Assessment Purposes, Learning Targets, and Appropriate Methods PDF

Unit 1: Lesson 2 Assessment Purposes, Learning Targets, and Appropriate Methods  Learning Outcomes 01 02 03 Explain the purpose of Formulate learning Demonstrate your knowledge and classroom assessment;...

Unit 1: Lesson 2 Assessment Purposes, Learning Targets, and Appropriate Methods  Learning Outcomes 01 02 03 Explain the purpose of Formulate learning Demonstrate your knowledge and classroom assessment; targets that match skills in formulating specific appropriate learning targets that will be assessment methods: assessed at the end of instruction and through an assessment plan on student learning.  What is the purpose of Classroom Assessment? 1.Assessment “of” Learning 2.Assessment “for” Learning 3.Assessment “as” Learning Assessment “of” Learning refers to the use of assessment to determine learners' acquired knowledge and skills from instruction and whether they were able to achieve the curriculum outcomes It is generally summative in nature. Assessment “for” Learning Refers to The use of assessment to identify the needs of learners in order to modify instruction or learning activities in the classroom. It is formative in nature and it is meant to identify gaps in the learning experiences of learners so that they can be assisted in achieving the curriculum outcomes. Assessment “as” Learning This refers to the use of assessment to help learners become self-regulated. It is formative in nature and meant to use assessment tasks, results, and feedback to help learners practice self-regulation and make adjustments to achieve the curriculum outcomes. Remember: Knowing what will be taught (curriculum content, competency, and performance standards) and how it will be taught (instruction) are as important as knowing what we want from the very start (curriculum outcome) in determining the specific purpose and strategy for assessment. The Roles of Classroom Assessment in the Teaching-Learning Process Formative Diagnostic Evaluative Facilitative Motivational  Formative Teachers conduct assessment because they want to acquire information on the current status and level of learners' knowledge and skills or competencies. Teachers may need: information (e.g., prior knowledger strengths) about the learners prior to instruction, so they can design their instructional plan to better suit the needs of the learners. information on learners during instruction to allow them to modify instruction or learning activities to help learners achieve the learning outcomes.  Diagnostic Teachers can use this assessment to identify specific learners' weaknesses or difficulties that may affect their achievement of the intended learning outcomes. Note: This focus on specific learning needs and provide opportunities for instructional intervention or remediation inside or outside the classroom. The diagnostic role of assessment may also lead to differentiated instruction or even individualized learning plans when deemed necessary.  Evaluative The learners' placement or promotion to the next educational level is informed by assessment results. Note: Teachers conduct assessment to measure learners' performance or achievement for the purposes of making judgment or grading in particular, Teachers need information on whether the learners have met the intended learning outcomes after the instruction is fully implemented.  Facilitative Part of the teacher: provides information on students' learning and achievement that teachers can use to improve instruction and the learning experiences of learners. Part of the student: It allows them to monitor, evaluate, and improve their own learning strategies. In both cases, student learning is facilitated.  Motivational Classroom assessment can serve as a mechanism for learners to be motivated and engaged in learning and achievement in the classroom Remember: Focusing on progress, providing effective feedback, innovating assessment tasks, and using scaffolding during assessment activities provide opportunities for assessment to be motivating rather than demotivating.  What are learning targets? Institutional Outcomes Program Outcomes Goals Standards Educational Objectives Institutional Outcomes Institutional outcomes are statements of what the graduates of an educational institution are supposed to be able to do beyond graduation  Program Outcomes These are statements of what graduates of particular educational programs or degrees are able to do at the completion of the degree or program  Goals Goals are general statements about desired learner outcomes in a given year or during the duration of a program Standards specific statements about what learners should know and are capable of doing at a particular grade level, subject, or course. Standards McMillan (2014, p. 31) described four different types of educational 1. Content (desired outcomes in a content area) 2. Performance (what students do to demonstrate competence) 3. Development (sequence of growth and change over time) 4. Grade -level (outcomes for a specific grade) Educational Objectives specific statements of learner performance at the end of an instructional unit. sometimes referred to as behavioral objectives and are typically stated with the use of verbs.  The Blooms Taxonomy of Educational Objectives Three Domains: Cognitive Affective Psychomotor Knowledge- Affective- Skill-based based goals based goals goals  Bloom's Taxonomy of Educational Objectives in the Cognitive Domain  Knowledge Recall or recognition of learned materials like concepts, events, facts, ideas, and procedures Illustrative verb: Defines, recalls, names, enumerates, and labels Sample Objective: Enumerate the six levels of expertise in the Bloom's taxonomy of objectives in the cognitive domain.  Comprehension Understanding the meaning of a learned material, including interpretation, explanation, and literal translation Illustrative verb: Explains, describes, summarizes, discusses, and translates Sample Objective: Explain each of the six levels of expertise in the Bloom's taxonomy of objectives in the cognitive domain.  Application Use of abstract ideas, principles, or methods to specific concrete situations Illustrative verb: Applies, demonstrates, produces, illustrates, and uses Sample Objective: Demonstrate how to use Bloom's taxonomy in formulating learning objectives.  Analysis Separation of a concept or idea into constituent parts or elements and an understanding of the nature and association among the elements Illustrative verb: Compares, contrasts, categorizes, classifies, and calculates Sample Objective: Compare and contrasts the six levels of expertise in Bloom's taxonomy of objectives in the cognitive domain.  Synthesis Construction of elements or parts from different sources to form a more complex or novel structure Illustrative verb: Composes, constructs, creates, designs, and integrates Sample Objective: Compose learning targets using Bloom's taxonomy.  