PPT 2 Assessment in Learning 1 PDF

Unit 2: TARGET SETTINGS Mr. AIVIN B. BALQUEDRA Subject Instructor  As the master of his craft, the teacher is considered to be knowledgeable and expert in terms of the content and its delivery. As a requirement for successful teaching and learning, the teacher should carefully...

Unit 2: TARGET SETTINGS Mr. AIVIN B. BALQUEDRA Subject Instructor  As the master of his craft, the teacher is considered to be knowledgeable and expert in terms of the content and its delivery. As a requirement for successful teaching and learning, the teacher should carefully plan all his teaching activities and students' tasks.  Referring to all the standards in content delivery and targets set will be the initial step to ensure the plan's accomplishment. Perfect execution of teaching tasks and students' activities should be carefully implemented. To ensure the success of its achievement and acquisition, proper assessment procedures must also be carried out. Standards BASED  Any assessment process in the field of Education must be based on a set of standards. Assessment without standards will yield uncategorized certification of accomplishments or competencies to be acquired by the learners. It is vital in every teaching and learning aspect to identify a set of standards to anticipate and prepare the flow of proceedings in teaching-learning situations. Standards-based assessment must be rooted in the learning outcomes that have to be given to learners. Learning outcomes are commonly derived from the policies made by educational learners cascaded down to the learning institutions. The thrust of today's learning is all about Outcomes-Based Education (OBE).  According to DepEd, “MELC is defined as what the students need, considered indispensable, in the teaching-learning process to build skills, to equip learners for subsequent grade levels and, subsequently, lifelong learning”. Moreover, they added, "The MELCs will enable the Department to focus instruction on the most essential and indispensable competencies that our learners must acquire, as we anticipate challenges in learning delivery."  Standards-based assessment requires technicalities in its development. The teacher or the facilitators of learning a particular subject, facilitating one specific subject matter, must be equipped with basic and advanced knowledge regarding the clustering of competencies. The grouping of skills also requires setting up of clear learning targets. Both teachers and learners must appropriately identify clear learning targets. Clearer learning targets will supplement the setting up of the standards-based assessment. Clarity of  A learning target is a statement of planned learning for students based on the standards. A learning target stipulates and unpacks the outcomes and stipulates what students can do during and after the lesson or lesson series. Learning targets are in student-friendly language and are specific to the lesson for the day, and directly linked to assessment. A learning target also contains performance criteria or a demonstration of learning.” Constructive Align  In assessment in learning, whether task output is process-based or product-oriented– based, constructive alignment is the most important thing to consider by the teacher in executing the whole teaching and learning process. The parallelism of activities is a requirement to preserve the alignment of learning outcomes. Teachers should consider all of the effecting factors to the attainment of student learning outcomes like the selection of strategies, activities and assessment techniques. In short, start with the outcomes you intend students to learn, a variety of activities and materials, and align teaching and assessment to those outcomes. Constructive alignment is vital because it ensures intended learning outcomes for a lesson guaranteed to be effective, transparent, and purposeful. Learning activities and assessment activities are created in alignment with these outcomes as well. Also, assessment tasks need to be aligned directly to demonstrate the achievement of the intended learning outcomes, and supported by the learning and teaching activities within the subject. Types of Teachers of any educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards. CONTENT Standards for content selection are actions related to educational processes and practices for instruction and assessment. The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. The selection of contents or lessons is very vital to the attainment of learning outcomes. Content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. Content standardization leads to assessment standardization. The following are the observations from the concepts and discussions regarding content standards: 1. Content standardization is based on the existing policies issued by educational authorities. 2. The Philosophy of the school, vision and mission is also the basis of the selection of the content. 3. Content standardization was also aligned with the approved curriculum of education authorities. 