Assessment Classifications PDF

ASSESSMENT CLASSIFICATIONS OF ASSESSMENT METHODS - a method of gathering your school TRADITIONAL METHOD performance data that aims to collect - refers to the written...

ASSESSMENT CLASSIFICATIONS OF ASSESSMENT METHODS - a method of gathering your school TRADITIONAL METHOD performance data that aims to collect - refers to the written test or the paper-and- information to specify and verify problems pencil test. concerning your learning achievement. - usually relies on rote memorization of facts. - It is essentially taking a sample of what you do, making inferences, and estimating the AUTHENTIC METHOD worth of your actions. - involves the demonstration of your actual VARIOUS APPROACHES TO ASSESSMENT performance of what you have learned from the class. ASSESSMENT FOR LEARNING - mostly preferred by many in evaluating the - used by the teacher to find out the extent of students’ achievement. what you know and what you can do and TESTING thereby see the gaps in learning that you might have. - an organized method of obtaining information - Assessments that will determine if the from your progress in terms of knowledge, intended learning targets are achieved by you skills, behavior, and aptitude by exposing you and to address the gaps that occur during the to a particular set of questions to obtain a process of your learning formation score - also referred as formative assessment; - used to interpret whether you have or have wherein its result serves as a proof that you not achieved the learning targets and have achieved the desired learnings targeted competencies set by your teacher. by your teacher. - Examples: questioning, quizzes, pre-test/post- TEST is one of the many types of assessment and the test most commonly used method of making measurements in Education. ASSESSMENT OF LEARNING TESTS MAY BE CATEGORIZED INTO: - given towards the end of a course or a unit in a semestral term. STANDARDIZED TESTING - being done to determine if you have achieved - The same test is uniformly administered to all the instructional goals and for your teachers students which means the questions, the to give you an equivalent mark or grade allotted time, and the mode of scoring are all - examples: midterm or final examinations the same. ASSESSMENT AS LEARNING - What are the Examples of Standardized Test o College Admission Test - Its main focus is on how you efficiently o Aptitude Test manage your own learning o International Comparison Test - gives important emphasis on metacognition o Psychological Test (an awareness of one’s thoughts and processes). HIGH STAKES TESTING - assumes that learning is not only about - a man-made test which utilized the test someone who is knowledgeable in results for important judgment or decision transferring ideas to someone who is not. concerning the following matters: - you, as students, should not only be passive a. Students getting promoted to the next learners but should be actively engaged in grade level your own learning. You must also acquire the b. Students receiving a high school diploma mastery to monitor what you are learning and c. Accreditation of schools use what you have discovered from that d. financial incentives for schools based on monitoring. students' test performance on high-stakes test.  e. Principal and teachers being reassigned to opinions that are commonly subject to other school as promotion disagreement. f. Hiring employees/teachers in an EVALUATION organization - involves judging or deciding about the COMMON TYPES OF TESTS quality of your school performance for 1. DIAGNOSTIC TEST your teacher to implement a possible - used to determine your individual difficulties course of action. by knowing your strengths and weaknesses - Patton (1987) defined evaluation as a prior to instruction so proper intervention can process which involves gathering of be done by your teacher. information and uses the results to 2. PLACEMENT TEST analyze and judge the value and - a test intended to assess your particular worthiness of something. It critically knowledge or capability in different subjects examines a program and make judgment so as to assign you to fitting courses or classes. to improve its effectiveness for use in 3. PROFICIENCY TEST planning and programming decisions. - designed to gauge your insight and capacity in - includes both qualitative and quantitative a language. description of your class performance plus 4. ACHIEVEMENT TEST value judgment concerning the - test given at the end of a course to assess if desirability of the performance. you are able to achieve the course objectives. - may result to acceptance, dismissal, or 5. APTITUDE TEST amendment of what has been evaluated. - intended to evaluate your capacity, of what Evaluation = Quantitative description of pupils you can do, and what you can achieve in your (Measurement) + Value judgments learning to determine how well you perform in the future. STANDARDS - BASED ASSESSMENT MEASUREMENT - Any assessment process in the