417688493-=Assessment-in-Learning-1.pptx

Assessment

1. Assessment in Learning 1 Module 1: Basic Concept in Assessing Students Learning

2. O’Neil, et al., 2004 – stated that teaching and learning include a lot of instructional decisions to enhance and increase student learning, hence, quality of instruction is strongly connected to the structure of information on which these instructional decisions are made. Linn 2003 – stated that student learning requires the use of a number of techniques for measuring achievement. Cizek 2001- emphasizes that it is necessary to improve the quality of student thinking by including the learners into assessment process so they become integral part of it

3. Thorndike and Hagen (1986) define measurement as a “process of quantifying observation and description about a quality or attribute of thing or person” Process of Measurement Identifying and defining the quality or attribute that is to be measured ; Determining a set of operations by which the attribute may be made manifest and perceivable; and Establishing a set of procedures or definitions for translating observations into quantitative statement of degree or amount. Measurement

4. Paper and Pencil- through self-reports, interviews, questionnaires, test or other instruments. Systematic Observation- researcher looks for specific actions or activities but is not involved in the actions being observed. Participant Observation - researcher is actively involved in the proposal being describe and writes observation at a later time. Clinical - collected by specialist in the process of treatment. Method of Data Collection

5. McMillan (1997) stated that measurement involves using observation, rating scale, or any other non-test device that secure information in quantitative form. Uses of Educational Measurements ( Mehrens , and Lehmann, 1991) 1. Direct Instructional Decisions - observing, measuring and drawing conclusions are ongoing activities in most classroom . 2. Instructional Management Decision - classification and placement decisions or counseling and guidance decisions.

6. 3. Entry-Exit Decision - test are used to help decide; (1) who should enter particular educational institutions or programs of study and (2) who has completed the requirements to leave that program. 4. Program, Administrative, and Policy Decision - decision that affect educational programs, curricula and system. 5. Decisions Associated with Expanding Our Knowledge Base. - testing for educational research.

7. M easurement - is the process of making and translating those observations of some attribute, characteristics, or phenomenon and translating those observations into quantifiable or categorical form according to clearly specified procedure or rules. ( Gredler , 1997) Evaluation - is a process of summing up the results of measurement or test, giving them some meaning based on the value judgments. (Hopkins and Stanley, 1981) Educational Evaluation - is the process of characterizing and appraising some aspect or aspects of an educational process.

8. To demonstrate effectiveness; and To provide a measure of performances for marketing decisions . Educational Evaluation is an assessment of reading, written language, spelling and mathematics. Evaluation - the means used to determined the worth or value of a training program. Two common Purposes of Educational Evaluation

9. - the process of improving a training process or deciding whether or not to continue it. - the process of delineating, collecting and providing information useful for judging training decision alternative. In assessment of student learning, the following are important: 1. Feedback - provides quality control over the design and delivery of activities. 2. Control - relates training policy and practice to organizational goals.

10. 3. Research - is to add to knowledge of training principles to improve trainings. 4. Intervention - i s the process of using evaluation to affect the way the program being evaluated is viewed, and subsequently using this to redefine the sharing of learning between trainers, trainees, and employing management. 5. Power - is to use evaluation information for a political agenda.

11. - is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development. Assessment involves: Setting explicit student learning goals or outcomes for an academic program; Evaluating the extent to which students are reaching those goals; and Using the information for program development and improvement. Assessment

12. The purpose of assessment is to understand how educational programs are working and to determined whether they are contributing to student growth and development. ( Quellmalz , 1991) Oosterhof (2001) defines assessment as “a related series of measures used to determine complex attribute of an individual or group of individuals.

13. Assessment must be: Fair, balanced, and grounded in the art and science of learning and teaching. Reflective of curricular and developmental goals and representative of the content that students have had an opportunity to learn. Used to inform and improve instructions. Designed to accommodate students with special needs; and Valid, reliable and supported by professional, scientific and ethical standards designed to fairly assess the unique and diverse abilities and knowledge base of all students.

