EDS 113 - Principles and Methods of Assessment

Module 2: FRAMEWORKS FOR ASSESSMENT OF STUDENT LEARNING

DURATION:

One week

INTRODUCTION

From Module 1, we learned that assessment is far from a simple concept. In the first sections
of this module, we shall identify various sources of evidence that may be used for assessment.
Then, we shall study the various aspects that comprise assessment and how these are
organized in a cyclical process.

“Sometimes poor practice is built into the test. Other times it is what is communicated
through the test administration. Still other times, poor practice may be found in the way
the results are interpreted and used” (Shermis and Di Vesta, 2011).

SECTIONS

1. Gathering Evidence
2. Components of Assessment
3. The Assessment Cycle

OBJECTIVES

After studying this module, you should be able to:

1. identify various sources of evidence that may be used for assessment
2. identify the different components that make up assessment
3. explain the cyclical process in effective assessment practice

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2.1. WAYS OF GATHERING EVIDENCE

As mentioned earlier, assessment is not about simply giving tests or assigning grades. Effective
assessment provides meaningful information, and meaningful information is anchored on
sound evidence.

Activity 2.A Gathering Evidence

Study the following resources to learn how evidence is gathered for assessment
purposes.
 Providing Evidence of Student Learning: A Transparency Framework
 Formative Assessment for Middle School: Gathering and Analyzing
Evidence (YouTube Video)
 Using evidence for learning (Assessment Online)
 Ways of gathering evidence (UConn)

Be guided by the following questions:

1. Describe the different ways by which evidence for assessment is gathered.
What types of evidences can teachers and schools use to determine the state
or progress of students’ learning?
2. Why is evidence-gathering important for meaningful assessment?
3. What types of evidence do educators tend to ignore or fail to recognize.
What kinds of evidence do they show little interest in making use of?
4. THINK. Would the specific importance associated with assessment
significantly influence the preferred approaches for gathering evidence?
Justify your answer.

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2.2. COMPONENTS OF ASSESSMENT

The process of educational assessment involves the gathering and interpretation of data to
determine the progress of learning and the effectiveness of teaching, the curriculum, etc.
Furthermore, it is important that the information be utilized to guide decision-making about
future actions towards improvement. Towards these ends, it may be gleaned that assessment
is comprised of a number of facets, which we shall identify in this section.

Activity 2.B Components of Assessment

Study:
 Fundamental Components of Learner-Centered Assessment (Westminster)
 Outcomes Assessment Components (UConn Primer)
 Components of Student Learning Assessment (NILOA)

Experiences

Measures Data &

Interpretation

Goals ASSESSMENT Decisions

Figure 1. Components of assessment.

1. Review Figure 1.
You may consider modifying the figure according to inputs from the
resources you have studied, including those from the next section on
Assessment Cycle.
Describe each component of assessment and the important role(s) that
each one plays in the assessment process.
2. After you identify the important components of assessment, which one(s)
do educators seem to overlook or give little regard for? What
consequences may be perceived from such oversight?
3. How would you define assessment such that its components are
reflected in the definition?

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Optional enrichment.
Study the figure below, which shows more elaborate details about the various
components of assessment. Interpret the figure by writing down statements
corresponding to those details.

Figure 2. A detailed outline of the assessment cycle. Source: Shermis (2011), p. 5.

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2.3. THE ASSESSMENT CYCLE

The components of assessment are not discrete constructs linearly arranged. Rather, they are
connected within a cyclical process that is commonly referred to in assessment literature as the
assessment cycle. The sequence is geared towards helping students achieve the learning
objectives. The cycle should facilitate making adjustments in how teaching and learning is
done. On this note, consider how final tests at the end of a course tend to be of little
informative value for purposes of making immediate improvements (Shermis & Di Vesta, 2011).

SOURCE: http://ucat.osu.edu/wordpress/assets/
Keeping-asmt-simple-and-useful-Ohio-State-4- SOUIRCE: http://www.westminster.edu/academics/
20141.pdf accreditation-assessment/cycle.cfm

Activity 2.C Assessment Cycle

A. Study the following to help you explain the assessment cycle:
 Student Learning Assessment Cycle (Uconn)
 The Assessment Cycle (Westminster
 The Importance of the Assessment Cycle in The Creative Curriculum®
for Preschool (2012) -pdf

B. Supplementary resources
 Teaching, learning and assessment cycle (Gravelis/ Youtube video)

1. What questions are addressed in an assessment cycle?

2. THINK.
a. Why is it important that assessment should undergo a cyclical rather
than a linear progression?
b. How do you explain the variations in the way the assessment cycle is
designed by different users?

