Lesson 1: Nature and Roles of Assessment (Leyte Normal University)

LESSON 1 Nature and Roles of Assessment Intended Learning Outcomes: At the end of the topic, you should be able to: a. identify the concepts in Nature and Roles of Assessment REMINDERS (Management) As futur...

LESSON 1 Nature and Roles of Assessment Intended Learning Outcomes: At the end of the topic, you should be able to: a. identify the concepts in Nature and Roles of Assessment REMINDERS (Management) As future teachers, read, understand and analyze properly the topics in this module. These topics are used in the actual teaching and learning setting, especially in the assessment procedure given to the students. Follow the instructions properly, and if you have any clarification or concerns, you may contact your teacher immediately. Learning Tasks Think ABOUT THIS! (Motivation) In the 21st Century, the Teaching and Learning processes have changed to cater to the needs of 21st-century learners. Teachers must be equipped with a 21st-century teaching approach to deliver quality education. Quality Education is a result of good practices in Management, Administration, and Classroom Instruction. Classroom Instruction includes the strategy of teaching and good Assessment procedure. Assessment is a way to use gathered information from the students to know their performance. Assessment is also used to improve the teaching-learning process so that the teacher will know if learners are learning as a result of the teaching. Hence, assessment plays a big part in the teaching and learning process to ensure that education has served its purpose. Thus, assessment procedures must be appropriate to the needs and demands of the 21st century. 14 FOR LEYTE NORMAL UNIVERSITY USE ONLY LESSON PROPER (Modeling and Directed Execution) 21st Century Assessment Coupled with the traditional focus on teaching and learning, it will produce a strong and emerging imperative to alter our long-held conceptions of these three parts: Teaching, Learning, and Assessment (Greenstein, 2012). The focus of the 21st Century skills that must be mastered is literacy and numeracy. Critical thinking, creativity, cooperation, productivity, responsible citizen, and being a leader are the needs of the students. Educators need to focus on: what to teach, how to teach it; and how to assess it (Greenstein, 2012; Schomaker. 2011). The alignment of the learning outcomes and assessment procedure is essential to the teaching and learning process in the 21st century. 15 FOR LEYTE NORMAL UNIVERSITY USE ONLY The Eight Characteristics of 21st Century Assessment These are used by educators in conducting assessment procedures in 21st-century teaching and learning. The 21st-century assessment should contain the following characteristics: Responsive – instructions, educational opportunities, programs, and resources must cater to the needs of the students and the school community. Flexible – assessment and the system should be adaptable to the students’ needs or students’ setting; approaches are more versatile. Integrated – assessment should be incorporated into the everyday classroom routine. Metacognition supports assessment by which students are encouraged to stimulate their ability to think about their thinking. Having the freedom to choose, deliver knowledge, and identify different strategies are some opportunities offered to the students. Informative – the learning outcomes are established properly, and educators generally guide students to accomplish learning outcomes. The alignment of learning outcomes, instructional methods, assessment methods, grading, and reporting is strictly observed. An appropriate arrangement of learning is built by the students. Multiple Methods – assessment may use different strategies of assessment procedure depending on the learning outcomes being measured. Authentic and Performance-based assessment is being pointed out. Communicated – learners gain responses regularly about their progress. Assessment data as a result of traditional and authentic or performance-based are communicated and reported to all 21st-century stakeholders. Technically Sound – assessment process may be adjusted or accommodated to cater to the needs and equality of all learners. Application of knowledge in such a way that is suitable and relevant to all learners. To ensure its validity, the assessment must measure the appropriate outcomes or objectives and 21st- century skills. To be reliable, the consistency of interpretation of data must be precise and accurate. A systematic – assessment system that is designed to support learning improvements at all levels. The following eight characteristics are needed to make assessment activities and serve as a basis to make sure that learners are assessed properly for the appropriate learning outcomes or objectives of the 21st century. 