4. Standardization also involves the participation of school stakeholders. In the Philippines, the observations mentioned above are pretty much evident. Our educational system is hooked up with the process of following the standards for selecting the content. As to the criteria in the selection of the content, Alvior (2015) suggested the following: INTEREST. Content should also arouse and realize the importance of it to the learners. The fundamental significance should be emphasized to sustain interest. SELF-SUFFICIENCY. The term simply means the topics are well adequate to provide the accomplishments of intended learning outcomes. It can attain the domains of the learning objective, namely the affective, cognitive, and psychomotor. SIGNIFICANCE. The application of the content to the real-life situation of the learner can be well utilized. VALIDITY. The lesson assigned is corresponding to the learning outcomes to be attained. UTILITY. Content should also provide the application to a real-life situation. It must provide activities that will simulate the actual work that learners may end up in the future. LEARNABILITY. The topic should also be catering to diverse types of learners. It should be presented in a manner wherein fast, average, and the slow learner will learn the topic in their pace. FEASIBILITY. Content as much as possible should be accurate or applicable to the context of the learning situation. It should be applied to the settings wherein the learner will use it most. PERFORMANCE STANDARDS The standards are written to support and promote specific desirable learners' behaviors in a particular task. In teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes. Characteristics of Good Performance Standards  According to Hicks (2020), all excellent performance standards have many of the following ten characteristics: 1. Clear performance standards are easy to understand. 2. Clear performance standards are related to the explicit values of the organization. 3. Clear performance standards relate directly to the mission. 4. Tools and technology must support clear performance standards. 5. Clear performance standards are measurable. 6. Precise performance standards measurements must inspire confidence. 7. Clear performance standards are attainable. 8. Clear performance standards are trainable. 9. Performance standards are consistent. 10. Clear performance standards should not be confused with one another. Assess ment Type The fundamental question regarding the choice of assessment type is how, to begin with, the selection. Here are some of the principles in selecting appropriate assessment tool by Hicks (2018): 1.Principle of Constructive Alignment. By starting with what we want our students to learn and do, we can create and choose assessments to showcase the appropriate knowledge and skills we are aiming for them to learn. The basis will be the outcomes and strategies of the delivery of the lesson. 2. Varying assessments. Students learn in different modes and at a different pace, in which their strengths and challenges for assessment differ as well. Diverse assessments can also be done by allowing their participation in the assessment process. By letting them choose the comfort zone in the assessment process and considering the way we assess student comprehension, we are more likely to offer opportunities for every student to demonstrate their knowledge. Then this can be done by establishing lessons with three or more forms of assessment, such as written tasks, class projects, and pen and paper exams 3. Assessment Intervals. Since students tend to go over an assessment which they have to take, the summative assessment, there must be a series of assessment given to track the progress of their learning. Also, consider the frequency with which students should be assessed based on the knowledge that assessment drives learning by focusing on student attention, energy, and motivation to learn and to develop the knowledge and skills gradually to learn. 4. Choose between direct and indirect assessments. Assessment is said to be straightforward if the teacher measures actual student behavior. Indirect, including activities involving research, group dynamics, and similar activities that gather opinions about a lesson or its objectives. If student assessment is required in a course or its lessons, meaning, it affects performance and course grades, it is a direct assessment and should be taken into consideration by the teacher. 5. Information Collection on Student performance. The process is close monitoring of the students' performance on a particular learning task. The information derived through control on the assessment results will give teachers sound decision making on the adjustments that have to be carried out relating to instruction and assessment methods to be conducted. Assessment Flow (An Overview) STEP 1: Write the plan and Student Learning Outcomes Developing critical learning outcomes for students that reflect what students will do in the cognitive, psychomotor, and affective domains should be achieved by teaching. They depend on the quality teaching of the course. STEP 2: Establish results of the instruction and assess the student learning outcomes There are numerous ways of choosing and using assessment tools to determine the learning outcomes of students. It should also be distinguished that we must categorize the origins of the assessment results. It can be the product of a lesson in ability or knowledge. More focus should be placed on how the results of the assessment information are routinely