14. Show criteria and models in advance. Assess before teaching. Offer appropriate choices. Provide feedbacks early and often. Encourage self-assessment and goal setting. Allow new evidence of achievement to replace old evidence. Six Assessment and Grading Practices for E ffective Learning ( Gronlund , 1995)

15. Formative assessment - provides diagnostic feedback to students and instructors at short-term intervals. Summative assessment - provides a description of students’ level of attainment upon completion of an activity, module, or course. Evaluative assessment - provides instructions with curricular feedback. High-quality assessment- must rest on strong educational foundations. The Function of Assessment

16. Principle 1 : The Primary Purpose of Assessment is to Improve Student. Principle 2: Assessment for Other Purposes Support Student Learning. Principle 3: Assessment System are Fair to All Students. Principle 4: Professional Collaboration and Development Support Assessment. Principle 5: The Broad Community Participates in Assessment Development. Principle 6: Communication about Assessment is Regular and Clear. Principle 7. Assessment System are Regularly Reviewed and Improved. Principles and Indicators of Assessment of Student Learning

17. According to Cohen(1994) , when describing assessments, the distinction is often made between proficiency test, intended for administrative purposes, and achievement tests , intended for assessment of instructional results. Criteria for Describing Assessment General Purposes Specific Reason for the Assessment Administrative General assessment, placement, exemption, certification, promotion Instructional Diagnosis, evidence of progress, feedback to the respondents, evaluation of teaching or curriculum Research Evaluation, experimental, knowledge of language learning and language use

18. - is any type of assessment in which student create response to a question or task. Alternate assessment can include: Short-answer questions; Says; Performance assessment; Oral presentation; Demonstrations, exhibitions; and Portfolios. Alternate Assessment (Chase,1999)

19. - is the direct, systematic observation of an actual student performance and the rating of that performance according to previously established performance criteria. Performance Task - is a goal directed assessment exercise. Exhibition - is a public performance during which a student showcases learning and competence in particular areas. Performance Assessment

20. - collections of students’ work over time. Incorporation Portfolio Assessment ( Gronlund , 2003) Assessment Portfolio - is a purposeful collection of student work designed to showcase a student’s progress toward, and achievement of, course-specific learning objective. Portfolios

21. Provides structure for involving students in developing standards for quality performance. Improves students’ metacognitive ability to understand their own learning processes. Promotes integration of various learning activities and assessments. Enhances awareness of strategies for thinking and producing work. Promotes an integrated assessment process. Advantages of Using Portfolio in Assessment

22. Allows assessment of process and progress. Documents time, effort and improvement in students understanding. Create documentation to submit to authentic audiences and/or reviewer. Increase student accountability for their own learning. Promotes assessment of a wider range of learning styles. Encourages students’ active involvement in the assessment process.

23. Enhances motivation due to the visibility of the final portfolio . Promotes self-assessment. Encourages the effective use of formative assessment. Promotes creativity, individuality, and uniqueness in the assessment learning. Shifts instructors’ focus from comparative ranking to improving understanding via feedback. Promotes authentic assessment of valued knowledge and skills.

24. Require additional time for planning instructional activities. Demands considerable time for assessment. Time-intensive for instructors t o implement since students lack familiarity with portfolios. Requires considerable storage space to maintain portfolios. May require special equipment. Disadvantages of Using Portfolio in Assessment

25. Often does not meet requirements for state or national standards . Subjective nature of grading may be less reliable. May have limited acceptance by parents or administrators. Does not provide standardized numerical scores that are often needed for institutional reports or accreditation. Students may need traditional scores or evidence of learning for admission criteria, job placement, or similar events. Development of grading rubrics or criteria takes a considerable amount of time Performance data from portfolio is difficult to analyze or aggregate.

