KEY-CONCEPTS-AND-PRINCIPLES.pptx

Module 1: Key Concepts and Principles With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired learning outcomes. These are: 1. assessment...

Module 1: Key Concepts and Principles With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired learning outcomes. These are: 1. assessment 2. measurement and 3. evaluation 1. The process of gathering information about student’s learning and performance 2. The process of interpreting that information and making a decision about what has been learned 3. Assigning numbers to represent how much of a particular quality a student has demonstrated 1. Assessment The word assessment is rooted in the Latin word assidere, which means “to sit beside another”. (Wiggins, 1993) Assessment is generally defined as the process of gathering quantitative (quantifiable) and/or qualitative data for the purpose of making decisions  It is the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills. Why is assessment in learning vital to the educational process similar to curriculum and instruction? What are the evidences of learning?  The evidences of learning can take the forms of: Dialogue record Journals Written work Portfolios Tests Other learning tasks  Assessment requires: a. review of journal entries b. written work c. presentation d. research papers e. essays, story written, test results, etc. What do you think is the overall goal of assessment?  Improve student learning  Provide students, parents and teachers with reliable information regarding student’s progress and extent of attainment of the expected learning outcomes. Which is relatively easier? Assessment of skill attainment or Assessment of understanding and other mental ability Skills can be practiced and are readily demonstrable. Either the skill exists at a certain level or it doesn’t, assessment of understanding is much more complex. We can assess a person’s knowledge in a number of ways but we need to infer from certain indicators of understanding through written descriptions. 1. Assessment in Learning can be 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. In essence, the aim of assessment is to use evidence on student learning to further promote and manage learning. Assessment in learning can be characterized as: a) a process, b) based on specific objectives, and c) from multiple sources. 2. Assessment and Testing The most common form of assessment is testing. In the educational context, testing refers to the use of tests to collect information on student learning over a specific period of time. A test is a form of assessment, but not all assessments use tests or testing. A test could be categorized as either a selected response (e.g., matching-type of test) or constructed response (e.g.., essay test, short answer test0. A test can make use of objective format (e.g., multiple choice, enumeration) or subjective format (e.g., essay). 3. Assessment and Grading A related concept to assessment in learning is grading, which can be defined as the process of assigning value to the performance or achievement of a learner based on specified criteria or standards. Aside from tests, other classroom tasks can serve as bases for grading learners. The final grade of a learner in a subject or course is the summation of information from multiple sources (i.e., several assessment tasks or requirements). Grading is a form of evaluation which provides information on whether a learner passed or failed a subject or a particular assessment task. Teachers are expected to be competent in providing performance feedback and communicating the results of assessment tasks or activities to relevant stakeholders. B. Different Types of assessment in learning 1. Formative 3. Placement 2. Summative 4. Diagnostic Guess what type of Assessment?  Provide information to both teachers and learners on how they can improve the teaching-learning process.  Use at the beginning and during instruction for teachers to assess learners’ understanding.  Allows teachers to make adjustments to their instructional process and strategies to facilitate learning.  Inform learners about their strengths and weaknesses to enable them to take steps to learn better and improve their performance as the class progresses.  Assessments activities that  aim to determine learners’ mastery of content or attainment of learning outcomes  Provide information on the quantity or quality of what students have learned or achieved at the end of instruction  Occurs at the end of learning process  Provide a final evaluation of knowledge  High stakes testing that often involves ranking of students Decide whether the following is an example of formative or summative assessment. 1. Quizzes and games 2. Interactive classroom and discussion 3. Midterm examination for a college college course 4. Sporting competition Decide whether the following is an example of formative or summative assessment. 5. Discussion or debate 6. Polls 7. Dissertation submission 8. IELTS 9. QNA 10.Survey Various Approaches to Assessment 1. Assessment “FOR” learning  Implies that assessment is done to improve and ensure learning  Referred to as FORmative assessment, assessment that is given while the teacher is in the process of student formation (learning).  Ensures that learning is going on while teacher is in the process of teaching.  It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming that students understood the lesson only to discover at the end of the unit or grading period that students after all did not understand the lesson. So much time has already been wasted. Formative assessment also includes the pretest and the post test that a teacher gives to ensure learning. This is also termed pre-assessment. Why the pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction. Why the post test? It is to find out if the intended learning outcome has been attained after the teaching-learning process. If not all students have attained it, then teacher has to apply an intervention or a remediation. Why do these have to take place? To ensure learning, thus the term assessment FOR learning.  Assessment “OF” learning Assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning.  Assessment “OF” learning Assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning.  