1.-Assessment-and-Evaluation-of-Learning-1.pptx

Jsuehehdhsudhdhydgd

1. Basic Concepts BRYAN M. TORRES, MMath Assistant Professor I

2. Assessment and Evaluation of Learning 1 INTENDED LEARNING OUTCOME At the end of the session, 90% of the students should be able to apply principles in constructing and interpreting alternative/authentic forms of high quality assessment

3. Assessment and Evaluation of Learning 1 BASIC CONCEPTS TEST - an instrument designed to measure any characteristic, quality, ability, knowledge or skill. It comprised of items in the area it is designed to measure.

4. Assessment and Evaluation of Learning 1 BASIC CONCEPTS MEASUREMENT - a process of quantifying the degree to which someone/something possesses a given trait. i.e., quality characteristic, or feature. Types of Measurement Objective (as in testing) Subjective (as in perceptions)

5. Assessment and Evaluation of Learning 1 BASIC CONCEPTS ASSESSMENT - a process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgement or decision-making. - it is a prerequisite to evaluation. It provides the information which enables evaluation to take place.

6. Assessment and Evaluation of Learning 1 BASIC CONCEPTS TRADITIONAL ASSESSMENT it refers to the use of pen-and-paper objective test.

7. Assessment and Evaluation of Learning 1 BASIC CONCEPTS ALTERNATIVE ASSESSMENT it refers to the use of methods other than pen-and-paper objective test which includes performance tests, projects, portfolios, journals, and the likes

8. Assessment and Evaluation of Learning 1 BASIC CONCEPTS AUTHENTIC ASSESSMENT it refers to the use of an assessment method that simulate true-to-life situations. This could be objective tests that reflect real-life situations or alternate methods that are parallel to what we experience in real life.

9. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning this includes three types of assessment done before and during instruction. These are placement, formative and diagnostic.

10. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning a. Placement – done prior to instruction its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction. teachers use this assessment to know what their student are bringing into the learning situation and use this as a starting point of instruction.

11. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning b. Formative – done during instruction this assessment is where teachers continuously monitor the students’ level of attainment of the learning objectives ( Stiggins , 2005) the results are communicated to students for them to know the progress of their learning

12. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning c. Diagnostic – done during instruction this is used to determine students’ recurring or persistent difficulties. it searches for the underlying causes of student’s learning problems that do not respond to first aid treatment

13. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 1. Assessment FOR Learning c. Diagnostic – done during instruction it helps formulate a plan for detailed remedial instruction.

14. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 2. Assessment OF Learning this is done after instruction. This is usually referred to as the summative assessment.

15. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 2. Assessment OF Learning It is used to certify what students know and can do and the level of their proficiency Its results reveal whether or not instructions have successfully achieved the curriculum outcomes The information from assessment of learning is usually expressed as marks or letter grades

16. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 2. Assessment OF Learning The results of which are communicated to the students, parents, and other stakeholders for decision making It is also powerful factor that could pave the way for educational reforms.

17. Assessment and Evaluation of Learning 1 PURPOSES OF CLASSROOM ASSESSMENT 3 . Assessment AS Learning this is done for teachers to understand and perform well their role of assessing FOR and OF learning. It requires teachers to undergo training on how to assess learning and be equipped with the following competencies needed in performing their work as assessors.

18. Assessment and Evaluation of Learning 1 Standards for Teacher Competence in Educational Assessment of Students 1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions 2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions 3. Teachers should be skilled in administering, scoring and interpreting results of both externally-produced assessment methods.

19. Assessment and Evaluation of Learning 1 Standards for Teacher Competence in Educational Assessment of Students 4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement 5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments.

20. Assessment and Evaluation of Learning 1 Standards for Teacher Competence in Educational Assessment of Students 6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. 7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

21. Assessment and Evaluation of Learning 1 Shift of Educational Focus from Content to Learning Outcomes Education originated from the terms “ educare ” which meant to train or mold and “ educere ”, to draw out. The advent of technology caused a change of perspective in education. The teacher ceased to be the sole source of knowledge.

22. Assessment and Evaluation of Learning 1 Shift of Educational Focus from Content to Learning Outcomes Outcomes-Based Education (OBE) Characteristics 1. It is student centered 2. It is faculty driven 3. It is meaningful

23. Assessment and Evaluation of Learning 1 Shift of Educational Focus from Content to Learning Outcomes Implementing OBE on the subject or course level 1. Identification of the educational objectives of the subject course 2. Listing of learning outcomes specified for each subject/course objective (Bloom’s Taxonomy) 3. Drafting outcomes assessment procedure

24. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes-based education focuses classroom instruction on the skills and competencies that students must demonstrate when they exit. There are two (2) types of outcomes: immediate and deferred outcomes.

25. Assessment and Evaluation of Learning 1 The Outcomes of Education Immediate Outcomes - are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or the program itself. Examples: > ability to communicate in writing and speaking > mathematical problem-solving skills

26. Assessment and Evaluation of Learning 1 The Outcomes of Education Immediate Outcomes Examples: > ability to do research and write the results > ability to present an investigative science project > promotion to a higher grade level > graduation from a program > passing a required license and initial job placement

27. Assessment and Evaluation of Learning 1 The Outcomes of Education Deferred Outcomes - refer to the ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a subject; grade level or degree program. Examples: > success in professional practice or occupation

28. Assessment and Evaluation of Learning 1 The Outcomes of Education Deferred Outcomes Examples: > promotion in a job > success in career planning, health and wellness > awards and recognition

29. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes in OBE come in different levels 1) Institutional (IILO) CNSC envisions a graduate having the following attributes: professional competence, critical and creative thinking skills, technical competitive skills, productivity, social and ethical responsibility, communication skills, interpersonal skills and lifelong learning.

30. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes in OBE come in different levels 2) Program (PILO)

31. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes in OBE come in different levels 2) Program (PILO)

32. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes in OBE come in different levels 3) Course (CILO)

33. Assessment and Evaluation of Learning 1 The Outcomes of Education Outcomes in OBE come in different levels 4) Learning/Instructional/Lesson (LILO)

34. Assessment and Evaluation of Learning 1 REFERENCES A Reviewer for LET. Philippine Normal University https://www.slideshare.net/sirarnelPHhistory/table-of-specifications-tos-and-test-construction-review https://www.mesacc.edu/employees/curriculum/resources/blooms-higher-level-verbs https://plaeadok.weebly.com/1-dok-and-blooms-taxonomy.html