RESEARCH ON ASSESSMENT

RESEARCH QUESTIONS
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What is the gap between current assessment practice and ideal assessment practice? What is the relationship between formative assessment and student learning and motivation? What are the promising formative assessment practices for promoting students progress toward becoming college ready? How can we help teachers use formative assessment effectively?

KEY FINDINGS
1. Formative assessment for improving learning and motivation 2. Characteristics of effective formative assessment - Assessment as instruction - Descriptive feedback - Alignment - Authentic Assessment -Technology 3. Professional development and support systems

FORMATIVE ASSESSMENT

When assessments are used diagnostically to provide feedback to teachers and students during the course of instruction

Authentic assessment

is performance based capitalizes on the strengths of the learner is based on real-life events emphasizes emerging skills focuses on purposeful learning relates to instruction is on-going in all contexts - home, school, community provides a broad and general picture of student learning and capabilities is based on authentic curriculums celebrates, supports, and facilitates development and learning

Evidence Based Practice

Deep Learning occurs when:
Faculty/Student contact encouraged Student cooperation encouraged Active learning is encouraged Students get prompt feedback Time on task encouraged High expectations communicated Diverse ways of learning respected

CONSTRUCTIVE ALIGNMENT

CA: AN APPROACH TO CURRICULUM DESIGN

To maximise the conditions for quality learning by ensuring alignment throughout the process, from the forming of intended learning outcomes (ILOs), to the choice of teaching and learning activities (TLAs) to the assessment tasks (ATs). Alignment ensures the system is consistent - every component supports each other.

ALIGNMENT IN THE DESIGN OF TEACHING AND ASSESSMENT.

Example of ILO - Design a sampling plan given a population.
The learning activity in the ILOs (expressed a verb which acts as a standard) needs to be activated in the: - TLAs if the ILO is to be achieved. - ATs to verify that the ILO has in fact been achieved according to the standard set (criterion-referenced).

CONSTRUCTIVE ALIGNMENT ACTIVE ENGAGEMENT OF STUDENTS

SKILLS AND KNOWLEDGE- LO

METHODS
TIMING

CLEAR CRITERIA
FEEDBACK/FEED-FORWARD

PERUBAHAN DALAM PENTAKSIRAN

DARIPADA
Penekanan kepada produk pembelajaran

KEPADA
Penekanan kepada proses dan produk pembelajaran

Pendekatan tong kosong dalam Pendekatan perkongsian dalam pengajaran dan pembelajaran pengajaran dan pembelajaran

Berfokus kpd pentaksiran fakta dan prosedur yang terpisah daripada p & p

Berfokus kepada pentaksiran aktiviti kompleks yg mengintegrasi kemahiran, pengetahuan dan sikap, yg memerlukan pemikiran kritikal dan kreatif

DARIPADA

KEPADA

Bentuk item ujian objektif anika Lebih autentik, pentaksiran pilihan, betul-salah, padanan prestasi menggunakan aktivitimerupakan bentuk yg utama aktiviti penyelesaian masalah, projek, portfolio Lebih banyak soalan berbentuk Lebih banyak soalan terbuka tertutup dan aktiviti yang memerlukan penilaian Penilaian individu oleh guru/pensyarah sahaja Lebih kepada ujian rujukan norma Penilaian individu dan kumpulan oleh guru, pelajar, rakan sebaya dan lain-lain Lebih kepada ujian rujukan kriteria (pendekatan masteri)

RECOMMENDATIONS

Integrate assessment into daily classroom instruction Provide students with frequent feedback on their current level of understanding and next steps for enhancing future learning Promote self-assessment Align assessment with learning objectives and unique student needs Utilize technology to improve assessment utility and efficiently