field of Education must be based on a set of - is the assignment of a quantitative description standards. Assessment without standards will of the pupils’/learners’ performance. The yield uncategorized certification of most common example in classroom is when accomplishments or competencies to be your teacher administers a quiz test or term acquired by the learners. It is vital in every examinations and gives a score. On the other teaching and learning aspect to identify a set hand, when we measure objects, we use of standards to anticipate and prepare the some standard instrument to find out the flow of proceedings in teaching-learning length, mass, temperature, degree, behavior, situations. and other things that we would like to find - must be rooted in the learning outcomes that out. Such instruments may be a ruler, scale, have to be given to learners. Learning thermometer, pressure gauge, etc. outcomes are commonly derived from the TYPES OF MEASUREMENT policies made by educational learners cascaded down to the learning institutions. 1. OBJECTIVE (AS IN TESTING) The thrust of today's learning is all about - Objective measurements are those that Outcomes-Based Education (OBE). reveal nearly the same results even if it is done repeatedly. 1. CLARITY OF LEARNING TARGETS - involves impartial measurement and to - Standard learning targets are targets given by determine the objectivity of a measure, one education authorities to maintain the needs to assess its reliability. consistency of expected performances 2. SUBJECTIVE (AS IN PERCEPTIONS) manifested by the learners. According to - Subjective measurement - indicates measures BONNIE HOUCK, ED. D. “a learning target is a concerning the actual experience of an statement of planned learning for students individual, his feelings or emotions, and based on the standards. A learning target  stipulates and unpacks the outcomes and TYPES OF STANDARDS stipulates what students can do during and CONTENT STANDARDS after the lesson or lesson series. Learning targets are in student-friendly language and - adds to the teaching technique that students are specific to the lesson for the day, and should know and do. It provides the most directly linked to assessment. A learning meaningful and stable learning, topics, target also contains performance criteria or a principles, skills, and ways of thinking. demonstration of learning.” - Standards for content selection are actions - Clear learning targets enable the teacher to related to educational processes and practices see the students' future accomplishments. for instruction and assessment. - were constructed to increase students' 2. CONSTRUCTIVE ALIGNMENT success by recognizing the knowledge, ideas, - the most important thing to consider by the and skills that students should get at each teacher in executing the whole teaching and grade level. learning process. The parallelism of activities - Content standardization leads to assessment is a requirement to preserve the alignment of - As to the criteria in the selection of the learning outcomes. Teachers should consider content, Alvior (2015) suggested the all of the effecting factors to the attainment of following: student learning outcomes like the selection o INTEREST. Content should also arouse of strategies, activities and assessment and realize the importance of it to the techniques. In short, start with the outcomes learners. The fundamental you intend students to learn, a variety of significance should be emphasized to activities and materials, and align teaching sustain interest. and assessment to those outcomes. o SELF-SUFFICIENCY. The term simply means the topics are well adequate to 3. PRINCIPLES IN CONSTRUCTIVE ALIGNMENT provide the accomplishments of - Biggs (2003, 1999), which explains intended learning outcomes. It can constructive alignment: attain the domains of the learning objective, namely the affective, cognitive, and psychomotor. o SIGNIFICANCE. The application of the content to the real-life situation of the learner can be well utilized. o VALIDITY. The lesson assigned is corresponding to the learning outcomes to be attained. o 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. o LEARNABILITY. The topic should also be catering to diverse types of - Constructive alignment is simply referred also learners. It should be presented in a to as an aligned curriculum. manner wherein fast, average, and - is vital because it ensures intended learning the slow learner will learn the topic in outcomes for a lesson guaranteed to be their pace. effective, transparent, and purposeful. o 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 ASSESSMENT TYPE SELECTION - are written to support and promote specific Teachers should have a strong sense of choice and desirable learners' behaviors in a particular conviction in selecting the most appropriate task. In teaching and learning, the basis for assessment tool for accomplishing learning tasks standards is the attainment of minimum and determining the teaching effectiveness. The competencies required by the course learning right decision-making actions will be based on outcomes. sound assessment results. - are the teacher's definitive guide and the PRINCIPLES IN SELECTING APPROPRIATE learner regarding what has to be acted and ASSESSMENT TOOL BY HICKS (2018): carried out required by the competencies in the target learning outcomes. 