Wark fost an Mt bb As unr PRINCIPLES OF ASSESSMENT IN INSTRUC: HonaL Dict ailective ad! psveliomator tapes Tihs eanapetencies san) abiligies kanye nets onatpnts and Peale ts tape) Aswessanenit Metbids raion Hest AneES rane Apprupriateness, Written Ke 1 Protaet Rating Scales 4 ertanmanice Fests (1 oral Questionsny, Oley Properties a! Assensanent Metals «Valli 1 etability AU Poucticality & blliewney fe Tales a: Assessment YT eaphun the rate of assessiieal as the improvenuewt of tea hung, fea sos, suet peter tie sina iste tt y ddenily the silerenecess of Lhe eapnitive objectives. Write tesiwians targets bine on levels of comuitive abjectives fe supra iate stain yoroceetate erensure the validity & teliability ot ase 1. Clarity of Learning Targets wily if what ave te be aclaieved are clesuly stated is, panties sink te aber ved rane, AP we wl lepenette ity ets peiivivna texans whieh d es ale ew te bes ing, Kanoodle, ees sane inp wae ul the ctl of Duo ‘on the ether onside tea ed fleets. Les [haan the bebgivior af the students Thus, the abies tiv Miernne, itis aot oleae how ane measures “nderstatin sshtead in bebsivie ‘Hisplacedd hy a given object sulanered™, ee se eat ‘ol wl Students unuderstancs “huwyaney™ A, Cognitive Targets Blooms Taxonomy jectovess bs the comprehensive list of astuctionsl « lea as tse ot tie sts nl C1081) developing rns Taso Ninf histtawol, 20015 3h A usclut pute fo atc atianael Objectives fhe twentieth century (Ande tenes ail intellectual abilities and hills ine oes of sees inive: Daman: Kuuwledge shin, Atttude's, Muerests, appre Peveeptival atid motor skis Leu 2 Atective Do 1 Pye homote cognitive: DOMAIN suitive eves paranacess om rntenitedd tr seve ts 3 smainss ar fevels, These «9 hye mactuless ss sepaarate Copsitive (ch level bs eusmnatative ve camuples ceative abate’. H yal eacls ep Siemans Bison les cate Tovneie Boe be for the Bi itonin et ah, 196) hve slat Tallow ion, suet ses thie ability to vere wus A Kawmledge Helnation's, fet tora MA revaluation, divewety al dhe Philyppines a at eee, all fall ter ao fant aut tutes pect attentuation Atiuste thane Jom te stanton any gente wy sda chvssonnn msteacta DOU—" Prepared by. Reymare M4. Calan. py . College of teacher Lanetion Shantants veded the Phitippines to the AM the Hivtippines alec real gk I Examples an in) 1898 (knowledge af facts) hy Hy ile only to be ruled by yet another le lepentener tim th Jn rule onl y me rower the Auericans jeammpreheney) © Meets he hate is ate sappy eomprehended information to solve a particular prablean, YS Liste espetimient Paclan ante Showed! that aninuals en be conditioned to ve sr eter SEO, The same mine eR 1 be applied in the contest of teachin om sh vor mnditicaion ta edu inn oe Analysis be sin "NEES Albee, whale the Ot tansiies idven pe fe pe Lana rhe sn vk anes ant Example Vaveriy Alvar cach separite component a order ta derive Particularly at the barangay level, 3 rans sail the Poverty is such [Note pe raged Baek the hw ensity for lage hotels will verge wralvra inthe vantest af imme ad mer aletoliarg Synthesis, | The student is ath Example: Th sihrae ideas to ereate a standing. Het ty with rata soma nee aticte With examples of apathetic lesen, Fra tee seta si Tat Hale ames me ea a triangle is ISO degen, Mins Wotevin Rosin Sia na 1 Eealuntion, the stunt is ale iy Me and Krathwal looms ert Ny COON. with a team of conteiniters, re A ete Evin sin esata aE nity published a major revision at hytes itt psveholoy atl eaten J eonteast ta Town Sion awl cant v's original taxonomy, ‘onsisting of ten sey dl hs six seqsarate hee Anderson ane! Krathwoht ale dimensions, One line Revision of 1ilaon's Taxonomy rroties. The secant dimensiny e fasion is called the Kime is ered the Ci ‘Knowledge Dimensions) stormed the Kneittedge ened Kionstety ‘aiseaptine Isof Eerovinniony and knowlege Aspects Knowle ‘sdetails andl 6 * Sonceptwal Knowledge, This ix the kncwletgy Sf the 4 IS thal ideas ged. cotenonced, or developed inte pane ees ies. essential Knowledge of rela suanegnien "Rovies, principien ant py Procedueal Rnowledge. This the sett. AS nated by Atwlersens ot thw to ee something Ty ithe nenwledge include thee zion, a Kevlar of the process at provediute in evforsing| eee ae OM "Proredtura Knee te eer ieehnga SubeAeROFes ot Hrocrdt Kamla fechniquess and kmowteuge at wien na Ms: subicet spevite powcedities AL Metacognitive Knowledge. This is knowledge shout ey Drovesses, There are thee silent knowledge, cognitive tisk knowlege, sn sell kind Cognitive Process Dimension thr servi dines {ia a he mattis