Learning Assessment, Measurement, and Evaluation PDF

Lesson 1.1: Meaning of Learning Assessment, What is evaluation in learning? Measurement, and Evaluation Evaluation is the process that calls for the establishment What is assessment?...

Lesson 1.1: Meaning of Learning Assessment, What is evaluation in learning? Measurement, and Evaluation Evaluation is the process that calls for the establishment What is assessment? of certain criteria to which judgement is based. After the evaluation criteria are formulated, the teacher gives his  Assessment comes from root word assess that is judgment on the quality of learner’s performance and/or derived from the Latin word asoidere which achievement. The judgement is linked with the means “to sit by” in judgment. It refers to the curriculum, expected learning outcomes, and wide variety of methods or tools that educators performance standards. use to measure and document the academic readiness, learning progress, skill acquisition, or What are assessed in the classroom? educational needs of students. It is the process 1) Content standards. of gathering information to monitor progress and make educational decisions if necessary. It may (What learners should know?). It sets the essential include administering a test and the use of other knowledge and understanding that should be methods such as observations, interviews, and learned by students. It comes in a sequence of topics behavior monitoring. within each learning strand, domain, theme or  assessment is a process that pertains to component identifying, gathering, organizing, and 2) Performance standards. interpreting quantitative and qualitative information about what learners know and can These include the abilities and skills that learners are do. There are several assessment methods that expected to demonstrate in relation to the content can be used in education; however, the used of standards with the integration of the 21st Century each method must be appropriate and consistent skills. These are: a) what can learners do with what with curriculum standards. In the context of the they know?; b) how well must learners do their teaching-learning continuum, assessment should work?; c) how well do learners use their learning or not be a monopoly of the teacher as learners understanding in different situations?; d) how do should be involved in the process. Assessment learners apply their learning or understanding in real- starts with the learning targets as these dictate life contexts?; and e) what tools and measures should the appropriate assessment method. It indicates learners use to demonstrate what they know? what should be assessed and the instrument to be used in quantifying indicators of learning. 3) Learning competences. These are the knowledge, Teachers should realize the need provide understanding, skills, and attitudes that learners feedback to learners about their learning need to demonstrate in every lesson and/or learning progress and encourage them to monitor their activity. progress. It involves measurements that indicate 4) Concept development the extent of learner’s acquisition desired educational outcomes like knowledge, skills and. This is the progression of concept development in a attributes. In addition, learners must be learner. In addition, it also includes the cognitive informed of performance standards indicated by processes that takes place from basic to complex the curriculum (remembering, understanding, applying, analyzing,  Assessment can also keep track of learner’s evaluating, and creating progress in relation to learning standards and the Lesson 1.2: Types of Assessment in Learning development of 21st century skills. It promotes self-reflection and personal accountability 1) Diagnostic assessment among learners about their own learning.  It is also known as pre-assessment as it is Further, it provides bases for profiling learner’s used to assess a student’s strengths, performance on learning competencies and weaknesses, knowledge and skills prior to standards of the curriculum. Appropriate use of instruction specific assessment methods may also vary for  It is often undertaken at the beginning of a different learners coming from diverse context unit of study to assess the skills, abilities, like cultural and life experiences interests, experiences, levels of achievement or difficulties of an individual student or a What is measurement in learning? whole class o It can involve formal Measurement refers to the process of quantifying the measurements (e.g. IQ/aptitude tests, quality of performance and/or achievement. It uses fitness tests) that are used to establish a specialized instruments like tests, examinations, rubrics, starting point or baseline OR informal performance checklist, observation guide, product rating measurements (e.g. observation, scale, and portfolio. Measurement may or may not be discussions, questioning) useful depending on the accuracy of the instrument and  It informs programming and planning, and skill in using it. Teachers should consider the practicality, learning and teaching methods used, as well efficiency, reliability and validity of instruments used in as assessment choices. quantifying the indicators of learning.  