Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Group Number 1
Content:
Introduction
Definitions of Important Concepts
Test, Non- test, Examination, Test item and Quiz
Educational Measurement
Types of Measurement
Indicators, variables and Factors
Assessment
Various Role of Assessment Evaluation of Learning Program
Principles of Educational Evaluation
As teachers, we are continually faced with the challenge of assessing the progress of our
students as well as our own effectiveness as teachers.
Students go to school to learn so that they will be able to function as independent beings
in an ever- changing world.
According to Linn and Miller (2005) define assessment as any of a variety of
procedures used to obtain information about student performance.
Assessment refers to the full range of information gathered and synthesized by teachers
about their students and their classrooms (Arends, 1994)
Educational Measurement
The first step towards elevating a field of study into a science is to take
measurements of the quantities and qualities of interest in the field.
Types of Measurement
Subjective measurements- often differ from one assessor to the next even if the same
quantity or quality is being measured.
Evaluation is the process of systematic collection and analysis of both qualitative and
quantitative data for the purpose of making some decision and judgments.
Measurement determines how much has been learned through the use of a variety of
tests.
Test, Non- test, Examination, Test item and Quiz
A non- test is a question or activity which determines the interests, attitude and other
students characteristics whose answer or answers is/are not judged wrong or incorrect.
Examples: Personality inventory, What is your favorite sports?, Why do you prefer
green vegetables?
An examination is a long test which may or may be composed of one or more test
formats. Examples: Mid- term examination, Licensure Examination for Teachers,
comprehensive examination.
A test item is any question included in a test or examination. Examples: Who was the
President of the Philippines when World War 2 broke out? Is Little Red Riding Hood a
short story?
A quiz is a short test usually given at the beginning or at the end of a discussion period.
Assessment
Once measurement is taken of an educational quantity or quality of interest, then the next
step is to assess the status of that educational phenomenon.
Diagnostic Role- Assessment may be done for diagnostic purposes. In the case, we are
interested in determining the gaps in learning or learning processes, hopefully, to be able
to bridge these gaps.
Formative Assessment- Another purpose of assessment is formative. In this role,
assessment guides the teachers on his/ her day- to- day teaching activity.
Aptitude- refers to the area or discipline where a student would most likely excel or do
well.
Evaluations models are important in the context of education. Evaluation implies that
measurement and assessment of educational characteristics had been done and that it is
now desired to pass on value judgment on the educational outcome.
OUTPUT OUTCOME
Evaluation provides a tool for determining the extent to which an educational process or
program is effective and all the same time indicates directions foe remediating processes
of the curriculum that do not contribute to successful student performance.( Jason , 2003)
Evaluation
Is the process of gathering and interpreting evidence regarding the problems and progress
of individuals in achieving desirable educational goals.
To maintain standard
To select students
To motivate learning
To guide learning
To furnish instruction
To appraise educational instrumentalities
Function of Evaluation
Prediction
Diagnosis
Research
Achievement
Aptitude
Interest
Personality
Measurements
Test or Testing
Types of Evaluation
Placement
Formative
Diagnostic
Summative
Formative- evaluation provides the students with feedback regarding his success or
failure in attaining instructional objectives.
Diagnostic- evaluation is use to detect students learning difficulties which are not
revealed by formative test or check by remedial instruction and other instructional
adjustment.
1. Clarifying objectives
BSEd 3D TLE
Discussant Number 2
Topic:
2. Instructional monitoring
3. For
- Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid
information about educational: LEARNING GOALS.
Principles of Educational Assessment
First Principles
Characteristics of Assessment
Introduction
Bernardo (2004) explained that educational assessment works best when it accurately
reflects the students attainment and understanding of educational values and standards,
and the instructional processes that lead to their attainment.
Assessment and the Instructional Process- the main purpose of classroom instruction is
to help students achieve a set of intended learning goals.
This interdependence can be clearly seen in the following steps included in the
instructional process:
1. Identifying Instructional Goals
2. Pre- assessing the learners needs
3. Providing Relevant Instruction
4. Assessing the Intended Learning Outcomes
5. Using the Results
a. Improvement of Learning and Instruction
b. Marking and Reporting to Parents
c. Use of Results for other School Purposes
-assessment should center on the learner and the learning process. Huba and Freed (2000)
explained the four elements of learner centered assessment.
-the shift of focus in education from content to student learning outcomes has changed
teachers instructional perspective. In the past, teachers were often heard about their
concern to finish their subject matter before the end of the term.
- Believing that there were more than one (1) type of learning, Benjamin Bloom
and a committee of colleagues in 1956, identified three domains of educational
activities: the cognitive, referring to mental skills; affective referring to growth in
feeling or emotion; and psychomotor, referring to manual or physical skills.