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REFLECTION PROMPT(S) for your e-journal:

SO WHAT? What sense and meanings can you derive from the lesson/s?
What new insights did you gain from the module?
How can these help explain present and past experiences and observations?
How may these be used to improve practice, particularly in your current and/or future
sphere of activities?

REFERENCES

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. (Maidenhead: Open
University Press). Available at
http://docencia.etsit.urjc.es/moodle/pluginfile.php/18073/
mod_resource/content/0/49657968-Teaching-for-Quality-Learning-at-University.pdf
Brabrand, C. & Dahl, B. (n.d.).Using the SOLO Taxonomy to Analyze Competence Progression of
University Science Curricula. Retrieved at http://itu.dk/~brabrand/progression.pdf
Carnegie Mellon. Teaching Excellence & Educational Innovation: Articulate Your Learning
Objectives. Available at
http://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Carnegie Mellon. Teaching Excellence & Educational Innovation: Bloom’s Taxonomy. Available
at http://www.cmu.edu/teaching/designteach/design/bloomsTaxonomy.html
Carnegie Mellon. Teaching Excellence & Educational Innovation: Learning Objectives Samples.
Available at http://www.cmu.edu/teaching/designteach/design/learningobjectives-
samples/index.html
Classroom Assessment: Every Student a Learner. [PDF document] Retrieved at
http://ati.pearson.com/downloads/chapters/CASL_02E_C01.pdf
Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western &
Northern Canadian Protocol for Collaboration on Education. [PDF documents].
Available at http://www.edu.gov.mb.ca/k12/assess/wncp/
Earl, L. (2006) Viewing and Discussion Guide (VDG) for the webcast on “Rethinking Classroom
Instruction with Purpose in Mind.” Curriculum Services Canada.
Earl, L. (2006) Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum
Services Canada.
Field-Tested Learning Assessment Guide (FLAG). Available at
http://www.flaguide.org/start/primerfull.php
GECDSB AER. (2011). Assessment FOR, AS, & OF Learning. [YouTube video]. Available at
https://www.youtube.com/watch?v=Q7QuQpMStS4
Goldner, S. (2014). Purposes of Classroom Assessment. [YouTube video]. Available at
https://www.youtube.com/watch?v=noGP2DNesDU
Gravelis, A. (2013). Teaching, learning and assessment cycle [Youtube video]. Available at
https://www.youtube.com/watch?v=Dz6StcOdOZg&list=PLLt6OuwVc3L93y-
jzutjJH8c8FYFJsO0p
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Huba, Mary E. and Freed, Jann E. (2000). Learner-Centered Assessment on College Campuses:
Shifting the Focus from Teaching to Learning, Allyn & Bacon
Illinois Online Network. Developing Course Objectives. Available at
http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp
NILOA. (2012). Making Learning Outcomes Usable & Transparent. [Web].
http://www.learningoutcomeassessment.org/TFcomponents.htm
Shermis, M. & Di Vesta, F. (2011). Classroom Assessment in Action. MD: Rowman & Littlefield.
Soulsby, E. (2009). Assessment Notes [PDF document]. Retrieved from
http://assessment.uconn.edu/docs/resources/Eric_Soulsby_Assessment_Notes.pdf
Teaching and Educational Development Institute. (n.d.) Biggs’ structure of the observed
learning outcome (SOLO) taxonomy. Retrieved from
http://www.tedi.uq.edu.au/downloads/Biggs_Solo.pdf
Teaching Strategies, LLC. (2012). The Importance of the Assessment Cycle in The Creative
Curriculum® for Preschool. [PDF document] Retrieved from
http://teachingstrategies.com/content/pageDocs/Theory-Paper-Assessment-Creative-
Curriculum-Preschool-10-2012.pdf
University of Connecticut. Assessment. http://assessment.uconn.edu/index.html
Vanderbilt Institutional Research Office. (2010). Vanderbilt University Assessment Website
http://virg.vanderbilt.edu/AssessmentPlans/About.aspx
Westminster College. (n.d.). Accreditation and Assessment. [Web]
http://www.westminster.edu/acad/oaac/index.cfm
Walvoord, B. (n.d.). Assessment Clear and Simple. [PDF document]. Retrieved from
http://www.westliberty.edu/institutional-research-and-
assessment/files/2012/03/Assessment-Clear-and-Simple.pdf
Other Resources
Purdue University Online Writing Lab (2014) Retrieved 23 June 2014 from
https://owl.english.purdue.edu/owl/resource/560/01/