1. PRINCIPLE OF CONSTRUCTIVE ALIGNMENT - The standards then discuss the characteristics - By starting with what we want our students to of performance in terms of each of these learn and do, we can create and choose criteria at each rating level assessments to showcase the appropriate - give the teacher a hint of how well the knowledge and skills we are aiming for them students have to do their job. It also offers to learn. The basis will be the outcomes and product or performance as proof of learning strategies of the delivery of the lesson. or achievement of the standard of content 2. VARYING ASSESSMENTS. - Students learn in different modes and at a CHARACTERISTICS OF GOOD PERFORMANCE different pace, in which their strengths and STANDARDS Hicks (2020) challenges for assessment differ as well. all excellent performance standards have many of the Diverse assessments can also be done by following ten characteristics: allowing their participation in the assessment process. By letting them choose the comfort 1. Clear performance standards are easy to zone in the assessment process and understand. considering the way we assess student 2. Clear performance standards are related to comprehension, we are more likely to offer the explicit values of the organization. opportunities for every student to 3. Clear performance standards relate directly to demonstrate their knowledge. Then this can the mission. be done by establishing lessons with three or 4. Tools and technology must support clear more forms of assessment, such as written performance standards. tasks, class projects, and pen and paper 5. Clear performance standards are measurable. exams. 6. Precise performance standards measurements 3. ASSESSMENT INTERVALS. must inspire confidence. - Since students tend to go over an assessment 7. Clear performance standards are attainable. which they have to take, the summative 8. Clear performance standards are trainable. assessment, there must be a series of 9. Performance standards are consistent. assessment given to track the progress of 10. Clear performance standards should not be their learning. Also, consider the frequency confused with one another. with which students should be assessed based relationship between learning competencies, on the knowledge that assessment drives content, and performance standards: 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 It can be the product of a lesson in ability or in a course or its lessons, meaning, it affects knowledge. More focus should be placed on how the performance and course grades, it is a direct results of the assessment information are routinely assessment and should be taken into compiled and organized. consideration by the teacher. STEP 3: ANALYZE PRODUCTS OF THE ASSESSMENT OF 5. INFORMATION COLLECTION ON STUDENT STUDENT LEARNING OUTCOMES PERFORMANCE. - The process is close monitoring of the Evaluation and reporting of the assessment results are students' performance on a particular learning essential on time. The findings can be used to develop task. The information derived through control the method of teaching-learning further. The on the assessment results will give teachers technique will impact the option of teaching methods, sound decision making on the adjustments evaluation approaches, speed of learning and that have to be carried out relating to acquisition. Policymakers should also use the instruction and assessment methods to be assessment findings to suggest measures to enhance conducted. service quality delivery of teaching. ASSESSMENT FLOW (AN OVERVIEW) STEP 4: REMEDY THE STRATEGIES EMPLOYED IN REACHING THE LEARNING OUTCOMES As an educator, the choice of suitable instruction and assessment technique to reach out to students Dissemination is necessary when the results of the learning is a significant ingredient to guaranteed assessment are on hand. The evaluation findings students success. It is deemed necessary that relating would be worthless unless used as a method to assessment to instruction is a cycle to address the develop the teaching – the learning process further. If continuous learning development and dissemination. 