is the Cognitive Process bimnensian we ha eaate cate presses. These processes ste eee ene hy. taderstand.. These, process ine Proves and self awareness, eS oF Ths iesper ts, felevant knowledge tram fon ter a and teva ies the abit to derive meaning tro varie types ot et ee aan oie tales inert, exran Appi thi therm res atte a pened o pexoym se This elegans AR date exons openont cov nstentant BOO ny OteroPrepanedt by Regan: Rt Ca PIP sce teat “ean ston sibout thie tat A Analyze, flay proce separate companies, erste sabato fT fate ts GS 1 ralltercariatinns, oni lent geneity fron se st sul seca, Site titre. The Tuce subeatepeies 6 bvatuate, lis pion ess reqnres the student 1 anithe jl Theis ate nee subeate ones eheeksiy sual eetiqnins:t 1 Geenten Tus process: micluutess developing, st amnique product ot ile, eenee ar eeinting, aitoriuatwal. Aw ates, by Anctersan avd Keattowolat (2001). “tueors tt SEE pe arggead or uedqud. IL i important fo-aote, huweeer, tual anamy apie, ions 0 Choate eategany ahr not rely on originality or unique ive tlier extepinies sire genersetinny pong, & prone well as ings 21 He Compuring the revised taxonomy with Bloom's orlginul taxonomy Hacreyee ces ins the Cognitive Praess Dinision front the revise tasnonny es aekundted ke vee catual siwikir te Hons anignial work (Anatersen % Keathhwobl, 2001) ae — ABFECTIVE, DOMAIN the ubjectives tn the allective domain relleet feelings, envotious cand values, he hierar is clante ave as Fallows 1 keceavinn 4, Vaan 2 Keespantling, 1 Organization, ceiving, Objectives ofthis level inelude aaeareness of sinttis, willingness 1 eee he lamas Foe eoene yearn simutes, Willngsiens (0 teecive ye stints, evaatete a tetany The Tike level ayy be stated a stelt tevtass sts; listens obser fallow, acre alter Specilie behaviors she seh = Reaping, At this feve, studtentsare sequited go desonstite Jaton weve than porsnives raaeatorattending, Tliey saequiesce tons othr person's requests stow wilt ease fn at Heivaty, ail wianitest satiskaction aller engay response. the students att this Fevel nat onky ree tatty enjoyment tv slit, te actiity, Wards tke empty, potfrmn, pret, fwrnticapate in Fareed denwwustiale bebaivior at this level eVattangs At tlas, level, the follewsing, indicators ate Fen A a acit, a writing objectives tas eve, the flowing wena rs Dee uments cnet acceptance ofa yale, prelerence of Facer apprevite, belicta, cana, anKl 90 Ot | Senne niin evel ineuutes eonceplaulization of 2 value antl ongsization afc. wale system Moen naan nnis ull, yevenuize, inteyrede and aevept unary be sed Seen eee, Al thie jeve, students bela consisiently with tarkr eae series, Whatley sty Mun we words tat my Be eeu to setae hy tev ae flay, perfor povncuce ce 80 0 PevCHOMOTOR DOMAI ronan wesc inc tive posyeionaotor dannsin see categorizes ss Falowss 1b Petles mmavennents. 4, Pereetaal abilities + Shilled moveruent Prudential nven 1 Physival abilities G. Non disewsive comand ation epetios Muvenents, Kefles mavetnients sine involuntary movenients Haat fete: seenewtal He vnesorgnctstal edlesese nad suptascyne tt elexes i regs avtora Foe aves UD Hh rghit Ue eyes nee Ue keh, a vee ve \ yuaenital vellesess nivalve one spinal movement Iiteneeymachtal velleses tnvelve Hore Una oni splntal muvee faqacewganental ele ples taneous anes ty ete ne fly at Ha sont Tisedl psa nt of Hanae Fandtatnental Sve Thee bustin ead sien muvenienty, Haey seh Al uuavenientss ane thors ¢ Ha ona ncaa HL sates poy rcustemded for chrstonnn stn tom Denon «ay ae rene vi weePrepared hy: Reymaric M. Cabao, PhD Worktont in Prof Fd 18 Calege of Teacher Education Awessment of Student Learn 1 ling, stretching. twisting, ancl Je bending, pushing. p nipulative movements. lxampl ios are those that send message to the hrain for jterpretation Te ineathetic, visual, auditory, lartile diserinvinestion, amd Porweptiial Abilities. Berceptnall and affect motor movements. They inet coordinated abilities, Examples of kinesthetic bilities are folding paper, moving Fingers, moving Ie aading, instructions, watching, television, examining pEAphs abel Examples of visual ingrams, fons, and listening, 10 classical f ing. words, listening, 10 explana itary abilities are sample finn are discriminating different textures of clothe and identityings abiierts: Examples of tactile diserinin through touching are those when develaped properly enable sano9t fly and dexterity, Bsamples are rele course and placing an item iat trunk I They inchule simple, compote, and couples rye are Tos © Physical Abilities, Physieat abil movement. ‘They include endurance, A vehiele, rmnning, 220 meters, completing = Skilled Mayements, Skilled movements are learn faptive skills, They are concerned wilh games, sparts, dances ad the arts Kicking, bouncing. and catehing « Nondiscursive Communication, Nondiseursive commun Jeineludes expressive movement and interpretive movement. Uxumples are facial expressiot postitres and expressive dance eontines cation is expressed through body movement B. Skills, Competencies, Abilities Targets, aia student ean proficiently da, example, skills in coloring teviae n student's ability (Dac, 2000). 