2) Formative assessment (Assessment for Formal assessment involves: learning)  the use of specific assessment strategies to  It assesses a student’s performance during determine the degree to which students instruction, and usually occurs regularly have achieved the learning outcomes throughout the instruction process  assessment strategies including: essays,  It is the practice of building a cumulative exams, reports, projects, presentations, record of student achievement that usually performances, laboratories or workshops, takes place during day to day learning resource development, artwork, creative experiences and involves ongoing, informal design tasks, quizzes and tests, journal observations throughout the term, course, writing, portfolio semester or unit of study  individual and/or collaborative tasks that  It is used to monitor students’ ongoing usually attract a mark (group work may progress and to provide immediate and include both an individual and group meaningful feedback component)  It assists teachers in modifying or extending their programs or adapting their learning and Lesson 1.3: Alignment of Curriculum, Instruction, and teaching methods Assessment  It is very applicable and helpful during early group work processes.  Examples of formative assessment: teacher- student conferences, question and answer sessions, first drafts, observations, journal entries, etc 3) Summative assessment (Assessment of learning)  It measures a student’s achievement at the end of instruction  It assists the teacher in making judgements about student achievement at certain relevant points in the learning process or unit of study (e.g. end of course, project, semester, unit, year)  It can be used formally to measure the level of achievement of learning outcomes (e.g. This means that teachers: tests, labs, assignments, projects, have in-depth conversations during the planning stage presentations etc.) to  It can also be used to judge a program, teaching and/or unit of study effectiveness o interrogate the meaning of the (that is as a form of evaluation). standards/descriptions o identify what evidence will look  Examples of summative assessment: like at different levels of performance and chapter/unit test, periodical test, midterm o reach a shared understanding of the qualities and final test, projects, final copies, that differentiate achievement performances use the knowledge and understanding gained Assessment is also categorized according to when it is to inform their teaching, learning and assessment done and how it is done. It comes into forms, whether informal or formal assessment. share the standards/descriptions with students during the teaching and learning process Informal assessment involves: engage in professional moderation o systematically observing and monitoring students conversations to check the consistency of judgments. during in class learning and teaching experiences o interacting with students to gain a deeper knowledge of what they know, understand and can do o circulating the classroom and posing questions, guiding investigations, motivating and quizzing students o providing opportunities for students to present or report upon their learning and teaching experiences o collecting, analyzing, and providing feedback on in and out of class work samples (e.g. how their group work projects are progressing). Principles of High-Quality Assessment assessing through direct observation of student behavior or performance in authentic contexts 6. Self-Report utilizing self-assessment tools where students reflect on their own learning and provide insights into their understanding. 3. Reliability relates to the consistency, dependability and stability of the results of assessment 1. Test-Retest administering the same test twice over a period of time to a group of students 2. Parallel Forms two different but equivalent forms of the test are 1. Clarity of Learning Targets administered to a group of students 3. Split-Half Method statements of educational outcomes students a single test is administered once to the students must attain or acquire and is split into reasonably equivalent halves 1. Knowledge (odd and even numbered items) statement of facts and concepts students must know 2. Reasoning specify the ability of students to use their Tips to Enhance Reliability of Assessments knowledge, to reason, and solve problems Use a sufficient number of items or tasks. A 3. Affective longer test is more reliable. statements of improvement of traits, attitudes, Use independent raters or observers who can values, interest and self-efficacy, and attitude provide similar performances. towards studies and learning Make sure the assessment procedures and 4. Product scoring are objective. statements of ability of students to create Continue the assessment until the results are achievement-related products like written consistent. reports, oral presentation, and art products Eliminate or reduce the influence of extraneous 5. Skills (unimportant) events or factors (e.g. cheating). Assess the difficulty level of the test. statements of ability of students to demonstrate Use shorter assessments more frequently rather achievement-related skills than a few long assessments. 2. Appropriateness of Assessment Method 4. Validity assessment methods must best fit with the if it measures what it intends to measure learning targets and purpose of assessment the appropriateness, correctness, meaningfulness and usefulness of specific conclusions that a teacher reaches regarding the 1. Written-Response teaching-learning situation comes in the form of objective tests and essay tests 1. Content Validity 2. Product Rating Scale Whether items adequately reflect the used in grading projects assigned to students specific content of the subject and the 3. Performance Test degree of emphasis given during instruction students perform an activity into which the 2. Face Validity quality of their performance will be quantified outward or physical appearance of the test. using either a performance checklist of a rubric 3. Criterion-Related Validity 4. Oral Questioning items in a test are compared and judged to a most effective if the purpose of assessment is to specific criterion assess students’ prior knowledge manifested by 4. Construct Validity being able to communicate one’s ideas in extent to which assessment measures the coherent verbal sentences attributes or “constructs” it is supposed to 5. Observation measure  handling the subject, which if not properly made, its validity and reliability can be questioned. 