Assessment

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Assessment

  1. 1. LET REVIEW On Assessment
  2. 2. Four concepts associated with assessment Test MeasurementAssessment Evaluation
  3. 3. TestAn instrument designed to measure any characteristic, ability or knowledgeComprised of test items on the area it intends to measure
  4. 4. MeasurementA process of quantifying the degree to which someone or something possesses a given trait.A broader term than test because there are other ways of measuring other than through test, like observation, use of checklist and rating scales.
  5. 5. AssessmentA process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgment or decision-makingA broader term than measurement and involves interpreting or placing such information in contextA prerequisite to evaluation as it provides the information which enables evaluation to take place
  6. 6. EvaluationA process of systematic collection and analysis of both qualitative and quantitative data in order to make some judgment or decisionInvolves judgment about the desirability of changes in students
  7. 7. Modes of assessment Assessment Traditional Alternative Authentic Click on the rectangles with this image Performance- based Portfolio
  8. 8. Modes of assessment Assessment Traditional Alternative Authentic ADVANTAGES Performance- AND DISADVANTAGES: DESCRIPTION: based EXAMPLES: objective of Scoring is Pen and paper mode Administration is easy as students Standardized and assessingtest at the same timeor take the any quality, skill teacher-made tests knowledge Portfolio Time-consuming to prepare Prone to guessing and cheating
  9. 9. Modes of assessment Assessment Traditional Alternative Authentic Performance- based Portfolio
  10. 10. ADVANTAGES AND DISADVANTAGES: Modes of assessmentDESCRIPTION: to prepare Relatively easy Assessment EXAMPLES: students to Measures behavior that cannot be Requires the Projects, practical test, perform a faked significant and Scoring tends to be subjective oralrelevant task Alternative and aural tests Traditional without rubrics Authentic Time-consuming to administer Performance- based Portfolio
  11. 11. Modes of assessment Assessment Traditional Alternative Authentic Performance- based Portfolio
  12. 12. Modes of assessment AssessmentADVANTAGES AND DISADVANTAGES:DESCRIPTION: EXAMPLES: Measures students’ growth and Dynamically and development Traditional Authentic Working Portfolios,Alternative showcollaboratively gathers multiple Intelligence-fair indicators of isdocumentary portfolios, time-consuming Development student progressRating tendsportfolios goals to support course without to be subjective Performance- rubrics based Portfolio
  13. 13. Modes of assessment Assessment Traditional Alternative Authentic Performance- based Portfolio
  14. 14. Modes of assessment AssessmentEXAMPLES: Traditional Alternative Authentic Could be objective tests thatDESCRIPTION: reflect real life situations or Assessment methods that Performance- alternative methods that are simulate true-to-life situations basedclose to what we experience in real life Portfolio
  15. 15. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning Learning
  16. 16. Purposes of Assessment FOR Learning  PLACEMENT -Done before instruction Purposes of -Determines mastery of prerequisites  FORMATIVE assessment -Done before instruction AS -Reinforce successful learning OF Learning  DIAGNOSTIC Learning -Done before instruction -Determines persistent difficulties
  17. 17. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning Learning
  18. 18. Purposes of Assessment FOR For teachers to Learning understand and perform well their role in assessment Purposes of assessment AS OF Learning Learning
  19. 19. Purposes of Assessment FOR Learning Purposes of assessment AS OF Learning Learning
  20. 20. Purposes of Assessment Summative FOR Learning -Done after instruction -Certifies mastery oflearning outcomes Purposes of assessment AS OF Learning Learning
  21. 21. PRINCIPLES OF HIGH QUALITY ASSESSMENTContinuous process Takes place prior, during and after instructionAppropriate methods Good match between learning targets and assessment methodPracticality and efficiency The information should be worth the resources and time required to obtain itAppropriate and clear learning Learning targets should be clearlytargets stated and centers on what is importantBalance Should set targets in all learning and intelligence domainsFairness Should provide students with equal opportunity to demonstrate achievement