1b is important 1 ly can be dlesigued as to optimize his/her innate Skills refer to specitie activities or taste 1 language skills. Related competencies | chars Me a student's ability fw order that the program of st Jos can be categorized info: eopnitive, psychomotor abilities, Wor instance, the ability te worl ‘3 vetby even classmate allective ability) isan Indication that the student cy eee ener fat worke tha reqnites leadership atitiies, Some students are better at dain waves aa Hilee progrant Jpn (eagnitive ability] and, therefore, Hey wou! he goad at highly technical innl individualized work. fing ane wel ee C. Products, Outputs and Projets Targets oducts, autpnts and projects are tangible and concrete evidence of a students’ bility, 1 needs 4 early ely ge level of wonteansiniy of partcuar projet like expe. sill! or novice towel {ere a Jeary i agcescunye wr kinanp, an espert pnt may be caretevized by the indicator at wet i he characterized by the indicslar “al most fen fee imnperiretions nated” while a skilled level output ¢ ote” imperfections ol by. Appropriateness of Assessment Methods: essen! methods re penveral ea “The followin} tepories |. gvrten: Response tnstruments this includes objective tests ( multiple ce, true talae, Wye ie of 1 ee ea en ch klints. jective test ate appropri i ars the wnione Ns re eaiaeational ahjcctves. Miuple choice tests in porticubar cn be constricted ay NCU A Wee ieeewe when properly pinned, can test the students’ grsesp ot the lier ‘iro aieasal application, analysis, synthesis ard judgment, Vaweces, wher Hiiy precise and when he parameters are not properly defined, 1 veessary things [itst 0 fill in Danke spares Wier her onvier thinking feuet cognitive skills particular i the ceany «question is not sulfic venders ar ihe students to vite ivefevant and ane to test hi sample A. Write an essay about the firs BbSa Revolution (Pe Py Write essay about the fest ESA Revolution givin Their reapertive rales, (Better) tuscan the main ebveacters sane Frcs ep is mtendes for cass inteuction. De nat copy oF reprod ie: mtPrepnred by. Reyne R4 Calun, PAD AMorktext 1 Peat Fd College of eacher tucadion “assessment of Student Leary L rowed dowt to : (1) the asain characters of He event, ated (2) second question, tie assessi fer of the incumbent President at Uk tine ‘in Iie revolution leading, (0 the ou: Wey wines to see sit what tie students are supposed lo write Int the roles of each charset Ie becomes cles wheat the fetch Product rating, Seales Miecher ivolten Laskeed te rate products. lxamnples of proxiucts that 1 hooks reports, muaps, charts, diagrams, notehuoks, essays snd creative the chasse “handwriting” seale used i Une Califor Ieavonss of all 0 ‘Achievement Test, Bort W rluct cating Seale ting, seule for the various: products iv edtuvseinn, dhe dee tues mist pose ‘rw develop 3 prodiie prototype products over hhis/ er years of experience Performance Tests A peviamance checklist Consists of ist of behaviors hat make ap ot cesta type of pes nue’ vuseupe, typing fetter loving mvatbiematies pevforuance sue so cn) fsa teeter ne enatividuin betiawes in a certain (ustially desired) way whe sie to completes particular fem si whether oF Hol asl 6, Oral Questioning, ‘Oral questioning, is au appropriate ass i lo assess the sttntent’s stock knowledge aud /ar pote determine the shutents ability to connnunicaite ideas in coherent verbal sewtenees White oral questioning, is indeed! an option for assessitent, several factors eval ty Ime cot Using this option, OF particular siguifieance are the stuudcut's state of mind aud feeliag, Fe jonas fur making. oral presentations which could mask the student's tree bility sssneit wield when the abjectiv edt whew rasivly Hi, Observation and § [A sell checklist is list of several characteristics or activities presented ty the subject “he individuals are asked to study the fist and then to place a mark opposite the characteristic pow ar the activities