26. Documentation - highlight development and improvement over time. It showcase the process of learning by including the full progression of project development. Process - to document all stages of the learning process. Product - highlight a student’s best work by showcasing the quality and range of student accomplishments. Types of Assessment Portfolio ( Gronlund , 2000)

27. Planning . Instructors need to determined the function, type and design of the portfolio. Collection. Students are responsible for assembling meaningful artifacts that reflect their own educational progress. Selection. A decision-making process in which collected artifacts are sorted and elected for inclusion in the portfolio. Reflection. Considered the most important step in portfolio development; the metacognitive process of students reflecting on their own learning differentiates a portfolio from a simple collection. Stages of Portfolio Development

28. Connection . Student expand on their reflections to connect acquired knowledge and skills with course goals and learning objectives. Elements of a Portfolio Personal Statement – should include one or two paragraphs highlighting relevant personal goals and experiences of the student in relationship to the goals and purposes of the portfolio. Table of Content- to ensure the portfolio is functional and readable, include a table of content with number pages.

29. Entries - the type or purpose of the portfolio will provide guidance in determining the entries to be included. Reflections- may either appear with each entry or following all entries. Characteristic of an Effective Portfolio ( McMilla , 1997) Effective portfolios are continuous and ongoing, providing both formative and summative opportunities for monitoring students’ progress towards achieving learning objectives.

30. Portfolios should be multidimensional and reflect a wide variety of artifacts. Reflection are an essential part of an effective portfolio. Portfolios should clearly reflect learning objectives as identified in the course curriculum. Effective portfolios provide evidence of performance-based learning experiences as well as students’ understanding of course-specific knowledge and skills. Portfolios are a targeted selection of student work.

31. Quality portfolios must contain an element of self-assessment. Evaluation criteria for selecting and assessing the portfolio contents, as well ass their own learning experiences, students can identify their personal strengths and weakness. Portfolio should highlight the depth of a student’s knowledge and skills, While portfolios should be structured to ensure they meet the goals and purposes of assessment, it is important to allow a degree of freedom for student to express their own individuality and personal strengths.

32. While the instructors provides the portfolio guidelines and requirements, the should complete the bulk of portfolio development. Items for conclusion in the portfolio are limited only by the creativity and ingenuity of the students. The reiterative nature of portfolio development can be facilitated through peer-reviews, self-assessment, or instructor-student dialogues. Tips for Utilizing Portfolios as a Means of Classroom Assessment

33. Encourages students to actively reflects on their own work by providing structured guidelines for self-evaluation. Keep portfolios in a location that is easily acces s ible to both instructor and students. Provide clear guideline as well as ongoing assistance in the development. Polakowki (1993) describes the three portfolio management techniques she uses concurrently for instruction and individualized assessment: Teacher-directed – timed centers through which small groups of students rotate for equal amounts of time.

34. Child-directed – time centers that children choose for the allotted time. Child-selected – time centers that include some “must do” task. Relationship Between Instruction and Assessment According to Gronlund (1998), in preparing for any type of instructional program the teacher’s main concern is hoe to effectively bring about student learning.

35. Instruction is most effective when: Directed toward a clearly defined set of intended learning outcomes. The methods and materials of instruction are congruent with the outcome. The instruction is designed to fit the characteristics and needs of the student. Instructional decisions are based on information that is meaningful, dependable and relevant. Students are periodically informed concerning their learning progress. Remediation is provided for students not achieving the intended learning. Instructional effectiveness is periodically reviewed and the intended learning outcomes and instruction are modified as needed.

36. Assessment is most effective when: Designed to assess a clearly defined s et of intended learning outcomes. The nature and function of the assessment are congruent with the outcomes. The assessment are designed to fit the relevant characteristic are fair to everyone. Assessments provide information that is meaningful, dependable, and relevant. Provision is made for giving the students early feedback of assessment results. Specific learning weakness are revealed by the assessment results. Assessment results provide information useful for evaluating the appropriateness of the objectives, the methods, and the materials of instructions.