REVIEWER
ASSESSMENT OF LEARNING
PART 1
Definitions of Important Concepts
TEST
An instrument designed to measure any characteristics, quality, ability, knowledge or skill. The most common method of assessing student learning is through tests
(teacher-made or standardized).
Test results provide an easy and easily understood means of informing the student about his progress or the school about his performance.
MEASUREMENT
- A process of quantifying the degree to which someone/something possesses a given trait i.e., quality, characteristics or feature.
Assigning numbers to a performance, product, skill or behavior of a student, based on a predetermined procedure or set of criteria. Results are expressed through scores/marks. (expressed in numbers). Limited to quantitative descriptions.
*Measurement can therefore be objective (as in testing) or subjective (as in perception)*
TESTING
- the measurement procedure that knowledge of the subject matter is often measured through standardized test results.
PERCEPTION
-
asking the group of experts to rate a student‘s
knowledge of the subject matter.
Uses of Educational Measurement
1.
Direct Instructional Decisions
- Observing, measuring and drawing conclusions are ongoing activities in most classrooms. Teachers not only test the students to see what they have learned (diagnosing), but they also observe the learning process.
2.
Instructional Management Decisions
- Classification and placement decisions or counseling and guidance decisions.
3.
Entry-exit decisions
- Tests are used to help educators decide (1) who should enter particular educational institutions or programs of study (selection decisions) and (2) who has completed the requirements to leave that program (certification decisions).
4.
Program, Administrative and Policy decisions
- decisions that affect educational programs, curricula and systems.
5.
Decisions Associated with expanding our knowledge base
- testing for educational research.
ASSESSMENT
- Collection, interpretation and use of qualitative and quantitative information to assist teachers in their educational decision-making.
Process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experience
Huba, 2000
According to Miller, it is any variety of procedure used to obtain information about student performance. It includes paper and pencil tests, essays, performance of authentic tasks, teacher observations and self-report.
GOOD ASSESSMENT REQUIRES USING A VARIETY OF ASSESSMENT INSTRUMENTS NO individuals are exactly alike.
Your students are not homogeneous. Not all students are good in pencil and paper test.
Aim of assessment - to improve and develop student learning, not just to find out how good students are at some kinds of examination.
EVALUATION
A process of making judgments about the quality of a performance, product, skill or behavior of a student.
According to Cameron, it is the process of
making overall judgment about one‘s work or a whole school‘s work.
Process of systematic collection and analysis of both qualitative and quantitative data for the purpose of making some decisions and judgments.
Determining the quality or worth of achievement in terms of certain standards.
Results are expressed qualitatively. e.g.
He has above average performance in the spelling test.
Evaluation answers the questions:
a. Is the training achieving the results that it was set up to achieve?
b. Are the actual results worth having?
c. Were the results achieved by the most cost-effective methods?
DEFINITION OF IMPORTANT CONCEPTS
1. TEST/TESTING- tool 2. MEASUREMENT- scoring 3. ASSESSMENT- grading 4. EVALUATION- passing/falling
Assessment… FOR, OF, AS Learning
ASSESSMENT FOR LEARNING
The process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there.
Sometimes referred to as ‗formative
assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding (interactive).
ROLE of a teacher: provide immediate feedback (instructional correctives) provides effective feedback that motivates the learner and can lead to improvement reflects a belief that all students can improve.
Based on quizzes, observation, student self assessment and other major assessments.
―In Assess
ment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.
The wide variety of information that teachers colle
ct about students‘ learning processes
provides the basis for determining what they need to do next to move student learning forward.
FORMS OF ASSESSMENT FOR LEARNING
1.Diagnostic test
2.Placement test
3.Formative test
4.Summative test
ASSESSMENT OF LEARNING
assists teachers in using evidence of student learning to assess achievement against outcomes and standards.
Sometimes referred to as ‗summative
assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students.
TEACHER‘s ROLE: report student learning
accurately and fairly (TRANSPARENCY) to give grades/ measure achievement.
ASSESSMENT AS LEARNING
―It is designed to provide evidence of
achievement to parents, other educators, the students themselves and sometimes to outside groups (e.g., employers, other educational
institutions).‖
occurs when students are their own assessors
The process of developing and supporting student metacognition.
Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. Encourages students to take responsibility for their own learning requires students to ask questions about their learning
ROLE OF TEACHER: guide students in setting their own goals.
