3. Assessing Student Learning.pptx principles of classroom assessment

This is lecture discussion about student assesments and standardization of assessing students

1. Principles of High Quality Classroom Assessment BRYAN M. TORRES, MMath Assistant Professor 1

2. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT 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. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 1: Clarity and Appropriateness of Learning Targets Learning targets should be clearly stated, specific and center on what is truly important.

4. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 2: Appropriateness of Methods Learning targets are measured by appropriate assessment methods.

5. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 2: Appropriateness of Methods Learning targets are measured by appropriate assessment methods.

6. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 2: Appropriateness of Methods

7. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 3: Balance A balanced assessment sets targets in all domains of learning or domain of intelligence A balanced assessment makes use of both traditional and alternative assessment

8. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 3: Balance

9. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 4: Validity Validity – is the degree to which the assessment instrument measures what it intends to measure. It also refers to the usefulness of the instrument for a given purpose. It is the most important criterion of a good instrument.

10. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 4: Validity

11. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 5: Reliability Reliability – refers to the consistency of scores obtained by the same person when retested using the same or equivalent instrument.

12. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 5: Reliability

13. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Group Activity! (A Group of Six) Principles of Assessment

14. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 6: Fairness A fair assessment provides all students with an equal opportunity to demonstrate achievement. The key to fairness are as follows: Students have knowledge of learning targets and assessment Students are given equal opportunity to learn. Students possess the prerequisite knowledge & skills

15. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 6: Fairness A fair assessment provides all students with an equal opportunity to demonstrate achievement. The key to fairness are as follows: Students are free from teacher stereotypes. Students are free from biased assessment tasks and procedures.

16. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 7: Practicality and Efficiency When assessing learning, the information obtained should be worth the resources and time required to obtain it. The factors to consider are as follows: Teacher Familiarity with the Method. The teacher should know the strengths and weaknesses of the method and how to use it.

17. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 7: Practicality and Efficiency Time Required. Time includes construction and use of the instrument and interpretation of results. Other things being equal, it is desirable to use the shortest assessment time possible that provides valid and reliable results. Complexity of the Administration. Directions and procedures for administrations are clear and that little time and effort is needed.

18. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 7: Practicality and Efficiency Ease of Scoring. Use scoring procedures appropriate to a method and purpose. The easier the procedure, the more reliable the assessment is. Ease of Interpretation. Interpretation is easier if there is a plan on how to use the results prior to assessment. Cost. Other things being equal, the less expense used to gather information, the better.

19. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Assessment takes place in all phases of instruction. It could be done before, during and after instruction.

20. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring PRIOR to Instruction Understanding students’ cultural backgrounds, interests, skills, and abilities as they apply across a range of learning domains and/or subject areas Understanding students’ motivations and their interests in specific class content.

21. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring PRIOR to Instruction Clarifying and articulating the performance outcomes expected of pupils Planning instruction for individuals or groups of students

22. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring DURING Instruction Monitoring pupils progress toward instructional goals. Identifying gains and difficulties pupils are experiencing in learning and performing, Adjusting instruction

23. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring DURING Instruction Giving contingent, specific, and credible praise and feedback Motivating students to learn Judging the extent of pupil attainment of instructional outcomes

24. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring AFTER Appropriate Instructional Segment (e.g. lesson, class, semester, grading period) Describing the extent to which each student has attained both short-and-long-term instructional goals Communicating strengths and weaknesses based on assessment results to students, and parents or guardians

25. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring AFTER Appropriate Instructional Segment (e.g. lesson, class, semester, grading period) Recording and reporting assessment results for school-level analysis, evaluation and decision-making Analyzing assessment information gathered before and during instruction to understand each students’ progress to date and inform future instructional planning

26. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 8: Continuity Activities Occurring AFTER Appropriate Instructional Segment (e.g. lesson, class, semester, grading period) Evaluating the effectiveness of instruction Evaluating the effectiveness of the curriculum and materials and use

27. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 9: Authenticity Feature of Authentic Assessment (Burke, 1999) Meaningful performance task Clear standards and public criteria Quality products and performance Positive interaction between the assessee and assessor Emphasis on metacognition and self-evaluation Learning that transfers

28. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 9: Authenticity Criteria of Authentic Assessment (Burke, 1999) Disciplined inquiry – requires in-depth understanding of the problem and a move beyond knowledge produced by others to a formulation of new ideas Integration of knowledge – considers things as a whole rather than fragments of knowledge Value beyond evaluation – what students to have some value beyond the classroom.

29. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 10: Communication Assessment standards should be communicated Assessment results should be communicated to important users Assessment results should be communicated to students through direct interaction or regular on going feedback on their progress

30. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 11: Positive Consequences Assessment should have a positive consequence to students; that is, it should motivate them to learn Assessment should have a positive consequence to teachers; that is, it should help them improve the effectiveness of their instruction

31. PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT Principle 12: Ethics Teachers should be free from harmful consequences of misuse or overuse of various assessment procedures such as embarrassing students and violating students rights to confidentiality Teachers should be guided by laws and policies that affect their classroom assessment Administrators and teachers should understand that it is inappropriate to use standardized student achievement to measure teaching effectiveness

32. 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 AFL018.pdf (cup.edu.in)