Lesson-3-Different-Classifications-of-Assessment (1).pptx

Different classifications of assessment

1. DIFFERENT CLASSIFICATIONs OF ASSESSMENT GROUP TWO

2. DESIRED SIGNIFICANT LEARNING OUTCOMES In this lesson, you are expected to: illustrate the scenarios in the use of different classifications of assessment; rationalize the purpose of different forms of assessment ; and decide on the kind of assessment to be used.

3. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in illustrating and selecting the appropriate kind of assessment given the purpose of what you need to determine among learners. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Contents of the Illustrative scenario Success Indicators Rationalized the kind of assessment used All the possible justifications to help the teacher identify student learning and how learners will benefit from the information are provided. Provided the procedure on how to conduct the assessment All necessary procedures that are appropriate in conducting the assessment are described. Provided the purpose of the assessment All the possible purposes of conducting the assessment are clearly indicated.

4. Prerequisite of this lesson To successfully conduct the culminating performance task, you should have understood the different purposes and functions of assessment. In the previous lesson, you were provided with different ways, purposes and uses of assessment in the classroom setting. You have also learned that assessment becomes appropriate when it is anchored on a clear set of learning targets. The learning targets will help you determine what to assess and the appropriate form of assessment to use.

5. What are the different classifications of assessment? The different forms of assessment are classified according to purpose, form , interpretation of learning, function, ability, and kind of learning. CLASSIFICATION TYPE Purpose Educational Psychological Form Paper-and-Pencil Performance-based Function Teacher-made Standardized Kind of Learning Achievement Aptitude Ability Speed Power Interpretation of Learning Norm-referenced Criterion-referenced

6. When do we use educational and psychological assessments? Educational Assessments Educational assessments are used in the school setting for the purpose of tracking the growth of learners and grading their performance. This assessment in the educational setting comes in the form of formative and summative assessment. Formative assessment is a continuous process of gathering information about student learning at the beginning, during, and after instruction so that teachers can decide how to improve their instruction until learners are able to meet the learning targets. When the learners are provided with enough scaffold as indicated by the formative assessment, then the summative assessment is conducted.

7. The purpose of summative assessment is to determine and record what the learners have learned. The purpose of formative assessment is to track and monitor student learning and their progress toward the learning target. The formative assessment given at the start of the lesson determines the following: 1. what learners know and do not know so that instruction can supplement what learners do not know. 2. misconceptions of learners so that they can be corrected. 3. confusion of learners so that they can be clarified. 4. what learners can and cannot do so that enough practice can be given to perform the task.

8. The information from educational assessment at the beginning of the lesson is used by the teacher to prepare relevant instruction for learners. Educational assessment during instruction is done where the teacher stops at certain parts of the teaching episodes to ask learners questions, assign exercises, short essays, board work and other tasks. The teacher continuously provide a series of practice drills and exercises until learners are able to meet the learning target.

9. At this point, the teacher should be able to see the progress of the learners in accomplishing the task. When the teacher observes the majority or all the learners are able to demonstrate the learning target, then the teacher con now conduct the summative assessment. It is best to have summative assessment for each learning target so that there is evidence that learning has taken place. Both the formative and summative assessment should be aligned to the same learning target; in this case, there should be parallelism between the tasks provided in the formative and summative assessment.

10. Psychological Assessments Psychological assessments, such as tests and scales, are measures that determine the learner’s cognitive and non-cognitive characteristics. Examples of cognitive tests are those that measures ability, aptitude, intelligence and critical thinking. Affective measures are for personality, motivation, attitude, interest and disposition. The result of these assessments are used by the school’s guidance counselor to perform interventions on the learner’s academic, career and social and emotional development.

11. When do we use paper-and-pencil and performance-based type of assessments? Paper-and-pencil Type Of Assessments Paper-and-pencil type of assessments are cognitive tasks that require a single correct answer. These usually come in the form of test types, such as binary (true or false), short answer (identification), matching type, and multiple choice. The items usually pertain to a specific cognitive skill such as recalling, understanding, applying, analyzing, evaluating and creating.

12. Exa mple of learning targets that require a paper-and-pencil type of assessment: Identify the parts of the plants Label the parts of the microscope Compute the compound interest Classify the phase of given matter Provide the appropriate verb in the sentence Identify the type of sentence

13. Performance-based Type Of Assessments Performance-based type of assessments require learners to perform tasks such as demonstrations, arrive at a product, show strategies and present information. The skill applied are usually complex and require integrated skills to arrive at the target response. Examples include writing an essay, reporting in front of the class, reciting a poem, demonstrating how a problem was solved, creating a word problem, reporting the results of an experiment, dance and song performance, painting and drawing, playing a musical instrument, etc. It is open-ended and each learner arrives with various possible responses.

