1. DIMENSIONS AND STANDARDS OF ASSESSMENT IN TEACHING SCIENCE EDUCATION.pptx

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1. DIMENSIONS AND STANDARDS OF ASSESSMENT IN TEACHING SCIENCE EDUCATION PROF. NICETTE N. GANAL PHILIPPINE NORMAL UNIVERSITY NORTH LUZON The National Center for Teacher Education The Indigenous Peoples Education Hub Alicia, Isabela

2. MODULE 1: CONCEPTS, THEORIES, PRINCIPLES AND ROLES OF ASSESSMENT

3. Assessment is a process of obtaining data with which we could measure student competence and learning outcomes. The purpose of assessment is to understand how educational programs are working and to determine whether they are contributing to student growth and development.

4. The word assessmentis rooted in the Latin word assidere , which means “to sit beside another”. Assessment is generallydefined as the process of gathering quantitative data for the purpose of making decisions. Assessment in Learning

5. In essence, the aim of assessment is to use evidence on student learning to further promote and mange learning. Assessment in learning can be characterized as a (a) process, (b) based on specific objectives, and (c) from multiple sources.

6. Measurement and Evaluation Measurement can be defined as the process of quantifying the attributes of an object. In contrast, evaluation may refer to the process of making value judgments on the information collected from measurement based on specified criteria.

7. In the context of assessment in learning, measurement refers to the actual collection of information on student learning through the use of various strategies and tools, while evaluation refers to the actual process of making a decision or judgement on student based on the information collected from measurement. Therefore, assessment can be considered as an umbrella term consisting of measurement and evaluation.

8. Assessment and Testing The most common form of assessment is testing. In the educational context, testing refers to the use of a test or battery of tests to collect information on student learning over a specific period of time. A test is a form of assessment, but not all assessments use tests or testing. A test can be categorized as either a selected responseor constructed response.

9. Assessment and Grading A related concept to assessment in learning is grading, which can be defined as the process of assigning value to the performance or achievement of a learner based on specified criteria or standards.

10. Measurement Frameworks Used in Assessment Thetwo most commonpsychometric theories that serve as frameworks for assessment and measurement, especially in the determination of the psychometric characteristics of a measure, are the classical test theory (CTT) and the item response theory (IRT). The CTT, also known as the true score theory, explains that variations in the performance of examinees on a given measure is due to variations in their abilities.

11. The IRT, on the other hand,analyzes test items by estimating theprobability that an examinee answers as item correctly or incorrectly. One of the central differences of IRT from CTTT is that in IRT, it is assumed that the characteristic of an item can be estimated independently of the characteristic or ability of the examinee and vice versa.

12. DIFFERENT TYPES OF ASSESSMENT IN LEARNING

13. Formative assessment refers to assessment activities that provide information to both teachers and learners on how they can improvethe teaching-learning process.

14. Summative assessments are assessment activities that aim to determine learners’ mastery of contentor attainment of learning outcomes.They are summative, as they are supposed to provide information on the quantityor quality of what studentshave learned or achieved at the end of instruction.

15. Diagnostic assessment aims to detect the learning problems or difficulties of the learners so that corrective measures or interventions are done to ensure learning.

16. Placement assessment is usuallydone at the beginning of the schoolyear to determine what the learners already know or what are their needs that could inform design of instruction.

17. Traditional assessment refers to the use of conventional strategies or tools to provide information about the learning of students. Typically, objective and subjective paper- and-pencil testsare used. Traditional assessments are oftenused as basisfor evaluating and grading learners.

18. Authentic assessment refers to the use of assessment strategies or tools that allow learners to perform or create a product that are meaningful to the learners, as they are based on real-world contexts. The authenticity of assessment tasks is best described in terms of degree rather than the presence or absence of authenticity.

19. PRINCIPLES IN ASSESSING LEARNING

20. 1. Assessment should have a clear purpose. 2. Assessment is not an end in itself.

21. 3. Assessment is an ongoing, continuous, and a formative process. 4. Assessment is learner-centered.

22. 5. Assessment is both process-and product-oriented. 6. Assessment must be comprehensive and holistic.

23. 7. Assessment requires the use of appropriate measures. 8. Assessment should be as authentic as possible.

24. THANK YOU FOR LISTENING!