5. Fairness 2. Product rating scale is an assessment tool used Assessment should give just opportunities in grading projects assigned to students. for every student. There should be no Products that are frequently rated in school discrimination of any kind (racial, age, include book reports, maps, charts, diagrams, gender, etc.) notebooks, essays and other creative endeavors. 1. Accessibility The teacher develops the product rating scale 2. Cultural Sensitivity with a prototype of the product. Then it needs to 3. Transparency be presented to the students along with the prototype for them to know how their learning will be measured indicated by the quality of the 6. Positive Consequences product they will submit. Assessment should have a positive effect. It 3. Performance test is an assessment method that should motivate students to learn and do more involved assigning students to perform an and should give way to improve the teacher's activity into which the quality of their instruction. performance will be quantified using either a performance checklist of a rubric. A performance 1. Informing Instruction checklist consists of a list of behaviors that makes 2. Learning up a certain type of performance. Generally, 3. Motivation performance tests are used to determine 4. Identifying Gaps whether or not an individual behaves in certain 5. Program Evaluation way when asked to complete a particular task. An example of a performance test is asking students to solve a mathematical problem where the 7. Practicality and Efficiency (Usability) student is expected to do the following: a) Assessment should be easy to understand, easy identifying the given information, b) identifying to administer and score, cost-effective, and what is being asked in the problem, c) set up the appropriate in degree of difficulty. mathematical equation that best fit the scenario, d) performing the mathematical operations, and Factors Affecting Usability: e) checking if the answer makes sense. 4. Oral questioning, according to Socrates “The  Unclear directions epitome of a teacher is when he has handled his  Sentence structure too difficult classes solely based on oral questioning and  Inappropriate level of difficulty instructions”. It is considered most effective if the  Poorly constructed items purpose of assessment is to assess students’  Ambiguity stock knowledge manifested by being able to  Test too short communicate one’s ideas in coherent verbal  Inappropriate arrangement of items sentences. However, its major limitation is when  Identifiable pattern of answers students are timid and ashamed to talk that even if they know the correct answer but hesitates to express oneself to other people Lesson 2.2: Types of Assessment Tools 5. Observation and self-report. There are several instances that teachers assess student learning 1. Written-response instruments come in the form by observation. A tally sheet is a very helpful of objective tests and essay tests. The most device for teachers to record the frequency of versatile among objective tests is multiple choice students’ behavior, activities, and remarks. Self- tests as it can even be used to test higher order reports are sometimes meaningful because thinking skills. Essay tests are considered students are given the chance to assess vulnerable to subjective scoring by the teacher. themselves. In some instances a self-checklist is However, essay tests can be used to test given to students to rate themselves. students’ grasp of higher level cognitive skills like Observation and self-reports are considered application, analysis, evaluation, and synthesis. useful supplementary assessment methods Written-response instruments also comes in two which can be used in conjunction with oral forms depending on who makes the test. First, questioning and performance tests. standardized tests are made by experts. Experts constitute of subject specialists who has the skills of formulating test questions. Examples of standardized tests include the National PLANNING A TEST AND CONSTRUCTION OF TABLE OF Achievement Test (NAT) in specific subjects, SPECIFICATIONS (TOS) Examinations administered by the Civil Service Important steps in planning for a test Commission or the Professional Regulation Commission. Usually, standardized test have 1. Identifying test objectives evidences of validity and reliability. Second, Must be comprehensive teacher-made tests are those made by teachers  Must cover the various levels of Bloom’s In writing objectives or intended learning outcomes, Taxonomy it is always recommended that more of the HOTS Each objective consists of a statement of what is should be developed and less of the LOTS for to be achieved learners. Learning objectives/outcomes 2. Deciding on the types of objectives The test objectives dictate the kind of objective tests that will be designed and constructed by the teacher 3. Preparing a Table of Specifications (TOS) TOS is a test map that guides the teacher in constructing a test. TOS is a test map that guides the teacher in constructing a test. The actual construction of the test items follow a TOS. 4. Constructing the draft test items The actual construction of the test items follow a TOS. It is advised that the number of items to be COGNITIVE CATEGORIES WITH THE EXAMPLE constructed in the draft double the desired KEYWORDS (VERBS) IN THE NEW VERSION OF numbers. BLOOMS TAXONOMY 5. Try-out and Validation The test draft is tried out to a group of pupils or students. The purpose of this try-out is to determine the; a. Item characteristics through item analysis b. Characteristics of the test itself-validity, reliability and practicality TABLE: TABLE OF SPECIFICATION PROTOTYPE