16 FOR LEYTE NORMAL UNIVERSITY USE ONLY Nature and Roles of Assessment Concepts and Relevance of Assessment Assessment is from the word ASSIDERE which means “to sit beside a judge”. De Guzman & Adamos (2015) Assessment is a broad term defined as a process for obtaining information that is used to obtain students; curricula, programs, schools; and educational policy. Nitko and Brookhart (2007) Assessment is defined as any method utilized to gather information about student performance. Miller, Linn & Gronlund (2009) Assessment is a broad term defined as a process of collecting, synthesizing, and interpreting information in which testing, measurement, and evaluation play contributing parts. Airasian(2007) Terminologies ASSESSMENT is a process of collecting and interpreting information about student learning. Purposes: To provide feedback to the students. (Did the students achieve the intended learning outcomes?) To serve as a diagnostic tool for instruction. (Was the instruction effective?) TEST is a formal and systematic instrument designed to assess the quality, ability, skill, or knowledge of the students by giving a set of questions uniformly. TESTING refers to the administration, scoring, and interpretation of the procedures designed to get the info about the students’ performance. MEASUREMENT is a process of quantifying or assigning a number to the individual’s intelligence, personality, attitudes and values, and achievements. How much? EVALUATION refers to the comparison of data to a set of standard or learning criteria to judge its worth and quality. 17 FOR LEYTE NORMAL UNIVERSITY USE ONLY Nature of Assessment There are two natures of assessment: MAXIMUM Performance Determine what individuals can do when performing at their best. Motivated to perform Well. Encouraged to aim for a high score. TYPICAL Performance Determine what individuals will do under natural conditions. Record your authentic Self (interest, personality, etc.) Maximum Performance VS Typical Performance Quarterly Examination – Maximum Checklists – Typical Personality Inventories – Typical Quizzes – Maximum Purposes of Assessment Assessment for Learning - aimed for Diagnostic and Formative purposes. Assessment of Learning - affected by the action, for Summative purposes. Assessment as Learning - Taking the character of Metacognition purposes. Assessment for VS of VS as Learning Quarterly Assessment – OF Pre-Test – FOR Portfolio – AS Class Participation – FOR Post-test – OF Relationship Among Measurement, Test, and Evaluation There is an interrelation between measurement, test, and evaluation. The test is an instrument used to determine the measurement. Testing is the process of measurement; it is impossible to have measurement without a test. Measurement is needed to conduct the evaluation. It is numerical information or attributes that represent status or describe a situation and evaluation gives judgment to its worth value. The teacher gives a test to the students and obtains a score which is the measurement and uses this information to evaluate the students. INTERRELATIONSHIP TEST MEASUREMENT EVALUATION Paper and Pencil Test Scores obtained by a Pass or Fail student from the given Judgment given by the test teacher depends if the measurement reaches the given standard. 18 FOR LEYTE NORMAL UNIVERSITY USE ONLY Relevance of Assessment Assessment is used to evaluate the pedagogy of teaching, methodologies, and strategies of the teacher. Assessment is used to make a teaching decision. Assessment plays an integral part in the instruction since it determines if the educational objectives or outcomes are met. Assessment is used to improve instruction and promote better learning. Assessment is used as a basis whether to teach a new lesson, re-teach the lesson or conduct remedial instruction. Assessment is used to diagnose the learning difficulties of the students. Assessment influences decisions on the following domains: grades, advancement, instructional needs, placement, and curriculum. Assessment is a tool to make sure that the learner mastery essential standards. Assessment determines what the students know (knowledge), what and how they can do it (skills; performance), how students go about the task of doing their work (process), and how they feel about their work (motivation, effort). 19 FOR LEYTE NORMAL UNIVERSITY USE ONLY  LESSON 2 The shift of Educational Focus from Content to Learning Outcomes Intended Learning Outcomes: At the end of the topic, you should be able to: a. explain at least 3 characteristics of OBE, b. differentiate institutional outcomes, program outcomes, course outcomes, and learning outcomes, and c. formulate learning outcomes. REMINDERS (Management) As future teachers, read, understand and analyze properly the topics in this module. These topics are used in the actual teaching and learning setting, especially in the assessment procedure given to the students. Follow the instructions properly, and if you have any clarification or concerns, you may contact your teacher immediately. Learning Tasks Think ABOUT