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 STEP 1: WRITE THE PLAN AND STUDENT LEARNING EDUCATIONAL ASSESSMENT OUTCOMES - Referred to as educational evaluation is a Developing critical learning outcomes for students systematic method of using results to learn that reflect what students will do in the cognitive, about a student’s knowledge, experience, psychomotor, and affective domains should be skills, and views. The ultimate objective is to achieved by teaching. They depend on the quality record and measure a student’s level of teaching of the course. knowledge. STEP 2: ESTABLISH RESULTS OF THE INSTRUCTION AND ASSESS THE STUDENT LEARNING OUTCOMES 1. ASSESSMENT FOR LEARNING. - entails determining teaching and learning There are numerous ways of choosing and using feedback. The assessment information can be assessment tools to determine the learning outcomes used to plan the instruction, select student of students. It should also be distinguished that we activities, and diagnose learning strengths, must categorize the origins of the assessment results. difficulties, and causes. Information can be  written or oral feedback from learners. 7. Authentic assessment- is an assessment that Actions were taken to improve teaching and assesses authentic tasks and activities. Most learning. It was determined earlier to of the performances done inside and outside anticipate procedures to be used in teaching. the classroom can be practically assessed - Formative assessment is used during the first using this form assessment attempt to establish teaching. 8. Written and Oral Assessment- are performed 2. ASSESSMENT AS LEARNING. to determine the quality of the knowledge - entails self-assessment by learners. acquired by learners from a particular topic. - is when teachers will be observing students by UNPACKING LEARNING COMPETENCIES answering questions and reflections on their tasks and learning progress. Teachers provide Unpacking is the approach used to analyze student students with feedback based on student self- learning outcomes into components/competencies to monitoring. They will judge their work, or they identify the essential life-long transferable learning will let their peer assess their work. knowledge and skills. The forms of learning activities, Collaborative assessment is also present experiences, activities, and assessments fitted these among peers. Students are assessing their outcomes. work based on predetermined standards. 3. ASSESSMENT OF LEARNING. The benefit of unpackaging learning skills is to have a - provide information about learning better view of the critical learning outcomes and to achievement. focus on learning from the students. The instructor - certify to what extent does the demonstration will be informed on the academic proficiencies to of accomplishment reach. Students’ unpacked at the beginning of the learning course. performance was graded and certified, 4 PARTS OF AN ABCD OBJECTIVE passing or failing. - is where a student's ability to perform tasks This plays an important part in the creation of was classified according to the degree of SMARTER objectives. performance. They are as follows: EIGHT (8) ASSESSMENT TYPES ACCORDING TO 1. AUDIENCE FUNCTION, ACCORDING TO BHASIN (2018). - describes the student or end-user of the 1. Summative Assessment - is given at the end teaching-learning process. of the instruction to certify the degree of - is introduced only in the lower level of an attainment of the learning outcomes objective. 2. Formative Assessment- given during - For example, the Course refresher instruction to trace out the learning difficulties participants, the TLE students, etc., and progress of the learners. This was utilized 2. BEHAVIOR by the instructor to remediate all aspects - describes learner competence. found to be problematic to learning - must be measurable and observable. acquisition. - should agree with the application of a real-life 3. Evaluative assessment – a critical assessment situation. of one’s performance and quality of work in - action must deal with the performance of relation to a predefined standard. knowledge or skills in any of the domains of 4. Diagnostic Assessment - simply traces out the learning: cognitive, psychomotor and causes of learning difficulties. It can be given affective. during or before the instruction - For instance, “…can write an essay…’ 5. Performance-based assessments- requires 3. CONDITION students to demonstrate or apply their - pertains to available materials and resources knowledge, skills, and strategies by creating a that may or may not be used to complete and response or product or doing a task. master the behavior. 6. Selective response assessment - a type of - An environmental setup may also be included. assessment wherein learners have to select - For example: “…given a gas stove, regulator for the correct response to questions given by and gas tank…” the teacher. -  4. DEGREE understanding of the standard? - states the standard for acceptable Having students learned this word or performance (period, correctness, proportion, the concept in a prior degree or class? quality, etc.) o PROCEDURAL KNOWLEDGE- goals - For example: “… without error”,” … 9 out of 10 may include any specific skills or times.”, …within 50 seconds”, etc. procedures that students must implement to accomplish the learning APPROPRIATE LEARNING TARGETS objective. Those are the processes or Training targets should make it a lot easier for the abilities that