Chapter 2 types of assesment

Test and Measurement

1. Chapter 2 TYPES OF ASSESSMENT ASSESSMENT OF LEARNING II

2. Objective: To discuss the different types of assessment being used in the teaching and learning process.

3. Chapter Intended Learning Outcome Able to distinguish the different types of assessment. Relate to learning outcomes the different types of assessment.

4. Assessment is an essential and powerful tool in the teaching and learning process it is a process of obtaining data with which we could measure student competence and learning outcomes its process begins with the identification of the specific target goals before collecting and interpreting the information

5. 1 . Traditional and Authentic Assessment Traditional Assessment - best example is paper-and-pencil tests or quizzes which mainly describe and measure student learning outcomes - Law and Eckes (1995) stated that traditional assessments are single-occasion tests which measure what learners can do at a particular time - it is indirect and inauthentic measures of students learning outcomes TYPES OF ASSESSMENT

6. 1. Traditional and Authentic Assessment Traditional Assessment - Bailey (1998) describe it as standardized and for that reason, they are one-shot, speed-based, and norm-referenced - Smaldino (2000) stated that it is often focus on learner’s ability of memorization and recall, which are lower level of cognition

7. 1. Traditional and Authentic Assessment Authentic Assessment - focuses on the analytical and creative thinking skills, students to work cooperatively and that reflect student learning, student achievement, and student attitudes of relevant activities - measures performances or products which have realistic meaning that can be attributed to the success in school

8. 1. Traditional and Authentic Assessment Authentic Assessment - focuses on the analytical and creative thinking skills, students to work cooperatively and that reflect student learning, student achievement, and student attitudes of relevant activities - measures performances or products which have realistic meaning that can be attributed to the success in school

9. 1. Traditional and Authentic Assessment Three broad categories of authentic assessment (Frey, 2012): A. The Context of the Assessment Realistic activity or context The task is performance-based The task is cognitively complex

10. 1. Traditional and Authentic Assessment Three broad categories of authentic assessment (Frey, 2012): B. The Role of the Student A defense of the answer or product is required The assessment is formative Students collaborate with each other or with the teacher

11. 1. Traditional and Authentic Assessment Three broad categories of authentic assessment (Frey, 2012): C. The Scoring The scoring criteria are known or student-developed Multiple indicators or portfolios are used for scoring The performance expectation is mastery

12. 1. Traditional and Authentic Assessment Four basic characteristics of authentic assessment: The task should be representative of performance in the field. Attention should be paid to teaching and learning the criteria for assessment. Self-assessment should play a great role. When possible, students should present their work publicly and defend it.

13. 1. Traditional and Authentic Assessment Best uses of authentic assessment (Mueller, 2010): Authentic assessments are direct measures. Authentic assessments capture constructive nature of learning. Authentic assessments integrate teaching, learning, and assessment. Authentic assessments provide multiple paths to demonstration.

14. 1. Traditional and Authentic Assessment Attributes of Traditional and Performance Assessments ATTRIBUTE TRADITIONAL ASSESSMENT PERFORMANCE ASSESSMENT Assessment Activity Selecting a response Performing a task Nature of Activity Contrived activity Activity emulates real life Cognitive Level Knowledge/comprehension Application/analysis/synthesis Development of Solution Teacher-structured Student-structured Objectivity of Scoring Easily achieved Difficult to achieve Evidence of Mastery Indirect evidence Direct evidence Liskin-Gasparo (1997), Mueller (2008) & Wren (2009)

15. 2. Formative Evaluation and Summative Evaluation Assessment for Learning pertains to the use of formative evaluation to determine and improve students’ learning outcomes Assessment of Learning uses summative evaluation which provides evidence of students’ level of achievement in relation to curricular learning outcomes TYPES OF ASSESSMENT

16. 2. Formative Evaluation and Summative Evaluation Formative assessment results of teaching and learning plans which provides feedback on the effectiveness of teaching and learning process as seen from the students learning refers to the frequent interactive assessment of students progress to identify learning needs and shape teaching (OECD, 2005) a planned process in which the teacher or students use assessment-based evidence to adjust ongoing learning and instruction

17. 2. Formative Evaluation and Summative Evaluation Formative assessment can be defined as “ all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black & William, 1998)

