Week 2: Preliminary Concepts and Recent Trends PDF

WEEK 2: PRELIMINARY CONCEPTS AND RECENT TRENDS At the end of the unit, the preservice teacher (PST) can: a. explain the basic concepts and principles in educational assessment; b. discuss on the role of assessment in making instructional decisions to improve teaching and learning; and c. reflect on...

WEEK 2: PRELIMINARY CONCEPTS AND RECENT TRENDS At the end of the unit, the preservice teacher (PST) can: a. explain the basic concepts and principles in educational assessment; b. discuss on the role of assessment in making instructional decisions to improve teaching and learning; and c. reflect on and discuss the applications and implications of assessment to teaching and learning. INTRODUCTION According to Mcmillan (2007), when we speak of gathering, interpretation, and use of information to aid the teacher in making better decisions, it is assessment in the classroom context. CLASSROOM ASSESSMENT is defined as the collection, interpretation, and use of information to help teachers make better decisions. Furthermore, according to Mcmillan, there are four essential components to implementing classroom assessment: purpose, measurement, evaluation, and use. The following figure shows the sequence of the components. Purpose: The objective or reason behind conducting the assessment. It guides what will be assessed and why it is important. Measurement: The process of collecting data on student performance through various tools and methods. Evaluation: The interpretation and analysis of the collected data to determine the level of student understanding or achievement. Use: The application of the evaluation results to inform instructional decisions, provide feedback, and improve teaching and learning processes. ASSESSMENT Assessment: The broader process of gathering information about student learning, which includes measurement, evaluation, and other methods to understand students' abilities and progress. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION)  Measurement: The specific process of assigning numbers or scores to represent the quantity or quality of a particular attribute, such as test scores in the context of an achievement test. Evaluation: The interpretation and analysis of assessment results to make judgments or decisions about students' performance and learning outcomes. Testing: Administering a formal assessment instrument to measure students' knowledge, skills, or abilities. CLASSIFICATION OF ASSESSMENT METHODS 1. Traditional Method – generally, it refers to the written test or the paper-and-pencil test. This type of test usually relies on rote memorization of facts. 2. Authentic Method – involves the demonstration of your actual performance of what you have learned from the class. It is mostly preferred by many in evaluating the students’ achievement. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION) TESTING - It is an organized method of obtaining information from your progress in terms of knowledge, skills, behavior, and aptitude by exposing you to a particular set of questions to obtain a score. TEST - is one of the many types of assessment and the most commonly used method of making measurements in Education. Tests may be categorized into: 1. Standardized Testing – The same test is uniformly administered to all students which means the questions, the allotted time, and the mode of scoring are all the same. What are the Examples of Standardized Test a. College Admission Test b. Aptitude Test c. International Comparison Test d. Psychological Test 2. High Stakes Testing – a man-made test which utilized the test results for important judgment or decision concerning the following matters: a. Students getting promoted to the next grade level b. Students receiving a high school diploma c. Accreditation of schools d. Financial incentives for schools based on students' test performance on high- stakes test. e. Principal and teachers being reassigned to other school as promotion f. Hiring employees/teachers in an organization Common Types of Tests 1. Diagnostic Test – It is used to determine your individual difficulties by knowing your strengths and weaknesses prior to instruction so proper intervention can be done by your teacher. 2. Placement Test – It is a test intended to assess your particular knowledge or capability in different subjects so as to assign you to fitting courses or classes. 3. Proficiency Test – It is designed to gauge your insight and capacity in a language. 4. Achievement Test – It is a test given at the end of a course to assess if you are able to achieve the course objectives. 5. Aptitude Test –– It is intended to evaluate your capacity, of what you can do, and what you can achieve in your learning to determine how well you perform in the future. MEASUREMENT - is the assignment of a quantitative description of the pupils’/learners’ performance. The most common example in classroom is when your teacher administers a quiz test or term examinations and gives a score. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION) Types of Measurement 1. Objective (as in testing) Objective measurements are those that reveal nearly the same results even if it is done repeatedly. It involves impartial measurement and to determine the objectivity of a measure, one needs to assess its reliability. 2. Subjective (as in perceptions) Subjective measurement - indicates measures concerning the actual experience of an individual, his feelings or emotions, and opinions that are commonly subject to disagreement. EVALUATION – involves judging or deciding about the quality of your school performance for your teacher to implement a possible course of action. When your assessment information is collected, synthesized, and thought about, your teacher is in a position to judge the quality of your performance and what classroom course of action should be done or what action is most appropriate. Further, Patton (1987) defined evaluation as a process which involves gathering of information and uses the results to analyze and judge the value and worthiness of something. It critically examines a program and make judgment to improve its effectiveness for use in planning and programming decisions. Evaluation includes both qualitative and quantitative description of your class performance plus value judgment concerning the desirability of the performance. Evaluation may result to acceptance, dismissal, or amendment of what has been evaluated. The Four Roles of Assessment Another thing that we need to remember is the differences between the four (4) roles of assessment: placement, formative, diagnostic, and summative. 1. Placement assessment. To determine student performance at the beginning of instruction and is being done to facilitate instructional planning. 2. Formative assessment. To monitor learning progress during instruction (ongoing) are used to gain information on the student’s strengths and weaknesses and whether the learner’s progress is satisfactory or not. 3. Diagnostic assessment. To diagnose learning difficulties during instruction which, has not been resolved by the corrective actions done during the formative assessment and to determine the causes of persistent learning problems of students and to formulate a plan for remedial action. 4. Summative assessment. To assess achievement at the end of instruction, certify mastery and is to give a summary of all the students learned or completed and for grading purposes. Summative is done to determine the quality of instruction and the extent of how the instructional objectives have been achieved. INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION) PURPOSES OF ASSESSMENT Assessment for Learning (Formative Assessment) Purpose: To provide feedback to students and teachers during the learning process. It helps identify strengths, weaknesses, and areas for improvement, allowing for adjustments in instruction and learning strategies. Ex. Seatworks, Quizzes, Q & A (Recorded but not graded) Assessment as Learning Purpose: To encourage students to take an active role in their own learning. It involves students reflecting on their own performance and progress, setting goals, and self-assessing their work. Ex. Reflections and insights, Self Assessment (for monitoring of own learning) Assessment of Learning (Summative Assessment) Purpose: To evaluate and measure student learning at the end of an instructional period, such as a unit, course, or school year. It is used to determine whether students have achieved the learning objectives and often contributes to final grades or certifications. Ex. Periodic Exam, Mastery test, Pre-lim, Midterm, Pre-final, final exam, Achievement test Summary: You can gain a better understanding of assessment by studying its purposes. Let us read and learn. We need to conduct an assessment to the learners so we, the teachers, can: Prepared by: DR. KHRISTIAN S. LIWANAG Guest Faculty Lecturer INSTITUTO NG EDUKASYON (INSTITUTE OF EDUCATION)