provide the foundation teacher to become more disciplined and successful in for future goals and must be achieved instruction concepts and implementation. before the current learning target can succeed This method will encourage teachers to reflect on 3. COGNITIVELY COMPLEX TARGETS improving learning across lessons and units and - targets are formed to help students cover and students. At first, the technique can seem rigid, but deepen the knowledge and skills of the the experience will soon yield smoothness as with any standard. sort of procedural expertise. - expectations in these targets are more In some of the difficulties, the instructor or learning rigorous than the learning goal targets in a facilitator may encounter creating suitable learning measure goals. Learning goals are significant in a way that they - learning target category requires deeper can direct the teaching-learning process in the logical thinking than the standard necessitates curriculum implementation, activity success, and and expects students to think about the same outcome assessment. content in complex ways. - ask students to use the knowledge and skills Considering the challenges raised by selecting suitable of the rule to extend their creative thinking learning goals, teachers should always resort to the list and make applications beyond what is of skills provided by institutions for more natural outlined in the standard. judgment in selecting appropriate learning goals COMPETENCIES, OBJECTIVES and OUTCOMES THREE TYPES OF LEARNING TARGETS - are very critical to the successful 1. LEARNING GOAL TARGETS. implementation of teaching-learning and - are descriptions of the awareness that evaluation. The lack of a solid understanding students will show an understanding of a of the terms distinctions in the teacher's concept. aspect will be tough to establish clear learning - explicitly taken from educational authorities goals, and hence ambiguous on what to that describe what students will learn and be accomplish in the end. trained to do by completing a degree or course. Conferring to the American Heritage Dictionary, the 2. FOUNDATIONAL TARGETS. learning terms are defined as follows: - consist of knowledge and underlying Competency: Competence. The state or quality of procedures that build to the cognitive level of being competent. Suitably or well qualified, can do. the academic standard. Objective: Worked toward or striven for, a goal. - constitute the prerequisites that students Outcome: A natural result, consequence. need to master to achieve the learning goal targets ultimately. LEARNING OUTCOMES- sets of expectations that we o two types of foundational objectives: needed our learners, who would be able to achieve. DECLARATIVE KNOWLEDGE- goals COMPETENCIES are the collection of technical skills define the academic vocabulary we needed to learn from our educational authorities necessary for regular learning. Ask the based on the chosen field following questions to identify the critical academic vocabulary to be Competencies will be the foundation of goals, and targeted: Do students need to know then objectives will be the tool for executing to the word or phrase to demonstrate an produce desired results.  - The learner should have gained novel abilities, expertise, and attitudes during the teaching and learning period. - includes the development of consciousness and intellectual capacity (Bloom, 1956). - involves remembering or recognizing necessary information, organizational patterns, and principles that help in the event of mental skills. Competence-based evaluation is the selection and assessment of evidence to decide if a person has achieved a degree of competency. The first and most straightforward way will be to analyze the learners' work. CHARACTERISTICS OF OBJECTIVES (SMARTER) Objective setting is the structure for the practical application and achievement of competencies and results as a fundamental concept of Education. Consideration is deemed essential in alignment and implementation. SMART Objectives are defined as established goals BLOOM'S REVISED TAXONOMY and objectives within by parameters that combine LORIN ANDERSON structure and flexibility. The SMART setting of targets provides a demonstrable setup toward a specific - student of Bloom and Krathwohl target with dependable objectives and an estimated - reviewed the cognitive domain and made timetable to attain the goals. some deviations. - Renaming the six categories from noun to SMART is an acronym for the verb forms rearranging them S – Specific - shows a more active form of thinking and is perhaps more accurate. M – Measurable A – Achievable R – Relevant T- Time-based THE THREE DOMAINS OF LEARNING (Bloom et al. 1956): Cognitive: intellectual skills (knowledge) Affective: development in feelings or expressive areas (attitude or self) Psychomotor: manual or physical skills (competencies) A. COGNIRIVE DOMAIN - classification system of learning habits can be understood as "the aims of the learning process”