Assessment “AS” learning Assessment AS Learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. Students judge their own works based on holistic and analytic criteria. Principles in Assessing Students’ Learning 1. Assessment should have a clear focus. The methods used in collecting information should be based on the purpose. The interpretation of the data collected should be aligned with the purpose that has been set. This assessment principle is congruent with the outcome-based education (OBE) principle of clarity of focus and design down. Principles in Assessing Students’ Learning 1. Assessment should have a clear focus. This assessment principle is congruent with the outcome-based education (OBE) principle of clarity of focus and design down. Educators must be focused on what they want their learners to understand and be able to do. In other words, the focus of educators is helping learners to develop the knowledge, skills, and behavior to enable them to achieve the clearly articulated learning outcomes. Principles in Assessing Students’ Learning 1. Assessment should have a clear focus. This assessment principle is congruent with the outcome-based education (OBE) principle of clarity of focus and design down. The design of the curriculum must itself contain an appropriate definition of the intended learning outcomes that learners are to achieve by the end of the program, this, in turn, will lead to all instructional delivery decisions to ensure this desired end result. Principles in Assessing Students’ Learning 2. Assessment is not an end in itself. Assessment serves as a means of enhancing student learning. It is not a simple recording of what learners know and do not know. Collecting information about student learning, whether formative or summative, should lead to decisions that will allow improvement of the learners Principles in Assessing Students’ Learning 3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a series of tasks and activities conducted overtime. It is not a one-shot activity and should be cumulative. Continuous feedback is an important element of assessment. This assessment principle is congruent with the OBE principle of expanded opportunity. Principles in Assessing Students’ Learning 3. Assessment is an ongoing, continuous, and a formative process. This assessment principle is congruent with the OBE principle of expanded opportunity. What does expanded opportunity mean? Principles in Assessing Students’ Learning 3. Assessment is an ongoing, continuous, and formative process. What does expanded opportunity mean? Based on the idea that not all learners can learn the same concept in the same style for the same duration, thus, you, educators must strive to provide expanded opportunities for your learners. It is well noted that most learners can achieve very high standards if provided with appropriate opportunities timely. Principles in Assessing Students’ Learning 4. Assessment is learner-centered. Assessment is not about what the teacher does but what the learner can do. Assessment of learners provides teachers with the understanding on how they can improve their teaching., which corresponds to the goal of improving student learning. Principles in Assessing Students’ Learning 4. Assessment is learner-centered. Principles in Assessing Students’ Learning 5. Assessment is both process-and product- oriented. Assessment gives equal importance to learner’s performance or product and the process they engage in to perform or produce a product. Principles in Assessing Students’ Learning 5. Assessment is both process- and product- oriented. Process-oriented assessment evaluates the actual task performance rather than the output of the activity while product-oriented assessment is concerned with the product or output of the activity. Principles in Assessing Students’ Learning 6. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies and tools designed to assess student learning in a holistic way. Assessment should be conducted in multiple periods to assess learning over time. This assessment principle is also congruent to OBE principle of expanded opportunity. Principles in Assessing Students’ Learning 7.Assessment requires the use of appropriate measure. For assessment to be valid, the assessment tools or measures used must have sound psychometric properties, including, but limited to, validity and reliability. Appropriate measures also mean that learners must be provided with challenging but age-and context- appropriate assessment tasks. This Principles in Assessing Students’ Learning 7.Assessment requires the use of appropriate measure. This assessment principle is consistent with the OBE principle of high expectations. You are expected to establish challenging standards of high performance in order to encourage your learners to engage deeply in what they are learning. This act promotes more successful learning. Principles in Assessing Students’ Learning 8.Assessment should be as authentic as possible. Assessment tasks or activities should closely, if not fully, appropriate real-life situations or experiences. Authenticity of assessment can be thought of as a continuum from least authentic to the most authentic, with authentic tasks expected to be more  Measurement and Evaluation Measurement is the process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. We use some standard instrument to find out how long, heavy, hot, voluminous, cold, fast or straight some things are.  Measurement and Evaluation In the field of education,the quantities and qualities of interest are abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the need to specify the learning outcomes to be measured. Measurement and Evaluation For instance, knowledge of the subject matter is often measured through standardized test results. In this case, the measurement procedure is testing. Measurement and Evaluation The same concept can be measured in another way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured through perceptions. Measurement a.Types of Measurement Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the example cited, testing produces objective measurements while expert ratings provide subjective measurements.  Evaluation Evaluation originates from the root word “value” and so when we evaluate, we expect our process to give information regarding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been made.  Evaluation Evaluation involves data collection and analysis and quantitative and qualitative methods. Evaluation can help educators: a. determine the success of their academic programs and signal efforts to improve student achievement; and b. identify the success factors of programs and projects.  Evaluation Evaluations are often divided into two broad categories: formative and summative. Formative evaluation is a method of judging the worth of a program while the program activities are in progress. This type of evaluation focuses on the process. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained.  Evaluation Its main objective is to determine deficiencies so that the appropriate interventions can be done. Formative evaluation may also be used in analyzing learning materials, student learning and achievements and teacher effectiveness.  Evaluation Summative evaluation is a method of judging the worth of a program at the end of the program activities. The focus is on the result. The instruments used to collect data for summative evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative evaluation is designed to determine the effectiveness of a program or activity based on its avowed purposes. To summarize, we measure height, distance, weight; we assess learning outcome; we evaluate results in terms of some criteria or objectives. Thank you for listening!