whit they are often employed hy teaehers when they want ta league oF te Iie performance of students from the point of view of the students theusselves. Peee ion and sell reports are uselul supplementary assessments mettiods when used in will ont! questioning and performance tests whieh they Lo Properties of assessment Methods Ti Matidity. releas to the appropriateness, correetaiess, mesaingutnesss sau sets of Hae speci sy eaclies regarding, the lessen, learning, SiTuttion, Content validity relers lo the content and formal of the instruient Criteria for judging content validity: 1 Dost sendeaquaite experience with Ike type ot tsk posed boy the Henn? dg tine teachers caver sullicient tnaterial for miost students to be able tosunsweer dhe i does the stew reflect the degive of emphasis weeived daring, instr actos iit. feof the test 1 the lowest form af test v Face validity. refers (o the outward appear sample, relevance to 21 (opie like gansta specific criterion Criterion validity, the tes itent is judged 1 Hrved by carvedaling, the Fest avtly at kuoswis vale est (0s 3 the topic on comservation. Wear alsy Dem ceviterion) ot variables Construct validity, « construct is another term fora fietor, amid we already haw oar re higldy with each other form i factor 1 fllows Hats teat possesses carter welidity fons higlily ot give constect av factor. 2. Reliability. the feliabilty oF au assessment method cefers 10 ibs consisfeney. 1 fs synonyms wily dependabiity or stability, Stability or internal! consistency as reliability measures cat be esti versus even Hens} of 1 test The Split-half methal svelves scoring, two halves (istually, un ten separately fot cael person sand then calculating. t caneelation coeicientt far Hae wig sets af 9cute ree tarthwieut inedicwies the degree to whieh the Wwe halves sf Hhe-test provide the seanae gestalt a Thence deseribes: the internal consistency of the test The reliability of the test is ealeubated ws shat is know as he Spearman-Brown prophecy formula: 1 cog 5 mitered for easseooin ustructin. Do mot copy or seprentace 141Prepared by Reyne M Calan. PhD ; Collegeof Teacher tater ligt of test = (2 thal) / (16 rh) Where thal —setitsity af Nall af le he Bode Iie avs 9s sed i determining internal consistency pearticatarly KR2O and RIT , KOR THT folk AMMA artnet hove § osimber of items an thie est, M-¢miean of the lest Variance ~ vianee af the Fest scares. mip the sain of the sere divided by the mnmber af searess ts ws sven wanes sine of dierences of individ scares sand miest/es 1 ‘lialiity ata test may al faictenst tiie perio nsistency of fest resulis when the same test isadninistered al tse Fest metho af estinnating reliability. The estimate of test eelinbiity “ietation af the ta test rest then pv 3. Fairness, nos eseety wh weil Likewise, stunents need te then te etrstegizn sal aptiniize the the te seit sill he ssessed! inv order tall informed hiss their prog pettormanee Assessment hae to he viewed sms opportunity ts beats 4 snl slaw learners, The gee sham be thet al hires 28 opportunity Lo ered aut pret proves rather theay the les sine nips Freeda from teacher stereotyping 1 Practical and Etheienry An assessment pincedtire must be practic yes not require ton meh fie and isin + alhies in’ Axess i the sense that the teveher shone fe Fania with i ~ When teachers think about ethies, they need to ask themselves if it Knmledge oy iertigate sy revtain question, Move ace some situations in whiel assessment may not be called for = Requiting students to anssect eheeklist of theit sexual fantasies ¥ pupils avaver sensitive questions will ‘oF pupils using, suv instrument whose svete Sent af theie parents. Hidity fe reliability ane fink, thie (hetiavior) cantare tthe stindards of eonduet af a given profession a groups (Webstei) 4 Physical oe pve holeient Wis the respansability of the teacher to do all his/her power tw ensure thst prarticipants ian ssorssment progr are proteeted froin physica of paychologieal hart, sistumart or dvnger se dive ta the testing. preweddare 4 Cantiientility test revs eesti Test ane ent result are confidential, W should be known only by the student conversed sid the Fes wuld be commmtnivated to the sludents in seh at wiey teal utter sient sion oF information pertainin % lssae an deception Should student be rleerive seamen frit the acl hain sped ines whether bi. determines whether alter sind ensure that students ave provided! with sulieient explanation tiny, stuelewts curing examination teawher does not di nv 2 hater tine, be eonsile ved ony specific