AF_Presentation in Assessmenr [Autosaved].pptx

Assessment of Educational Performance Topics

1. Week 2

2. Topic 4 Assessment Planning and Alignment with Learning Outcomes

3. Assessment Planning & Alignment with Learning Outcomes Subtitle: Enhancing Learning Through Effective Evaluation

4. What are Learning Outcomes? Description: Statements that describe what learners are expected to learn. Must be: Specific Measurable Achievable Relevant Time-bound (SMART) Example: "Students will be able to analyze scientific data using statistical tools."

5. Types of Learning Outcomes Cognitive (Knowledge) Affective (Attitude) Psychomotor (Skills) Include Bloom’s Taxonomy

6. What is Assessment Planning Systematic process to evaluate student learning Includes: Selecting assessment methods Mapping assessments to outcomes Setting performance criteria

7. The Alignment Process Show the alignment triangle : Learning Outcomes ↔ Teaching Activities ↔ Assessments Emphasize consistency Mention "Constructive Alignment“

8. Why Alignment Matters Improves student performance Clarifies expectations Ensures fair and valid assessment Enhances curriculum design

9. Topic 5: Designing Quality Assessment

10. Learning Objectives: Understand key principles of quality assessment Learn how to design valid and reliable assessments Explore different types and tools of assessment Identify common challenges and best practices

11. What is Quality Assessment: A systematic process to evaluate learning outcomes accurately and fairly. Designing quality assessment is an iterative process Good assessment improves learning

12. Importance of Quality Assessment Supports student learning Informs teaching practices Ensures accountability Drives curriculum improvement

13. Assessment Methods & Tools Type Examples Written Exams, Essays, Reports Performance Presentations, Portfolios Oral Interviews, Viva Voce Digital Online quizzes, e-Portfolios

14. Designing Assessment Tasks Align with learning outcomes Use clear rubrics and criteria Consider cognitive levels (Bloom's Taxonomy) Incorporate diversity of tasks Blooms Taxonomy Remember → Understand → Apply → Analyze → Evaluate → Create Design tasks at varying cognitive levels

15. Rubrics for Quality Assessment Define performance levels (e.g., Excellent, Good, Needs Improvement) Clarify expectations Example rubric shown

16. Common Challenges: Subjectivity in grading Time constraints Technology limitations Student resistance

17. Best Practices: Involve students in the assessment process Use multiple methods Review and revise assessments regularly Collect and act on feedback

18. Topic 6: Performance-Based Assessment

19. Performance-Based Assessment

20. Characteristics of PBA Real-world relevance Focus on application of knowledge and skills Requires creation of a product or performance Use of clear criteria/rubrics

21. Examples of Performance-Based Assessment Oral presentations Research Projects Portfolio Science experiments Debate or Role Play

22. Advantages of Performance-Based Assessment Promotes deeper understanding Encourages student engagement Assesses critical thinking and problem-solving Fosters creativity and autonomy

23. Challenges: Time-consuming to design and grade Requires clear rubrics for consistency Subjectivity concerns Training needed for teachers

24. Designing a Performance-Based Assessment Define learning objectives Choose appropriate tasks Develop a scoring rubric Provide clear instructions and support

25. Rubrics in Performance Assessment Purpose of rubrics Components: criteria, levels, descriptors Example rubric for a project

26. Role of Feedback Continuous, formative feedback Helps learners improve during the process Encourages self-reflection

27. Topic 7: Observation and Rating Scale

28. What is Observation? Systematic watching and recording of behaviors or events Types: Structured vs. Unstructured Examples of settings (classroom, therapy, workplace)

29. What is a Rating Scale? A tool to assign a value to the quality or frequency of observed behavior Examples: Likert scale, numerical scale, descriptive scale Used to quantify qualitative data

30. Types of Rating Scales Numerical Rating Scale (NRS) Graphic Rating Scale Descriptive/Worded Scale Checklist and Rubrics

31. Advantages Easy to use and interpret Allows comparison between individuals or groups Standardizes assessment

32. Limitations Subjectivity and bias Observer error or fatigue Limited context for behavior

33. Best Practices for Observation Define criteria clearly Train observers Use multiple observations Best Practices for Rating Scales Keep scale consistent and clear Pilot test scales before use Combine with qualitative notes

34. General Performance-Based Assessment Rubric (Template) Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1) Understanding of Content Demonstrates thorough and accurate understanding of the topic. Demonstrates good understanding with minor inaccuracies. Demonstrates partial understanding; some important aspects missing. Demonstrates little or no understanding of the topic. Application of Skills Applies skills effectively and appropriately in context. Applies skills with minor errors or inconsistencies. Attempts to apply skills but with noticeable errors. Unable to apply skills appropriately; many errors present. Creativity and Originality Shows unique insight or creative approach beyond expectations. Shows some creativity; original thinking is evident. Minimal originality; relies on common ideas. Lacks originality or creativity; heavily dependent on outside ideas. Organization & Structure Work is clearly organized and easy to follow. Mostly well-organized; minor issues in flow or clarity. Some organization; occasionally hard to follow. Lacks organization; difficult to understand or follow. Collaboration/Teamwork Collaborates exceptionally well; contributes and supports others effectively. Collaborates well; fulfills responsibilities with minor issues. Limited collaboration; minimal contribution to group. Poor collaboration; little or no contribution to team effort. Use of Resources/Tools Uses appropriate tools/resources effectively and independently. Uses tools/resources appropriately with some guidance. Uses tools/resources inconsistently or with assistance. Struggles to use tools/resources even with assistance. Communication Communicates ideas clearly and effectively, both orally and/or in writing. Communicates ideas clearly with minor errors. Communicates ideas with difficulty; errors interfere with meaning. Does not communicate ideas effectively. Completion/Timeliness Completed fully and submitted on time or ahead of time. Completed with minor omissions or slightly late. Incomplete or late submission. Work is mostly incomplete or missing.