THIS! (Motivation) Reduced to the barest components, the educative process happens between the teacher and the student. Education originated from the terms “educare” or “educere” which meant “to draw out”. Ironically, however, for centuries we succeeded in perpetuating the belief that education is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the student was the passive recipient. It followed that the focus of instruction was content and subject matter. We were used to regarding education basically in terms of designating a set of subjects to take and when the course is completed we pronounce that the students are “educated,” assuming that the instruction and activities we provided will lead to the desired knowledge, skills, and other attributes that we think the course passers would possess. (Navarro, Santos, Corpuz, 2017) The advent of technology caused a change of perspective in education, nationally and internationally. The teacher ceased to be the sole source of knowledge. With the knowledge explosion, students are surrounded by various sources of facts and information accessible through user-friendly technology. The teacher has become a facilitator of knowledge who assists in the 21 FOR LEYTE NORMAL UNIVERSITY USE ONLY  organization, interpretation, and validation of acquired facts and information. (Navarro, Santos, Corpuz, 2017) LESSON PROPER (Modeling and Directed Execution) OUTCOMES-BASED: MATCHING INTENTIONS WITH ACCOMPLISHMENT The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3) characteristics: 1. Student-centered: Focus on Student Learning Outcomes (SLO). 2. Faculty driven: Responsibility of faculty for teaching, assessing program outcomes, and encouragement on student participation. 3. Meaningful: guidance for the teacher in making valid and improved instruction and assessment activities. Procedures in OBE implementations: 1. Educational Objectives identification: Educational Objectives are the expected broad goals to achieve in a subject. It is presented in the perception of the teacher. Example: to develop, to provide, to enhance, to inculcate, and etc. 2. List of Specific Learning Outcomes in each subject. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc. Source of Good Learning Outcomes: Blooms Taxonomy (Cognitive, Psychomotor, & Affective) Cognitive: remembering, understanding, applying, analyzing, evaluating, synthesizing/creating. Psychomotor: observing, imitating, practicing, adapting, and innovating. Affective: receiving, responding, valuing, organizing, and internalizing. 3. Draft for Learning Outcomes Assessment Procedure. Used to determine the attainment of learning outcomes. It identifies the necessary data needed for assessing the student learning outcomes that will be used in selecting appropriate assessment tools. The Outcome of Education The focus of Outcomes-based education is classroom instruction which the student must be equipped with skills and competencies when they finish the subject. Two types of outcomes (Navarro, Santos, Corpuz, 2017): Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or of the program itself. Examples: Ability to communicate in writing and speaking 22 FOR LEYTE NORMAL UNIVERSITY USE ONLY  Mathematical problem-solving skills. Skill in identifying objects by using the different senses. Ability to produce artistic or literary works. Ability to do research and write the results. Ability to present an investigative science project. Skill in storytelling Promotion to a higher grade level Graduation from a program Passing a licensure examination Initial job placement Deferred outcomes refer to the ability to apply cognitive, psychomotor, and affective skills/competencies in various situations many years after completion of a subject; grade level, or degree program. Examples: Success in professional practice or occupation Promotion in a job Success in career planning, health, and wellness Awards and recognition These are referred to as institutional outcomes. Institutional, Program, Course, and Learning Outcomes These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than 3 years after graduation. (Navarro, Santos, Corpuz, 2017) Outcomes in Outcomes-Based Education (OBE) come on different levels: Institutional outcomes: The graduates of the institution are supposed to be able to do after graduation. Program outcomes: The graduates of particular educational programs or degrees can do after finishing the degree. Course or subject outcomes: Students should be able to demonstrate at the end of the course or subject. Learning or instructional outcomes: Students should be able to do it after a lesson or instruction. Institutional outcomes are broad. These institutional outcomes become more specific in the level of program or degree outcomes, much more specific in the level of course or subject outcomes, and most specifically in the learning or instructional outcomes (Navarro, Santos, Corpuz, 2017). 23 FOR LEYTE NORMAL UNIVERSITY USE ONLY