Module-in-ProfEd-7-Assessment-in-Learning-2.docx

CHAPTER 1 ========= Lesson 1: Principles of High-Quality Assessment in the Classroom \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ===================================================================...

CHAPTER 1 ========= Lesson 1: Principles of High-Quality Assessment in the Classroom \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ =================================================================================================================================================================================================================== Course Outcomes: Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum Fuel your Mind -------------- 1. **Clarity of Learning Targets -** Assessment should be clearly stated and specified and centered on what is truly important. \"Teaching emphasis should parallel testing emphasis.\" - Knowledge - Students' mastery of the content. - Reasoning - Students' ability to use their knowledge. - Skills - Students' ability to demonstrate what they have learned. - Products - Students' ability to create. - Affects - Students' emotional attainments. 2. **Appropriateness of Assessment Methods -** Assessment should utilize assessment methods suitable for a particular learning target. If the learning target is to cultivate: cognitive domain - the activities must be for cognate level; affective domain - enhance the ASSESSMENT METHODS LEARNING TARGETS - Objective Supply Knowledge - Objective Select Knowledge - Essay Reasoning - Performance-based Skills, products - Oral-question Knowledge, reasoning - Observation Knowledge, skills - Self-report Affects 3. **Balance -** Assessment methods should be able to assess all domains of learning (cognitive, affective and psychomotor) and hierarchy of objectives.  4. **Validity --** Assessment should be valid. There are several types of validity that are to be established. The following are: Content Validity, Face Validity, Concurrent Validity, Predictive Validity, Discriminant Validity, Construct Validity. 5. **Reliability -** Assessment should show consistent and stable results. There are methods which can be used to measure and establish reliability. Reliability can be measured using: Test-retake or Retest Method, Split-Half, Parallel-form/Equivalence test, Test of Stability, Measurement of stability & Equivalence, Kuder-Richardson. 6. **Fairness -** Assessment should give equal opportunities for every student. There should be no discrimination of any kind (racial, age, gender, etc.) 8. **Positive Consequences --** Assessment should have a positive effect. It should motivate students to learn and do more and should give way to improve the teacher\'s instruction. 9. **Authenticity -** Assessment should touch real life situations and should emphasize practicability. 10. **Practicality and Efficiency** - Assessment should save time, money, etc. It should be resourceful. 11. **Assessment is a continuous process -** assessment is an integral part of the teaching-learning process, it should be dynamic, continuous, and efficient. It seeks the innovative capabilities of students and student progress in learning. 12. **Ethics -** assessment should not be used to derogate the students. One example of this is the right to confidentiality.