ProfEd-7-Chapter-1-Lecture PDF

LECTURE IN PROFED 7 ASSESSMENT IN LEARNING 2 BY: MARGARITA A. GALANG Instructor-CTE 1. At the beginning of the school year, the pupils were tested to find out who among them can already read. The result was used to determine their section. What kind of test...

LECTURE IN PROFED 7 ASSESSMENT IN LEARNING 2 BY: MARGARITA A. GALANG Instructor-CTE 1. At the beginning of the school year, the pupils were tested to find out who among them can already read. The result was used to determine their section. What kind of test was given to them? A. Diagnostic B. Formative C. Placement D. Summative Let’s Recall! 2. Mr. Yazon is comparing measurement from evaluation. Which statement gives their correct difference? A. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the numerical value of the trait. B. Measurement is the process of gathering data while evaluation is the process of quantifying the data gathered. C. Measurement is the process of quantifying data while evaluation is the process of organizing data. D. Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of testing. 3. Who among the teachers below performed a diagnostic assessment? A. Prof. Palis who asked questions when the discussion was going on to know who among her students understood what she was trying to stress. B. Ms. Ilagan who gave a 10-item test to find out the specific lessons which the students failed to understand. C. Ms. Lawas who gave a short quiz after discussing thoroughly the lesson to determine the outcome of instruction. D. Prof. Tan who administered a qualifying exam to the incoming second year students. 4. Ms. Ramos advocates assessment FOR learning. Which of the following will she NOT likely do? A. Formative Assessment B. Placement Assessment C. Diagnostic Assessment D. Summative Assessment Given the instructional objective: Given a diagram, identify the parts of digestive system with 75% correctness, 5. Which of the following shows the performance level of an instructional objective? A. given a diagram B. with 75% correctness C. identify D. parts of digestive system  Assessment FOR Learning Assessment OF Learning Assessment AS Learning Purposes of Assessment Assessment FOR Learning - done before and during instruction (ex. placement, diagnostic, formative) Assessment OF Learning – done after instruction (ex. summative, chapter test, unit test) Assessment AS Learning – done for teachers to understand and perform well their role of assessing FOR and OF learning  Construction of Learning Objectives/Targets  Construction of Table of Specifications (TOS)  Test Items Construction  Item Analysis Skills/Competencies Acquired from ProfEd 6 1.1 CLARITY OF LEARNING TARGETS  Learning Target is synonymous to learning objective. Hence, it should be stated in behavioral terms so as it can be observe and measure objectively. CHAPTER 1: REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT  The taxonomy of educational objectives, often called Bloom’s Taxonomy, is a classification of the different objectives and skills that educators set for teachers’ guide in formulating learning objectives.  The taxonomy is composed of three domains: (a) cognitive (b) affective (c) psychomotor 1.1.1 Bloom’s Taxonomy (Cognitive Targets)  The cognitive domain involves knowledge and the development of intellectual skills.  This includes recall/recognition of specific facts, procedural patterns and concepts. The Bloom’s taxonomy of early 50’s includes the following: Level 1: Knowledge – refers to acquisition of facts, concepts and theories Level 2: Comprehension – refers to the same concept as understanding Level 3: Application – the transfer of knowledge from one field to another Level 4: Analysis – the breaking down of a concept into its components Level 5: Synthesis – entails putting together the components in order to summarize the concept Level 6: Evaluation – valuing and judgment/ putting the worth of a concept into reality  THE MODIFIED BLOOM’S TAXONOMY CATEGORIES COGNITIVE PROCESS Remembering Retrieve relevant knowledge from long-term memory Understanding Construct meaning from instructional messages, including oral, written and graphic communication. Applying Carry out or use a procedure in a given situation. Analyzing Break material into its constituent parts and determine how the parts relate to one another. Evaluating Make judgments based on criteria and standards. Creating Put elements together to form a coherent or functional whole. Planning with Bloom’s Taxonomy  Cognitive Domain CATEGORIES USEFUL VERBS Remembering tell, list, describe, relate, locate, write, find, state, name Understanding explain, interpret, outline, discuss, predict, restate, translate, describe Applying solve, show, use, illustrate, calculate, construct, complete, examine, classify, organize, demonstrate Analyzing classify, distinguish, differentiate, compare, contrast, group, order, categorize, interpret, analyze Evaluating judge, appraise, choose, decide, justify, debate, verify, argue, recommend, assess, rate, prioritize, evaluate Creating plan, create, produce, invent, improve, formulate, construct, imagine, compose, originate, combine  Affective Domain CATEGORIES EXAMPLES Receiving: awareness, Listen to others with respect. willingness to hear, selected Listen for and remember the attention name of newly introduced people. Responding: active Participates in class participation, attends and reacts discussions. to a particular phenomenon Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.  