meer al the cls ? In some instances, i is necessary fo conceal the abiieetion af the levis in order to ensine fair and impartial rewults, When lis is the east responsibility 0 se a stich techuiques is justified by the educational value of the ive procedures sre available that de sink make nse of cane ralinent soon a pa ister the lest himsell if be hetinwes: that satel a eanertn ia Tis capy ve mtended for elsssoonn msteuction. Dowel copy arreprtice raIeepniblie of the PbiLippines: geese, APAYAO BTATR COLLEGE a > erst WORKTEXT IN ASSESSMENT OF STUDENT LEARNING 1 APAYAO STATE COLLEGE VISION, MISSION, GOALS AND ORJECTIVES Vision empowering lives and communities thrangh stewardship for eultiral sensitivity and Dintiversity® Mission ac is committed [o provide empowering. ane holistie development af citizens by Apayane slate Coll providing quality and innovative instruction, strong research, responsive community had entieprenenrship in order to prime the development of Apayaa Province, the Cordillers Auministrative Kegion, GOALS 11 empowering education Inerease capacity and performance in research and innovation Create a signiticant and highly visible development impact in the region. aiinent programs and initiatives Generate additional resources for strategic inv Transparent, respansive, unifying and empowering govern OBJECTIVES ss and relevanee fon ingirnetion te elevate quality neet To strengthen research and development and extension eap 2 strengthen partnership and instinitional linkages to increase the regional inypy bility, onteanien and inyyaet fa AS extension program: Increase productivity and income of ASC hanee governanee and organization ane mana goment system, processes and envitnnment ar 1. Conrse Description his is a course that focuses on the prineiples, develapment and mtilization of convent janis to improve the teaching Iearning-process, It emphasizes on the use of assessment Ol. compichension and other thinking skills in the cognitive, psychomotor and lenis to go through the standard steps in test ronstynetinn and in measuring knowledge, alfective domains. It allows. development and the application in g acing, systems 11, Course Ontline lenis’ | Unita, Preparing Assessment Tools: 4 of Assessment in Instructional | Unit 5, Introduction te st Decision Unit, Principles of (igh Qua iy As wament | 1nit 6, Griding, Svsten } f. Class Policies ~LASS POLICIES a. Worktext will be distributed per barangay by the committee or group designated. The schedule of distribution shall be every two weeks and it will be posted in the Group chat, hence students must pay attention to posts. The worktext shall be retrieved to the designated barangay officials and these shall be returned after two weeks. The distribution shall be done every two weeks. b. All outputs/requirements /written quizzes shall be submitted every two weeks. c. Photocopied assignments, quizzes and periodical tests and other requirements are not allowed. Only handwritten or encoded works will be accepted. Preferably use intermediate paper.piktest in Pref Le 1S Prepmnedthy feevimane At Caan, PND Tf heres ection UNIT 1 SSUSING STUD ENTS! LEARNING Vopies A. Nasir € Js in Assessing St Tol asesatedieational measnrement SL meaning Scumpattanee sf hinelians of as sin T. nea, fie igses and indicates nf stanton! fesntsig ement, evaluation and 26 sand similarities of me 1 Telenite the illeneny ples fanding of the concepts, theories and prin S Diepvonstisate in eteptty ined using, leaning onteomes MEASUREMENT Mragurement iefers to the placess: af colleeting quantitative dala, This process ings) fo a tear ner's pester J grades, Consists obsssigning, mmbers (marks 60 ve menue fo nbtain quantitation dat finkorination and sel dat/intormmation mis st be arta depending af the in testing) ot sadhjectine (as in perreptions) Testing Measurement ran te ohieetine Fouts abjeetive mensaements while expert raings provide subjer tive wean: bhjretive mwasiiements ore mioge atatle ian subjer tier meanurements jn the sew hat jrrantite an quality af aferest ell proalnice wore or rrements of the same preanente are messurements Thal do ot depend on he persnn oe inet eat Regardiess of who is taking the my taking He measurements Mhankl Iyeahtanved when rising an abjcctive assessment proweebire 1 hiewanrement vali wooo tive mrasinementsofien differ floncane nssessar ta the next even iF (Be tiantity ar equality is being measured Haos of Eedueational Measnrement In the held of edicational measioment, Hie qiantities and quatities Bt interest ave meee