EDUC 109 - Lesson 1 - Preliminary Concepts in Assessment PDF

Preliminary Concepts: Assessment in Learning EDUC 109 - ASSESSMENT IN LEARNING 1 Jan S. Del Rosario Measurement, Assessment and Evaluation MEASUREMENT in education is the process of quantification of what students learned through the use of tests, questionnaires, rating scales, chec...

Preliminary Concepts: Assessment in Learning EDUC 109 - ASSESSMENT IN LEARNING 1 Jan S. Del Rosario Measurement, Assessment and Evaluation MEASUREMENT in education is the process of quantification of what students learned through the use of tests, questionnaires, rating scales, checklists, and other devices. It is the process of quantifying the degree to which someone possesses a given trait. Measurement, Assessment and Evaluation ASSESSMENT is the process of gathering and organizing quantitative or qualitative data into interpretable form to have a basis for judgement or decision-making. These data can be gathered in informal ways such as assignments, tests, and written reports or outputs. It can also be gathered in informal ways such as through observation or verbal exchange. Measurement, Assessment and Evaluation EVALUATION is concerned with making judgments on the worth or value of a performance. It answers the question: how good, adequate or desirable is it? Purposes of Educational Assessment, Measurement and Evaluation ❑ Improvement of Student Learning ❑ Identification of Students’ Strengths and Weaknesses ❑ Assessment of the Effectiveness of a Particular Teaching Strategy ❑ Appraisal of the Effectiveness of the Curriculum ❑ Assessment and Improvement of Teaching Effectiveness ❑ Communication with and Involvement of Parents in their Children’s Learning Purposes of Educational Assessment, Measurement and Evaluation ❑ Improvement of Student Learning - Knowing how well students are performing in class can lead teachers to devise ways and means of improving student learning. ❑ Identification of Students’ Strengths and Weaknesses- Through measurement, assessment, and evaluation, teachers can be able to single out their students’ strengths and weaknesses. Data on these strengths and weaknesses can serve as bases for undertaking reinforcement and/ or enrichment activities for the students. Purposes of Educational Assessment, Measurement and Evaluation ❑ Assessment of the Effectiveness of a Particular Teaching Strategy – Accomplishment of an instructional objective through the use of a particular teaching strategy is important to teachers. Competent teachers continuously evaluate their choice of strategies on the basis of student achievement. ❑ Appraisal of the Effectiveness of the Curriculum - Through educational measurement, assessment, and evaluation, various aspects of the curriculum are continuously evaluated by curriculum committees on the basis of achievement test results. Purposes of Educational Assessment, Measurement and Evaluation ❑ Assessment and Improvement of Teaching Effectiveness – Results of testing are used as basis for determining teaching effectiveness. Knowledge of the results of testing can provide school administrators inputs on the instructional competence of teachers under their charge. Thus, intervention programs to improve teaching effectiveness can be undertaken by the principals or even supervisors on account of the results of educational measurement and evaluation. Purposes of Educational Assessment, Measurement and Evaluation ❑ Communication with and Involvement of Parents in their Children’s Learning – Results of educational measurement, assessment, and evaluation are utilized by the school teachers in communicating to parents about their children’s learning difficulties. Three Approaches to Assessment Assessment for Learning (formative assessment) occurs throughout the learning process. It is designed to make each student’s understanding visible, so that teachers can decide what they can do to help students progress. Students learn in individual and unique ways, yet, at the same time, there are predictable patterns of connections and preconceptions that some students may experience as they move along the continuum from emergent to proficient. Three Approaches to Assessment Assessment as Learning (self-assessment) focuses on students and emphasizes assessment as a process of metacognition (knowledge of one’s own thought processes) for students. It emerges from the idea that learning is not just a matter of transferring ideas from someone who is knowledgeable to someone who is not, but is an active process of cognitive restructuring that occurs when individuals interact with new ideas. Three Approaches to Assessment Assessment of Learning (summative assessment) refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievements to parents, other educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions. Difference Between Assessment FOR Learning and Assessment OF Learning ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Teachers, principals, supervisors, program planners, Teachers, students and parents are the primary users and policy makers are the primary users During Learning After Learning Used to provide information on what and how to Used to certify student competence improve achievement Used by teachers to identify and respond to student Used to rank and sort students needs Purpose: improve learning Purpose: document achievement of standards Difference Between Assessment FOR Learning and Assessment OF Learning ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Primary motivator: threat of punishment, promise of Primary motivator: belief that success is achievable reward Continuous Periodic Examples: peer assessment, using rubrics with Examples: final exams, placement tests, achievement students, descriptive feedback tests, unit tests The Garden Analogy If we think of our students as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs – directly affecting their growth. Principles in Assessing Learning ❑ Assessment should have a clear purpose. ❑ Assessment is not an end in itself. ❑ Assessment is an ongoing, continuous, and a formative process. ❑ Assessment is learner-centered. Principles in Assessing Learning ❑ Assessment is both process- and product- oriented. ❑ Assessment must be comprehensive and holistic. ❑ Assessment requires the use of appropriate measures. ❑ Assessment should be as authentic as possible.  