14. Below are learning targets that require performance-based assessment: Varnish a wooden cabinet Draw a landscape using paintbrush in the computer Write a word problem involving multiplication of polynomials Deliver a speech convincing your classmates that you are a good candidate for the student council Write an essay explaining how humans and plants benefit from each other Mount a plant specimen on a glass slide

15. Please get 1/8 sheet of paper… 1/8 ?... Yes 1/8

16. Check your learning by writing on the blank if the task requires paper-and-pencil or performance-based assessment. State the domain and range of a given function. Solve systems of linear equations in two variables by the graphical method. Draw the slope of the given function. Simplify complex fractions. Deliver a speech to persuade people to donate for the orphanage. Multiply and divide rational algebraic expressions. Observe the chemicals in the laboratory and list their hazards. Classify substances according to their physical or chemical and extrinsic or intrinsic properties. Cite evidence of chemical changes. Present ways to prevent walls from easily cracking during earthquakes.

17. How do we distinguish teacher-made from standardized test? Standardized Tests Standardized tests have fixed directions for administering and scoring. They can be purchased with test manuals, booklets, and answer sheets. When these tests were developed, the items were sample on a large number of target groups called the norm. The norm group’s performance is used to compare the results of those who took the test.

18. CATEGORY SPECIFIC EXAMPLE VISIT THE SITE FOR THEIR DESCRIPTION Intelligence tests Wechsler Adult Intelligence Scale https://wechslertest.com/ Achievement tests Metropolitan Achievement Test https://www.tests.com/MAT-8-Testing Aptitude tests Raven’s Progressive Matrices http://www. pearsonclinical.co.uk/Psychology/AdultCognitionNeuropsychologyandLanguage/AdultGeneralAbilities/Ravens-Progressive-Matrices/Ravens-Progressive-Matrices.aspx Critical thinking tests Watson Glaser Critical Thinking Appraisal https://www.assessmentday.co.uk/Watson-glaser-critical-thinking.htm Interest tests RIASEC Makers Scale https://openpsychometrics.org/tests/RIASEC/ Personality tests NEO Personality Inventory https://www.hogrefe.co.uk/neopir.html

19. Teacher-made Tests Non-standardized or teacher-made tests are usually intended for classroom assessment. They are used for classroom purposes, such as determining whether learners have reached the learning target. These intend to measure behavior (such as learning) in line with the objectives of the course. Examples are quizzes, long tests and exams. Formative and summative assessment are usually teacher-made tests. Can a teacher-made test become a standardized test? Yes, as long as it is valid, reliable, and with a standard procedure for administering, scoring , and interpreting results.

20. What information is sought from achievement and aptitude tests? Achievement Tests Achievement tests measure what learners have learned after instruction or after going through a specific curricular program. Achievement is a measure of what a person has learned within or up to a given time ( Yaremko et al. 1982) Achievement can be reflected in the final grades of learners within a quarter. A quarterly test composed of several learning targets is also a good way of determining the achievement of learners.

21. Aptitude Tests According to Loghman (2005), aptitudes are the characteristics that influence a person’s behavior that aid goal attainment in particular situation. Specifically, aptitude refers to the degree of readiness to learn and perform well in a particular situation or domain ( Corno et al. 2002). Examples include the ability to comprehend instructions, manage one’s time , use previously acquired knowledge appropriately, make good inferences and generalizations, and manage one’s emotions.

22. How do we differentiate speed from power test? Speed Tests Speed tests consist of easy items that need to be completed within a time limit. An example of speed test is a typing test in which examinees are required to correctly type as many words as possible given a limited amount of time. Power Tests Power tests consist of items with increasing level of difficulty, but time is sufficient to complete the whole test. An example of a power test was the one developed by the National Council of Teachers of Mathematics that determines the ability of the examinees to utilize data to reason and become creative, formulate, solve, and reflect critically on the problems provided.

23. How do we differentiate norm-referenced from criterion-referenced test? There are two types of test based on how the scores are interpreted: norm-referenced and criterion-referenced tests. Criterion-referenced Test Criterion-referenced test has a given set of standards, and the scores are compared to the given criterion. For example, in a 50-tem test: 40-50 = very high 30-39 = high 20-29 = average 10-19 = low 0-9 = very low

24. One approach in criterion-referenced interpretation is that the score is compared to a specific cut-off. An example is the grading in schools where the range of range of grades 96-100 = highly proficient 90-95 = proficient 80-89 = nearly proficient below 80 = beginning

25. Norm-referenced Test The norm-referenced test interprets results using the distribution of scores of a sample group. The mean and standard deviations are computed for the group. The standing of every individual in a norm-referenced test is based on how far they are from the mean and standard deviation of the sample. Standardized tests usually interpret scores using a norm set from large sample.

26. Having an established norm for a test means obtaining the normal or average performance in the distribution of scores. A normal distribution is obtained by increasing the sample size. A normal distribution found in the manual takes the shape of bell curve. It shows the number of people within a range of scores. It also reports the percentage of people within a particular score. The norm is used to convert a raw score into standard scores for interpretability. What is the use of a norm? 1) a norm is the basis of interpreting a test score. 2.) a norm can be used to interpret a particular score.

27. THANK YOU…