compiled and organized. STEP 3: Analyze products of the assessment of student learning outcomes Evaluation and reporting of the assessment results are essential on time. The findings can be used to develop the method of teaching-learning further. The technique will impact the option of teaching methods, evaluation approaches, speed of learning and acquisition. Policymakers should also use the assessment findings to suggest measures to enhance service quality delivery of teaching. STEP 4: Remedy the strategies employed in reaching the learning outcomes Dissemination is necessary when the results of the assessment are on hand. The evaluation findings would be worthless unless used as a method to develop the teaching – the learning process further. If there are questions about the assessment outcomes, solutions and changes with current procedures and policies should be produced by the authorities and stakeholders concerned. TYPES OF EDUCATIONAL ASSESSMENT ASSESSMENT FOR LEARNING. This activity entails determining teaching and learning feedback. The assessment information can be used to plan the instruction, select student activities, and diagnose learning strengths, difficulties, and causes. Information can be written or oral feedback from learners. Actions were taken to improve teaching and learning. It was determined earlier to anticipate procedures to be used in teaching. When preparing the lesson, understanding what kind of students you are designing the lesson is essential. You aim to examine the strengths, limitations, and experience of your student before you take the instruction. You can build your instruction based on the data you have collected. Formative assessment is used during the first attempt to establish teaching. ASSESSMENT AS LEARNING. This activity entails self-assessment by learners. Assessment as learning is when teachers will be observing students by answering questions and reflections on their tasks and learning progress. Teachers provide students with feedback based on student self-monitoring. They will judge their work, or they will let their peer assess their work. Collaborative assessment is also present among peers. Students are assessing their work based on predetermined standards. ASSESSMENT OF LEARNING. This will provide information about learning achievement. It will certify to what extent does the demonstration of accomplishment reach. Students’ performance was graded and certified, passing or failing. This is where a student's ability to perform tasks was classified according to the degree of performance. Eight (8) Assessment types according to function, according to Bhasin (2018). 1) Summative Assessment 2) Formative Assessment 3) Evaluative assessment 4) Diagnostic Assessment 5) Performance-based assessments 6) Selective response assessment 7) Authentic assessment 8) Written and Oral Assessment The summative assessment is given at the end of the instruction to certify the degree of attainment of the learning outcomes. Formative assessment is given during instruction to trace out the learning difficulties and progress of the learners. This was utilized by the instructor to remediate all aspects found to be problematic to learning acquisition. Diagnostic assessment simply traces out the causes of learning difficulties. It can be given during or before the instruction. Selective response assessment a type of assessment wherein learners have to select for the correct response to questions given by the teacher. Authentic assessment is an assessment that assesses authentic tasks and activities. Most of the performances done inside and outside the classroom can be practically assessed using this form assessment. Written assessments are performed to determine the quality of the knowledge acquired by learners from a particular topic. UNPACKING LEARNING COMPETENCIES Unpacking is the approach used to analyze student learning outcomes into components/competencies to identify the essential life-long transferable learning knowledge and skills. The forms of learning activities, experiences, activities, and assessments fitted these outcomes. 4 PARTS OF AN ABCD OBJECTIVE Another procedure to consider is ABCD writing objectives. This plays an important part in the creation of SMARTER objectives. They are as follows: 1. Audience 2. Behavior 3. Condition 4. Degree AUDIENCE The audience describes the student or end-user of the teaching-learning process. Regularly, the audience is introduced only in the lower level of an objective. For example, the Course refresher participants, the TLE students, etc. BEHAVIOR Behavior describes learner competence. It must be measurable and observable. It should agree with the application of a real-life situation. The action must deal with the performance of knowledge or skills in any of the domains of learning: cognitive, psychomotor and affective. For instance, “…can write an essay…’ CONDITION Condition pertains to available materials and resources that may or may not be used to complete and master the behavior. An environmental setup may also be included. For example: “…given a gas stove, regulator and gas tank…” DEGREE This method states the standard for acceptable performance (period, correctness, proportion, quality, etc.) For example: “… without error”,” … 9 out of 10 times.”, …within 50 seconds”, etc.