pyatiae Le nmcen and cannat he tanched. Wiese pyake nevsivement process a oe tye of the wabjech ywatter is often mesure riven Sines dilieae Fon example, Favovel veeekaniized text results, In this ener, Ihe marasirement prneedire 1s $6 pony ab experts tes rate oy stele nes then way. We ents aah a spt cay fe ness Venmelerige af Hie sarbject matter iar scale ah Eafe withy 1 Brin te lovee tis copy intended for casevomn nates tian Panel vapor eptedee 1Wor Prayer iy Neyrratte 16 Fabian, ED rae nf Fence ihren Worktext in Prof kd 18 Assessment of Student Learning 1 hest, In this. procedure, knowledge wee) Huy 5 the bi perceptions EVALUATION Evaluation is the speeifie process af describing, and making, pudgements shout aweesenie nts It is important to reemphasize that not all assessments ane evaluate, When me wile silqning, gress, var ave milan, About assesaments, stiels as Judgements and decision evaluations (Banks, 2005} B student's learning and teaching. objectives of education as a process for determining the extent fo which students aie developing in these desired ways. It is also a system of quality contsal in whieh it wiry be determined (o each step in the feaching-learning, process: whether the process iy flee tive or hot, and if not, what. changes must he made to e1 beter it is tan late,(Bloom, 1971), faluate is a method of acquiring and processing the evidence needed ty hnprove the ation ts: nn aid iar clarifying, the significant posts sel sure its effeetivene Evaluation implies that measurements and assessments of an educational characteristic hia been done and that it is now desired to pass an value judgement on the educations autenie In evaluating an outcome, we consider the objectives of the educative process snd analyz whether the outputs and outcomes satisfy the objectives and fo whal extent these: outputs and outcomes satisly these objectives. they do nol, then we need to find the possible se for our failure to meet such objectives, The possible reasons can be identified san the context, inputs, process, and outputs of the educational system, Figure 1 ilustiate thew ideas: CONTEXT — INPUTS, PROCESS: — ourpuT eos OUTCOME, Figure} ystem Modle! for Evaluation » educations! process or Evaluation provides a tool for determining the extent to which program is effective and at the same time indicates directions for remediating, proc the curriculum that do not contribute to successful student performance (son, 200° wes of m evaluation is a systematic process th scovering, peaks of programy excellence, According to Brainard (1996), effective progr focuses on program improvement and renewal and d Chief Purpose of Evaluation = The improvement of the individual leaner This copy Is intended for classroom Instruction, Do not copy or reproduce atrktext in Prof Ed 18 Assessment of Student Learning 1 Prepared by: Reymarie M, Coban, PhO College of Teacher Education faluation should be positive and netion-directed Evaluation should give opportunity to the Id give opportunity to the pupil to become increasingly independent in self-appraisal and sel- direction. ~ Evaluation should include all significant evidence from every possible source. ~ Evaluation should take into consideration the limitations of the particular educational situations, ASSESSMENT + ‘The word assess comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In as one is supposed to sit with the learner, This implies it is something we do ‘with’ and ‘for? students and not ‘to students’ (Green, 1999} + Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners),the institution, or the educational system. Varying Definitions of Assessment + Assessinent is the ways of students demonstrate understanding of concepts, mystery of skills, and knowledge of and ability to utilize information. Assessment devices include, but are not limited to, teacher-designed and standardized tests. It is also to evaluate students’ performance, teacher effectiveness, and the success of curricular and programs (Singer, 2003). + According to Wiggins (1990), assessment should primarily support the needs of learners, Having grading scale that informs students of standards for evaluation allows the students to rehearse until they are ready to present their perspectives. Assessment answer the question, “How well does the individual perform? viewed as the collection and interpretation of the information gathered about a student, Assessment can include everything from information classroom observations to nationwide achievement tests. It is the most all-encompassing