaknesses, knowledge, and skills prior to c. Split Half instruction - Odd-even technique 3. Formative Assessment – helps teacher understand - Applicable for large items student learning while they teach (quizzes, acts, etc.) d. Kuder-Richardson Formula 4. Summative Assessment – measure student progress - Used for binary test as an assessment of learning (exams, portfolios) - Involves determining if the scores for each 5. Ipsative Assessment – self-assessment; uulitin ‘yung item ay consistently answered ng examinees exam na tinake mo noon para malaman if nag-improve - Internal consistency ba ikaw 6. Norm-Referenced Assessment – compare an Factors that Affect the Reliability of Measure individual to a group (IQ Tests, SATs)  The number of items in a test (more items = more 7. Criterion-Referenced Assessment – individual to a reliable) learning standard and performance level  Individual differences of participants (LET/Licensure exams, HS exit exams)  External environment Purpose of Assessment Different Ways to Establish Test Validity a. Assessment FOR Learning a. Face Validity - Assessment is done to improve and ensure - The test is presented well, free of errors, and learning administered well - Before and during (includes placement, - Physical formative, and diagnostic test) b. Content - Measure the progress - When the items represent the domain being  Pre-test measured  Quizzes - Babalik sa learning objectives (kung ano’ng b. Assessment OF Learning tinuro, ‘yun lang laman ng exam) - After or end of the grading period/semester c. Criterion-Related Validity (summative assessment) - May basis - Assess learning for grading purposes - Evaluates how accurately a test measures the  Unit tests outcome it was designed to measure  Final projects  Predictive Validity – a measure c. Assessment AS Learning should predict a future criterion - Self-assessment like they reflect on or  Concurrent Validity – 2 or more monitor their progress para malaman nila measures are present for each saan sila dapat mag-focus ganorn examinee that measure the same  Self-assessment and Peer characteristic assessment rubrics  Portfolios  d. Construct Validity Revised Version: - The components or factors of the test should contain items that are strongly correlated - Purpose  Convergent Validity – components/factors of a test are hypothesized to have a positive correlation  Divergent Validity – isa lang poideng paggamitan; negative correlation Factors that Affect the Validity  Unclear directions  Vocabulary and sentence constructions  Ambiguity of options  Inadequate time limits  Overemphasis of easy and difficult questions  Readiness of the students Bloom’s Taxonomy Domains of Educational Objectives  Cognitive  Affective  Psychomotor Bloom’s Taxonomy - By Benjamin Samuel Bloom Cognitive Domain (Knowledge-Based Goals) - Thinking domain - Student’s ability to think - Use brain power  Learning Outcomes Cognitive Level Description Outcomes Verbs Statements define describe identify label match  Match the symbols to the list respective names of the Remembering Find/remember information name periodic elements. outline  Name all the presidents of recall the Philippines. recognize reproduce select state distinguishing  Distinguish different estimate geometric figures. explain  Give examples of proper Understanding Make sense out of information give example interpret nouns. paraphrase  Summarize the story of The summarize Necklace. apply change compute construct  Use mathematical formula demonstrate to solve the given algebraic Use information in new or discover problems. Applying similar situation modify  Construct a sentence based prepare on the given grammatical produce rules. show solve use analyze compare contrast  Observe a classroom and list Take info apart and explore diagram down things to be improved. Analyzing relationships differentiate  Differentiate traditional and categorize authentic assessments. classify calculate conclude criticize  Defend a research proposal. critique Critically examine defend  Evaluate the effectiveness Evaluating information and make of flexible learning among evaluate judgement relate the senior high-school support students. justify combine compile  Write learning outcomes of compose statements for the assigned plan topic. Use information and create Creating organize  Plan a whole-year spiraled something new revise lesson with learning rearrange outcomes and learning generate tasks. modify KNOWLEDGE DIMENSION Knowledge Description Sample Topics Dates and Names Tells basic element or simple fact, Factual Historical Events information that one needs to know. Scientific Discoveries Interrelationships among basic elements Theories of Human Evolution Conceptual w/in larger structure, the concepts, and Principles of Assessments generalizations. How to do, methods, criteria for skills Guidelines in Developing Items for Tests Procedural performance Process of Conducting a Research Refers to own thinking, makes the Why Teaching is the Most Suitable Meta-Cognitive knowledge relevant to one’s life. Profession for Me It requires reflective thinking. My Rights and Responsibilities Affective Domain (Character-Based Goals) - Behavioral skills - The student’s ability to resolve conflict and their emotional stability and growth Affective Domain Description Outcomes Verbs ILO Examples select point choose  Describe the effects of the pandemic in the Philippine describe - Aware of the existence of a economy. identify phenomenon.  Respect the beliefs of Receiving name - Pay passive/selective different religions. ask attention locate  Identify the positive behavior of students in an listen overcrowded classroom. watch respect answer assist aid practice  Comply to the classroom rules. comply - Attend and react on a conform  Practice the rights and Responding phenomenon responsibilities of law- discuss - Active participation abiding citizen. help perform  Perform duties in group activities report write label complete demonstrate differentiate explain follow  Initiate a personal study- - Personal attachment to a plan for a month. initiate phenomenon  Justify the responses to the Valuing justify - Expression of preferred given moral dilemma. share values and behavior study  Explain own’s religious belief and practice. work join propose invite arrange combine  Explain personal time adhere management for school- alter related activities and household responsibilities - Internalize different values defend on work-from-home and beliefs explain Organizing scheme. - Classify and prioritize values formulate  Adhere to professional and by comparing them integrate personal ethical standards. organize  Integrate one’s viewpoint synthesize on the importance of relate communication. generalize act display influence discriminate modify perform  Display honesty at all times. - Adopt value system to real- revise  Value the importance of life Characterizing life resolve through thick and thin. - Act consistently verify  Serve as a role model to practice others. serve use listen show value Psychomotor Domain (Skill-Based Goals) - Kinesthetic skills - Combination of old and new skills - Includes physical movement, coordination, and use of the motor-skill areas Psychomotor Domain Description Outcomes Verbs ILO Examples watch detect distinguish differentiate  Detect non-verbal - Active mental attention to communication cues. Observing describe physical activity  Observe a senior teacher in relate the class. select observe shadow reproduce copy  Trace the linear strokes of abstract painting. - Attempt to copy the physical trace Imitating  Follow hand movements behavior grasp and footsteps follow synchronously. respond manipulate operate handle measure  Manipulate the use of color fix scheme for effective mood - Performing a specific Practising construct emphasis. activity repeatedly, habitual calibrate  Practice catching and assemble throwing a ball. improve practice maneuver organize write re-arrange sketch create design  Create a gymnastic routine - Fine tuning the skill to improve flexibility. Adapting - Modify and create new originate  Compose lyrics for a movements construct specific music genre. alter revise build combine compose