Valuing: worth or value a person Demonstrates belief in the attaches to a particular object, state of democratic process. commitment, ranges from simple to Is sensitive towards individual and complex cultural differences. Shows the ability to solve problems. Organizing: organizes values into Recognizes the need for balance priorities by contrasting different values, between freedom and responsible resolving conflicts, creating a unique behavior. value system Accepts responsibility for one’s behavior. Internalizing: value system that Shows self-reliance when working controls behavior, instructional objectives independently. are concerned with student’s general Cooperates in group activities. pattern of adjustment  Psychomotor Domain CATEGORIES EXAMPLES Perception: use sensory Detects non-verbal cues to guide motor activity, communication cues. ranges from sensory stimulation through cue selection to translation Set: readiness to act, Shows desire to learn a includes mental, physical and new process. emotional sets  Guided Response: learning a complex skill Performs the solution of a mathematical that includes imitation and trial & error equation as demonstrated. Mechanism: intermediate stage in learning Use a personal computer. a complex skill, learned responses becomes Repair a leaking faucet. habitual Complex Overt Response: skillful Operates a computer quickly and performance of motor acts that involve accurately. complex movement patterns, performing Displays competence while performing without hesitation operations on algebraic expressions. Adaptation: skills are well-developed, the Responds effectively to unexpected individual can modify movement patterns to fit experiences. special requirements Modifies instruction to meet the needs of the learners. Origination: creating new movement Construct a new theory patterns to fit a particular problem/situation Develops a new and comprehensive training. 1.1.2 Skills, Competencies and Abilities Targets  Skills refer to specific activities or tasks that a student can proficiently do.  Skills, when clustered together, forms specific competencies.  Related competencies characterized a student’s ability.  These abilities are then classified as cognitive, psychomotor and affective. 1.1.3 Products, Outputs and Projects Targets  Products, outputs and projects are tangible and concrete evidence of a student’s ability.  A clear target for products and projects need to clearly specify the level of workmanship of such project. 1.2 APPROPRIATENESS OF ASSESSMENT METHODS  Assessment is an essential element in the teaching-learning process.  Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed through performance over time.  Assessment varies from either traditional (TA) or authentic (AA).  TRADITIONAL versus AUTHENTIC ASSESSMENT TRADITIONAL AUTHENTIC It refers to the usual types of test that Teachers determine first the tasks that includes multiple choice, fill in the students will perform to demonstrate blanks, true or false, matching type and their mastery. the like. Rote learning and passive test taking It focuses on students’ analytical is evident among the learners. skills, written and oral expression skills, ability to integrate what they learn and ability to work collaboratively.  Subject matter/teacher Student-structured structured Measures indirectly students’ Measures directly students’ performance through the performance through real-world teacher-made test items. tasks designed by the teacher. Selects a response Performs a task Contrived Real-life Construction/Application Recall/Recognition 1. The following are domains of learning objectives, except A. behavioral B. cognitive C. psychomotor D. affective 2. The objective, “Shows desire to learn a new process”, is under A. cognitive B. cognitive C. psychomotor D. affective Let’s Recall! 3. Behavioral terms, such as explain, interpret, outline, and discuss are used under what category of the cognitive domain? A. remembering B. analyzing C. applying D. understanding 4. Useful verbs, such as verify, argue, recommend, and assess are under what category of cognitive domain? A. applying B. analyzing C. evaluating D. creating Let’s Recall! 5. In this category of affective domain, instructional objectives are concerned with student’s general pattern of adjustment. A. internalizing B. valuing C. receiving D. responding 6. In this category of psychomotor domain, the individual can modify movement patterns to fit special requirements. A. mechanism B. guided response C. adaptation D. perception Let’s Recall! 1.3 PROPERTIES OF ASSESSMENT METHODS 1.3.1 Validity – refers to the instrument’s ability to measure what it purports to measure; the appropriateness, correctness, meaningfulness and usefulness of the instrument. 1.3.2 Reliability – refers to the consistency of the assessment method; synonymous to dependability/stability 1.3.3 Fairness – an assessment procedure needs to be fair 1.3.4 Practicality and Efficiency – assessment procedure should be practical 1.3.5 Ethics in Assessment – “ethics” refers to questions of right and wrong Remarks: (on relationship between validity and reliability of a test)  A valid test is always reliable, but a reliable test is not necessarily valid.  If test items are valid, they must be reliable. However, if a test is reliable, it does not mean that it is valid.  If a test is valid, it is almost always reliable.  Reliability is necessary but not a sufficient condition for validity. Activity #1: Reflect on this scenario. Your school district is looking for an assessment instrument to measure reading ability. They have narrowed the selection to two possibilities -- Test A provides data indicating that it has high validity, but there is no information about its reliability. Test B provides data indicating that it has high reliability, but there is no information about its validity. Which test would you recommend? Why? End of Chapter 1!! ☺☺☺