concepl in the field (Bank, 2005) + Assessment is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing, Tests are assessment made under contrived circumstances especially so that they may be administered. In the words, all tests are assessments, but not all assessments are tests. sessment is * Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be fe attained by students (s thera close —_____, LEARNING TASK agreement? Specifies the particular set of learning. tasks to be assessed ASSESSMENT Provide a procedural designed to measure a representative sample of the instructionally relevant learning tasks This copy is intended for classroom Instruction. Do not copy or reproduce. ayete sonponton se Ado» jow og. won snaysuy woaussop2 40f papuszur si B59 su Gatietodlouy pune oeEMop aq pIHOYS MOTEL! 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Coban, PAD “assessment of Student Learning 1 College of Teacher Education — Dispositions and Attitudes — Performances How should we assess? + True-False Item + Inventories © Multiple choice © Checilist * Completion © Peer rating © Short Answer + Self-Rating + Essay © Journal © Practical Exam + Portfolio + Papers/Reports. + Observations + Projects: + Discussions + Interviews © Questionnaires Criteria in Choosing as Assessment Method + It should be reliable It should be valid + It should be simple to operate, and should not be to0 costly + It should be seen by students and society in general + It should benefit all students ‘Whe should be involved in assessment? ‘The teacher ‘The student The student's peer Administrator Parents What should we do with the information from our assessment? ‘Use it to improve the focus of our teaching (diagnosis) 2 Use it to focus students attention of strengths and weaknesses (motivation) 2 Use it to improve program planning (program assessment] ‘+ Use it for reporting to parents Classroom Assessment ‘fh. Paper and pencil assessments: Ask students to respond in writing to questions oF problem — Item level: Assessing lower vs. higher skills i = Knowledge vs. application, analysis, synthesis, and evaluation = Authentic tasks ‘ eg, multiple choice, True-False, matching (recognition), short,answer, essay & (recall) i Strengths’ = Can cover a lot of material reasonably well = Fair = Effective in assessing declarative knowledge of content — Basier to construct and administer than performance assessments ‘Weaknesses: = Require forethought and skill = Less effective in assessing procedural knowledge and creative thinking = Construction of good higher recognition items is difficult = Recall items that do a good job or assessing higher level thinking (essay questions) are difficult to score, 1, Formative Assessment ‘© The goal of formative assessment is to monitor student learniny ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning, 1g to provide ‘This copy is intended for classroom instruction. Do not copy or reproduce, 6 PsAsse ymorie M. Coban, Pri Worktext io Prof Ed 18 Prepared by: Reymarie M. Coban, Assessment of Student Leorning 1 College of Teacher Educct sree 2 + Ithelps students identify their strengths and weaknesses az that need work. + Help faculty recognize where students are struggling and address problems immediately. 2. Summative Assessment ‘+ The goal of summative assessment is to evaluate student learning at the en of an instructional unit by comparing it against some standard or benchmark. + Summative assessment include: midterm exam, final project, paper, senior recital. 1B, Performance Assessments: Assessment that elicits and evaluates actual student performances ‘Types of performances: ‘ a, Products : drawings, science experiments, term papers, poems, solution to authentic problems , Behavior : time trial for running a mile, reciting a poem, acting tryouts, dancing + Strengths: —Bifective for assessing higher level thinking and authentic learning — Bifective for assessing skill and procedural learning, — Interesting and motivating for students © Weaknesses — Emphasize depth at the expense of a breadth — Difficult to construct — Time consuming to administer — Hard to score fairly How can we assess student learning? + Traditional assessment: assess student knowledge and skills in relative isolation from real world context. ‘Traditional assessment practices reflect what students are able to recall from memoi through various means such as, multiple choice, true/false, fill in the blank, and matching questions. + Authentic assessment: assess students’ ability to use what they've learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. C. Informal Assessment: teachers’ spontaneous, day to day observations of student performances. Examples: Verbal — Asking questions — Listening to student discussions — Conducting student conferences + Non-verbal = Observing © Task Performances © On-and-off task behavior This copy is intended for classroom instruction. Do not copy or reproduce. 