Guiding Principles in the Assessment of Learning (Corpuz and Salandanan, 2007) ❑ Assessment of Learning is an Integral Part of the Teaching – Learning Process ❑ Assessment tools should match with performance objectives ❑ The result of assessment must be fed back to the learners ❑ In assessing learning, teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning. ❑ In our assessment techniques, we give positive feedback along with not so good one.  Guiding Principles in the Assessment of Learning (Corpuz and Salandanan, 2007) ❑ Emphasize on self-assessment ❑ If we believe that our task as teachers is to teach all pupils/students, and that it is possible that all students , even those from limited backgrounds, will have access to opportunities and therefore can achieve. (Danielson, 2002) ❑ Assessment for Learning should never be used as punishment or as a disciplinary measure ❑ Results of learning must be communicated regularly and clearly to parents.  Tests and Their Uses in Educational Assessment EDUC 109 - ASSESSMENT IN LEARNING 1 Jan S. Del Rosario Tests and Their Uses in Educational Assessment A test is one of the devices used in the measurement, evaluation, and assessment of the educative (teaching – learning) process. It is a formal and systematic way of gathering information about the learner’s behavior, usually through paper – and – pencil procedure.  Uses of Tests ❑ School administrators utilize test results for making decisions regarding the promotion or retention of students; improvement or enrichment of the curriculum; and conduct of staff development programs for teachers. ❑ Supervisors use test results in discovering learning areas needing special attention and identifying teachers’ weaknesses and learning competencies not mastered by the students. Test results can also provide supervisors baseline data on curriculum revision.  Uses of Tests ❑ Teachers, on the other hand, utilize tests for numerous purposes. Through testing, teachers are able to – gather information about the effectiveness of instruction; give feedback to students about their progress; and assign grades. ❑ Parents, too, derive benefits from tests administered to their children. Through test scores, they are able to determine how well their children are doing in school and how well the school is doing its share in educating their children. Classification of Tests A. According to Type of Language/System Used ❑ verbal – uses words and may be oral or written ❑ non-verbal – uses symbols, figures, numbers and may be oral or written; ex. Abstract reasoning Non-verbal Abstract Reasoning Test Classification of Tests B. According to Origin ❑ Oral Test – requires verbal answers ❑ Written Test – pencil and paper test; requires printed answers ❑ Performance Test – non-verbal, non-written; measures motor skills Classification of Tests C. According to Manner of Scoring ❑ objective test – answers are chosen from given options and corrected uniformly whoever the scorer may be; ex. T-F, multiple choice, matching type ❑ subjective – scorer brings in his personal judgment since the question is not specific; ex. Essay Classification of Tests D. According to Function or Purpose ❑ achievement test – measures outcomes of teaching, accomplishment of student’s school work in a given period of time; measures general educational standing ❑ aptitude test – measures future success in a given area ❑ intelligence/mental ability test – measures verbal, numerical and abstract ability of a person in comparison to another of the same sex, age or grade Classification of Tests D. According to Function or Purpose ❑ personality test – measures traits/behavior/interest/attitudes of a person ( adjustment questionnaire, attitude survey , interest inventory ) ❑ diagnostic test – measures strengths and weaknesses in particular area ❑ physical test – demands manual dexterity and skill Classification of Tests D. According to Function or Purpose ❑ power test – measures level of maximum ability without any time limit ❑ speed test – measures level of maximum ability with time limit ❑ scale test – items are arranged according to degree of difficulty ❑ projective test – indirect measure of personality traits and innermost thoughts and feelings; ex. Ink-blot test Classification of Tests D. According to Function or Purpose ❑ psychological test – measures person’s ability or personality as developed by general experience ❑ simulated test – makes a pretense or appearance of a certain activity ❑ formative test – evaluates student comprehension of a particular lesson/topic; measures student progress ❑ summative test – given at the end of instruction ❑ placement test – determines the level of a child Classification of Tests E. According to Manner of Construction ❑ structured – questions are given within a framework; ex. T-F, Multiple Choice ❑ unstructured – does not follow prescribed framework; ex. Essay, projective test Classification of Tests F. According to Manner of Administration ❑ individual test – given to one examinee at a time ❑ group test – given to many examinees at a time ❑ oral test ❑ written test ❑ timed test – under time pressure ❑ untimed test – no time limit Classification of Tests G. According to Manner of Describing Performance of Examinees ❑ criterion-referenced test – describes performance of examinee directly without referring to performance of others but compared to a given criteria ex. Teacher-made tests ❑ norm-referenced test – measures performance of examinee in comparison to a standard or norm ex. Standardized tests (NSAT, NEAT, etc.) ❑ ipsative – is the practice of assessing present performance against the prior performance of the person being assessed.