18. 2. Formative Evaluation and Summative Evaluation Formative assessment occurs at three points of instructions: during instruction between lessons between units

19. 2. Formative Evaluation and Summative Evaluation Summative assessment used to determine how much students have learned at the end of term, unit or academic year one basis for determining the final grade as demonstrated from the achievement of the students

20. 2. Formative Evaluation and Summative Evaluation Characteristics of Formative and Summative Assessment CHARACTERISTICS FORMATIVE SUMMATIVE Purpose To provide ongoing feedback and adjustment to instruction To document student learning at the end of an instructional segment When Conducted During instruction and after instruction After instruction Student Involvement Encouraged Discouraged Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented Teacher Role To provide immediate, specific feedback and instructional correctives To measure student achievement and give grades McMillan (2007)

21. 2. Formative Evaluation and Summative Evaluation Characteristics of Formative and Summative Assessment CHARACTERISTICS FORMATIVE SUMMATIVE Learning Emphasized Deep understanding, application, and reasoning Knowledge and Comprehensive Level of Specificity Highl y specified and individual General and group oriented Structure Flexible, adaptable Rigid, highly structured Techniques Informal Formal Impact on Learning Strong, positive, long-lasting Weak and fleeting McMillan (2007)

22. 3. Norm and Criterion-Referenced Assessment Norm-referenced assessment gives information on what the student can perform by comparing to other student describes student performance in the class by comparing to others Criterion-referenced assessment describes the performance of the students without reference to the performance of others which uses preset criteria or predefined and absolute standard or outcomes it usually describes students’ mastery of the course content, there is no competition for a limited percentage for a high score TYPES OF ASSESSMENT

23. 3. Norm and Criterion-Referenced Assessment Summary Comparison of Two Basic Approaches to Achievement Principal Use NORM-REFERENCED Survey Testing CRITERION-REFERENCED Mastery Testing Major Emphasis Measures individual differences in achievement Describes tasks students can perform Interpretation of Results Compares performance to that of other individual Compares performance to a clearly specified achievement domain Content of Courage Typically covers a broad commonly used Typically focuses on a limited set of learning tasks Nature of Test Plan Table of specifications is commonly used Detailed domain specifications are favored Gronlund , 2013

24. 3. Norm and Criterion-Referenced Assessment Summary Comparison of Two Basic Approaches to Achievement Principal Use NORM-REFERENCED Survey Testing CRITERION-REFERENCED Mastery Testing Item Selection Procedures Items are selected that provide maximum discrimination among individuals (to attain a reliable ranking). Easy items are typically eliminated from the test. Includes all times needed adequately to describe performance. No attempt is made to alter item difficulty or to eliminate easy items to increase the spread of scores. Performance Standards Level of performance is determined by relative position in some known group (ranks fifth in a group of 20) Level of performance is commonly determined by absolute standards (demonstrates mastery by defining 90 percent of technical terms) Gronlund , 2013

25. 4. Contextualized and Decontextualized Assessment Contextualized assessment the focus is on the students’ construction of functioning knowledge and the students’ performance in application of knowledge in the real world context of the discipline area Decontextualized assessment includes written exams and term papers, which are suitable for assessing declarative knowledge, and do not necessarily have a direct connection to a real-life context (Biggs, 2011) focuses on the declarative knowledge and/or procedural knowledge in artificial situations detached from the real-work context TYPES OF ASSESSMENT

26. 5 . Analyti c and Holistic Assessment Analytic assessment refers to specific approach in the assessment of learning outcomes students are given feedback on how well they are doing on each important aspect of specific task expected from them Holistic assessment refers to a global approach in the assessment of a student-learning outcome the teacher or the assessor has to develop complex manual responses to a student’s work and in evaluating the student’s work, the assessor provides a grade and supports it with a valid justification for assigning the grade (Sadler, 2009) TYPES OF ASSESSMENT

27. 5 . Analyti c and Holistic Assessment Holistic assessment may be in form of reflection papers and journals, peer assessment, self-assessment, group presentation and portfolio positive implication of using this assessment is that the students are competent to handle assessment tasks accurately (Sadler, 2009) through this assessment, the students are able to develop decisive and investigative skills that permit them to handle assessment tasks effectively