7g 3 Worktext in Prof Ed 18 Prepared by. ReymarieM. Cban, Ph Assessment of Student Learning 1 = ears diortaeea: College of Teacher Education © Student choices Student body language strengths: = Facilitates responsive teaching = Can be done during teaching = Easy to individualize Weaknesses: — Requires high level of teacher skill — Itis vulnerable to bias, inequities, mistakes D. Formal Assessment : assessment that is planned for advance and used to assess a predetermined content and/or skill domain Strengths: — Allows the teacher to evaluate all students systematically on the important skills and concepts — Helps teacher determine how well students are progressing over the entire year — Provides useful information to parents and administrators [ PLANNING g Instructional Objectives Learning Outcomes Instructional Activities ASSESSEMENT "gure T. Tateraction of planning, teaching and assessment in educational struction 8 This copy is intended for classroom Instruction. Do not copy or reproduce, 'Weorktext in Prof Ed 18 Prepared by: Reymarie M. Cabah Assessment of Student Learning 1 College of Foacher Educatl UNIT 1 EXERCISES Note: Use separate sheet of paper (preferably intermediate pad). Only the paper where you write your answer will be passed. Keep this material for future use. Write legibly. Exercise 1, Classily the following either as objective or subjective measurement Gage of pupil in years 7.Classroom behavior scale 8, Showmanship in a school play 9 Attitude score based on observations: 10. Perceptions on the effectiveness of a teacher Grade ofa project submitted fest score in Grade 3 Sclence. Glass paricipation ‘Tength of apiece of paper in inches | | ‘ion for Teachers — ©. Nation 7. District wide test 8, Entrance examination 9, attitudinal test 10. 1Q test 1, Licensure Examin 2 Periodical test, 3, Test of English as a Foreign Language 4. Daily quiz 5. Unit test, Exercise 3, How does one explain the outcome of an educational process in terms of context, inputs and processes? Exercise 4, What are the similarities and differences of the following? Use Venn diagram to present your answer. a: assessment & evaluation b. measurement & evaluation ©. traditional & authentic assessment . formative & summative assessment f. Informal & formal assessment £ paper && pencil & performance assessment Exercise 5. Discuss the function and importance of the following assessments in a typical teaching learning situation 1. daily quiz 6, Oral rec Th 2B 2. pretest : 7. projects 3. post-test 2; Self-evaluation reports 3 tnit test 9: assignments, 5 periodical test 10, Performance test J Exereise 6, Essay. Answer the following precisely and concisely. You answer will be scored using this rubric: ‘Component ‘Seale Content “points discussed are convincing and related to the topic -points are supported by examples “ Organization Points presented are in logical order 1 2 3 Used rhetorical devices to move from one point to the |» other This copy is intended for classroom Instruction. De not copy or reproduce. 91in prof 418 prepared oy, Peyrcrelh Catan, 2 Nuscssment of Student Learning 1 College of Teacher Eaueston [Grammar & Mechanics ae | Free from errors in grammar 1 2 % Choose the right ords Used punctuations properly “Highest possible score aa 1. What are the importance of assessing students’ learning in academic ranking? 2. Discuss the system model far evaluation. How does one «pl ‘ducational process in terms of context, inputs and processes? 3. What are the benefits derived from proper program evaluation? Us Exercise 7. Case Analysis Ms. Maria Jane Castillo was assigned to teach in a 1 ‘Agusan del Sur. She was assigned to teach English for high st consisted of 25 male 30 female students coming trom differs municipality of Bayugan. Within the first month of her teaching in th fale students in the graded tests to be lower than the female studi 1. Were the differences in the English scores of male and female students differences in mental abilities? 2. To which would you attribute these differences? 3, Ifyou were Ms. Castillo, shat would you do? {his copy is intended for classroom instruction Oo not copy or reproduce 10)