Model the skills of self assessment
Goal is to become reflective, self
‐
monitoring learner
PURPOSES OF ASSESSMENT
ASSESSMENT FOR LEARNING
done before and during instruction
ASSESSMENT OF LEARNING
done after instruction
ASSESSMENT AS LEARNING
happening at any point in the instructional process
FORM OF ASSESSMENT FOR LEARNING
1.Diagnostic test
2.Placement test
3.Formative test
4.Summative test
DIAGNOSTIC
-undertaken
in order to determine the students‘
prior knowledge of a particular topic or lesson or to point out the weakness of students in a test. Can also be called pre-assessment since it is designed to check the ability levels of students in some areas so that instructional starting points can be established. FORMATIVE
-usually administered during the instructional process to provide feedback to students and teachers on how well the former are learning the lesson being taught.
Remedial work is normally done to determine deficiencies noted and bring the slow learners to the level of their classmates or peers.
It provides the necessary guidance and information they need to progress in their learning.
Examples are quizzes
SUMMATIVE
- undertaken to determine student achievement for grading purposes.
-Sums up the learning - Provide the teachers the rationale for passing or failing
Examples are chapter tests, periodic tests, unit tests
PLACEMENT
- undertaken in order to determine the area where a student fits in
- Aptitude refers to the area or discipline where a student would most likely excel or do well.
PRINCIPLE OF HIGH QUALITY ASSESSMENTS
Clarity of Learning Targets
Assessment can be made precise, accurate, and dependable only if what are to be achieved are clearly stated and feasible. To this end, we consider learning targets involving knowledge, reasoning, skills, products and effects. Learning targets need to be stated.
Setting clear and achievable targets is the starting point for creating assessment. If you do not set clear targets, you will never know if the instruction and experience in the classroom
resulted in a bull‘s
-eye or if they missed the nark completely.
Five types of Learning Targets (Marzano and Kendall 1996)
Knowledge and Simple Understanding
–
Facts and Information
Deep Understanding and Reasoning
–
Problem solving, critical thinking, synthesis, comparing, higher order thinking skills and judgment.
Skills or Performance
–
demonstrate in a way rather than answering questions.
Products or Product Development
–
sample student work (paper, report, artwork or other project).
Affective
–
Attitudes, values, interest, feelings and beliefs
Well-written objectives are made up of three building blocks:
1.Conditions
2.Behavior
3.Criterion
1.Conditions
–
define the materials that will be available (or unavailable) when the objective is assessed. e.g.
-Without the use of a calculator
-Given a map of Europe
-Given twelve double-digit numbers
2.Behavior
–
is a verb that describes an observable activity
–
what the student will do. The behavior is generally stated in action verb, such as: solve, compare, list, explain, evaluate, identify or define.
3. Criterion (also referred to as degree) is a standard that is used to measure whether or not the objective has been achieved. The criteria might be stated as a percentage (80% correct), a time limit (within five minutes) or another measure of mastery.
Levels of assessment:
1.Knowledge
–
the facts or information that the student acquires.
2.Process
–
skills or cognitive operations that the students on facts and information
3.Understanding
–
enduring big ideas, principles and generalizations inherent to the discipline.
4.Products/Performances
–
real-life application of understanding.
Levels of assessment and their Percentage Weight
1.Knowledge - 15%
2.Process - 25%
3.Understanding - 30%
4.Products/Performances - 30%
Levels of Proficiency Equivalent Numerical Value
1.Beginning (B) 74% and below
2.Developing (D) 75-79%
3.Approaching Proficiency (AP) 80-84%
4.Proficient (P) 85-89%
5.Advanced (A) 90% and above
1.1 Cognitive Targets
As early as the 1950‘s, Bloom (1954),
proposed a hierarchy of educational objectives at the cognitive level.
Level 1: KNOWLEDGE: Refers to the acquisition of facts, concepts and theories.
Level 2: COMPREHENSION: Refers to the
same concept as ―understanding‖.
Level 3: APPLICATION: Refers to the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline.
Level 4: ANALYSIS: Refers to the breaking down of a concept or idea into its components and explaining the concept as a composition of these concepts.
Level 5: SYNTHESIS: Refers to the opposite of analysis and entails putting together the components in order to summarize the concept.
Level 6: EVALUATION and REASONING: Refers to valuing and judgment or putting the worth of a concept or principle.
There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels.
Three domains of learning:
Benjamin Bloom (Cognitive Domain),
David Krathwohl (Affective Domain), and
Anita Harrow (Psychomotor Domain).
The Original Cognitive or Thinking Domain
Based on the 1956 work,
The Handbook I-Cognitive Domain
, behavioral objectives that dealt with cognition could be divided into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty
—
simpler to more complex forms. In 2000-01 revisions to the cognitive taxonomy
were spearheaded by one of Bloom‘s former students, Lorin Anderson, and Bloom‘s original
partner in defining and publishing the cognitive domain, David Krathwohl.