Evaluation Making judgment of ideas or methods based on sound and established criteria Illustrative verb: Appraises, evaluates, judges, concludes, and criticizes Sample Objective: Evaluate the congruence between learning targets and assessment methods. The Revised Bloom’s Taxonomy of Educational Objectives Anderson and Krathwohl, 2001 First Dimension: Second Dimension: Knowledge Cognitive Process Includes: Includes 1.Factual 1.Remember 2.Conceptual 2.Understand 3.Procedural 3.Apply 4.Metacognitive 4.Analyze 5.Evaluate 6.Create Example Objective: An educational or learning objective formulated from this two- dimensional model contains a noun (type of knowledge) and a verb (type of cognitive process). Example Objective: Students will be able to differentiate qualitative research and quantitative research. Rationale: differentiate is the verb that represents the type of cognitive process (in this case, analyze) while qualitative research and quantitative research is the noun phrase that represents the type of knowledge (in this case, conceptual). Knowledge Dimensions in the Revised Bloom's Taxonomy of Educational Objectives Anderson and Krathwohl, 2001  Knowledge: Factual This type is: Example: basic in every discipline. What is the capital city of the It tells the facts or bits of Philippines? information one needs to know in a discipline. answers questions that begins with "who", "where", "what", and "when".  Knowledge: Conceptual This type is: Example: also fundamental in every discipline. What makes the Philippines It tells the concepts, generalizations, the "Pearl of the orient seas"? principles, theories, and models that one needs to know in a discipline. usually answers questions that begin with "what".  Knowledge: Procedural This type is: also fundamental in every discipline. Example: It tells the processes, steps, How do we develop items for techniques, methodologies, or an achievement test? specific skills needed in performing a specific task that one needs to know and be able to do in a discipline. usually answers questions that begin with "how".  Knowledge: Metacognitive This type is: makes the discipline relevant to usually answers questions that one's life. begin with "why" It makes one understand the value of learning on one's life. It requires reflective knowledge and Example: strategies on how to solve problems Why is Psychology is the or perform a cognitive task through most suitable course for you? understanding of oneself and context. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of Educational Objectives Anderson and Krathwohl, 2001 Cognitive process Definition illustrative verbs Sample Objective identify, list, name, Recognizing and recalling Name the 7th president Remember underline, recall, retrieve, facts the Philippines. locate Understanding what the Describe, determine, Explain the causes of Understand information interpret, translate, malnutrition in the means paraphrase, and explain country. Solve the following Applying the facts, rules, Apply, employ, practice, problems using the Apply concepts, and ideas in relate, use, implement, different measures of another context carryout, and solve central tendency. Cognitive process Definition Illustrative verbs Sample Objective Analyze, calculate, Classify the following Breaking down examine, test, compare, chemical elements based Analyze information into parts differentiate, organize, on some and classify categories/areas. Critique the latest film Assess, measure, that you have watched. Judging the value of Evaluate estimate, evaluate, Use the critique information or data critique, and judge guidelines and format discussed in the class. Compose, produce, Propose a program of develop, formulate, Combining parts to make action to help solve Create devise, prepare, design, whole Metro Manila's traffic construct, propose, and congestion. re-organize Learning Targets Learning Target Definition: “a statement of student performance for a relatively restricted type of learning outcome that will be achieved in a single lesson or a few days”, and contains “both a description of what students should know, understand, and be able to do at the end of instruction and something about the criteria for judging the level of performance demonstrated” (McMillan 2014, p. 43) Learning Target Guidelines Learning targets be stated from the learners' point of view, typically using the phrase "l can...." For example, "l can differentiate between instructional objectives and learning targets." Congruent with the standards prescribed by the program or level and aligned with the instructional or learning objectives of a subject or course. Teachers must inform learners about the learning targets of lessons before classroom instruction. The learning targets should be meaningful for the learners; hence, they must be as clear and as specific as possible. Inform learners with what they should be able to do or demonstrate as evidence of their learning. Thus, learning targets specify both the content and criteria of learning. Both classroom instruction and assessment should be aligned with the specified learning targets of a lesson. Learning Target Five criteria in selecting learning targets: 1. Establish the right number of learning targets: Are there too many or too few targets? 2. Establish comprehensive learning targets: Are all important types of learning included? 3. Establish learning targets that reflect school goals and 21st century skills: Do the targets reflect school goals and 21st century knowledge, skills, and dispositions? 4. Establish learning targets that are challenging yet feasible: Will the targets challenge students to do their best work? 5. Establish learning targets that are consistent with current principles of learning and motivation: Are the targets consistent with research on learning and motivation?  Description and Sample Learning Targets Types of Learning Description Sample Targets Refers to factual, conceptual, and I can explain the role of Knowledge targets procedural information that learners must conceptual framework in a learn in a subject or content area research. Knowledge-based thought processes that learners must learn. It involves I can justify my research Reasoning targets application of knowledge in problem problems with a theory. solving, decision-making, and other tasks that require mental skills. I can facilitate a focus group Use of knowledge and/or reasoning to Skills targets discussion (FGD) with research perform or demonstrate physical skills participants. Use of knowledge, reasoning, and skills in I can write a thesis proposal. Product targets creating a concrete or tangible product  In Addition: Other experts consider a fifth type of learning target—affect, which refers to affective characteristics that students can develop and demonstrate because of instruction. This includes: attitudes beliefs interests values. Some experts use disposition as an alternative term for affect. The following is an example of an affect or disposition learning target: I can appreciate the importance of addressing potential ethical issues in the conduct of thesis research.  Application: Once the learning targets are identified, appropriate assessment methods can be selected to measure student learning. The match between a learning target and the assessment method used to measure if students have met the target is very critical. Matching Learning Targets with Paper-and-Pencil Types of Assessment  Application: Matching Learning Targets with other types of Assessment Note: more checks mean better matches