The Categories/ Levels of Cognitive Domain Learning Objectives Arranged
Hierarchically
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
In the early seventies, E Simpson, Dave and A, S, Harrow recommended categories for
the psychomotor domain which included physical coordination, movement and use of the
skills body parts.
Adapting
Practicing
Imitating
Observing
Simpson, Dave and Harrow (1972) Taxonomy of the Psychomotor Domain N: Y David
Mc Kayle
-the affective domain refers to the way in which in which we deal with the situation
emotionally such as feelings, appreciation, enthusiasm, motivation, value, and attitude.
The taxonomy is ordered into 5 levels as the person progresses towards internalization in
which the attitude or feeling consistently guides or controls a persons behavior.
Internalizing
Organizing
Valuing
Responding
Receiving
D.R Krathwohl, B, S. Bloom, and B.B. Masia (1964) Taxonomy of Educational
Objectives: Handbook II- Affective Domain, New York: David Mckay Co.
1. The assessment of student learning starts with the institutions mission and core
values.
2. Assessment works best when the program has clear statement of objectives
aligned with the institutional missions and core values.
3. Outcomes- based assessment focuses on the student activities that will be relevant
after schooling concludes.
4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not episodic.
Assessment should be cumulative because improvement is best achieved through
a linked series of activities done over time in instructional cycle.
Mastery Diagnostic
Learning Assessment
Review/ Deciding on
Reteach Lesson Focus
Formative
Assessment Supporting Student Activities
Outcomes
BEVERLY DADIVAS
BSEd 3D TLE
Discussant Number 3
Topic:
Kinds of Assessment
Kinds of Assessment
Formative assessment
Formative assessment is an integral part of teaching and learning. It does not contribute
to the final mark given for the module; instead it contributes to learning through
providing feedback. It should indicate what is good about a piece of work and why this is
good; it should also indicate what is not so good and how the work could be improved.
Effective formative feedback will affect what the student and the teacher does next.
Summative assessment
Diagnostic assessment
Dynamic assessment
Dynamic assessment measures what the student achieves when given some teaching in an
unfamiliar topic or field. An example might be assessment of how much Swedish is
learnt in a short block of teaching to students who have no prior knowledge of the
language. It can be useful to assess potential for specific learning in the absence of
relevant prior attainment, or to assess general learning potential for students who have a
particularly disadvantaged background. It is often used in advance of the main body of
teaching.
Synoptic assessment
Ipsative assessment
This is assessment against the students own previous standards. It can measure how well
a particular task has been undertaken against the students average attainment, against
their best work, or against their most recent piece of work. Ipsative assessment tends to
correlate with effort, to promote effort-based attributions of success, and to enhance
motivation to learn.
Assessment is a central element in the overall quality of teaching and learning in higher
education. Well designed assessment sets clear expectations, establishes a reasonable
workload (one that does not push students into rote reproductive approaches to study),
and provides opportunities for students to self-monitor, rehearse, practice and receive
feedback. Assessment is an integral component of a coherent educational experience.
The ideas and strategies in the Assessing Student Learning resources support three
interrelated objectives for quality in student assessment in higher education.
Three objectives
for higher 1. Assessment that guides and encourages effective
education approaches to learning;
assessment
2. The multiple roles of assessment are recognized. The powerful motivating effect
of assessment requirements on students is understood and assessment tasks are
designed to foster valued study habits.
5. Assessment tasks assess the capacity to analyze and synthesis new information
and concepts rather than simply recall information previously presented.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-
specific knowledge and skills.
9. There is provision for student choice in assessment tasks and weighting at certain
times.
10. Student and staff workloads are considered in the scheduling and design of
assessment tasks.
11. Excessive assessment is avoided. Assessment tasks are designed to sample student
learning.
12. Assessment tasks are weighted to balance the developmental (formative) and
judgmental (summative) roles of assessment. Early low-stakes, low-weight
assessment is used to provide students with feedback.
13. Grades are calculated and reported on the basis of clearly articulated learning
outcomes and criteria for levels of achievement.
15. Assessment tasks are checked to ensure there are no inherent biases that may
disadvantage particular student groups.
16. Plagiarism is minimized through careful task design, explicit education and
appropriate monitoring of academic honesty.
Assessment Cycle
1. Articulate the learning goals of the curricular block and a set of objectives that
should lead to the accomplishment of those goals.
2. Design strategies (e.g., curricular and instructional methods) that will accomplish
the objectives, taking into account student learning experiences and diverse
learning styles, as well as research on how students learn.
3. Determine the areas of students activities and accomplishments in which quality
will be judged. Select assessment methods designed o measure student progress
toward completion of goals and objectives.
4. Gather assessment data; summarize and interpret the result.
5. Use the results of the assessment to improve the curricular block--- the payoff.
6. Return 1.
References:
[1] QAA (2006) Code of Practice for the Assurance of Academic Quality and
Standards in Higher Education, Gloucester: Quality Assurance Agency for Higher
Education.