  22. 22. PRINCIPLES OF HIGH QUALITY ASSESSMENTCommunication Targets, standards and results should be communicated to studentsAuthenticity Meaningful task, clear standards, transferable learningPositive consequences Should motivate both students and teachers to improveEthics Should free students from misuse of assessment proceduresReliabilityValidity
  23. 23. PERFORMANCE-BASED ASSESSMENT Description Reasons for Types Methodology Others usingProcess of -Dissatisfaction Demonstra- 1. Identify the Criteria ingathering info with limited tion type competenc selecting aabout learning info obtained y to be task:through actual from certain demonstratdemonstration tests Creation ed -Generalizabilityof skills and/or -Negative type 2. Describe -Authenticitycreation of impact of the task to -Feasibilityproducts conventional be -Scorability tests performed -Fairness Appropriatene- 3. Develop a -teachability ss in certain scoring approaches rubric like PBL reflecting the criteria and the scores
  24. 24. PORTFOLIO-BASED ASSESSMENT Description Reasons for Types Methodology Others usingPurposeful, Offers multiple Working 1. set goals Underlyingongoing, indicators of principles: portfolio(da 2. Collect Content (shoulddynamic, and students’collaborative progress; y-to-day); 3. Select reflect Show 4. Organize importantprocess of Offers subject matter)gathering opportunities portfolio 5. Reflect Learning (shouldmultiple for students to (best works) 6. Evaluate enable studentsindicators of document Documentar 7. exhibit become activethe learner’s reflections of learners)growth and theirs; y Equity (shoulddevelopment Offers (combinatio allow students teachers new n) to demonstrate their learning roles in the styles assessment process
  25. 25. Assessment Methods OBJECTIVE-Multiple choice-true or false-matching-short answer-completion test
  26. 26. Assessment Methods ESSAY--restricted response-extended response ORAL QUESTION-Oral examination-Interview
  27. 27. Assessment Methods PERFORMANCE-BASED-Projects-Presentations-Portfolios
  28. 28. Assessment Methods OBSERVATION-Informal observation-Formal observation SELF-REPORT-Questionnaires-Attitude survey-Sociometric devices
  29. 29. What is a rubric?Contains characteristics of a desirable trait Measure the degree to which a performance or product work or has been satisfied by one’sRater checks the ones observe in one’s performance performanceat least 3 levels or product -is a measuring instrument usually Uses used in rating performance-based tasks-is a cross between a checklist and a rating scale
  30. 30. Types of rubricHolistic Rubric-describes the overall quality of aperformance or product; there isonly one rating given to the entire work or performance
  31. 31. Holistic Rubric -allows fast assessment-provides one score to describe the overall performance or quality of work-can indicate the general strengths and weaknesses of the work or performance
  32. 32. Holistic Rubric -does not clearly describe thedegree of the criterion satisfied ornot satisfied by the performance or product -does not permit differential weighting of he qualities of a product or performance
  33. 33. Types of rubricAnalytic Rubric -describes the quality of aperformance or product in terms of the identified dimensions and/or criteria which are rated independently to give a better picture of the quality of work or performance
  34. 34. Analytic rubric-Clearly describes the degree of thecriterion satisfied or not satisfied by the performance or product -permits differential weighting of the qualities of a product or a performance-helps raters pinpoint specific areas of strengths and weaknesses
  35. 35. Analytic rubric--more time consuming to use -more difficult to construct
  36. 36. Important elements found in a rubric -competency to be tested (requires either a demonstration or creation of products of learning -performance task (should be authentic and feasible) -evaluative criteria and their indicators (should be made clear using observable traits)
  37. 37. Important elements found in a rubric -performance levels (at least 3) -qualitative and quantitative descriptions of each performance level (must be observable)
  38. 38. What is a test? -a test is an instrument or systematic procedure, whichtypically consists a set of questions for measuring any characteristic, quality, ability, skill or knowledge
  39. 39. Different types of tests scope & purpose interpretation contentTime limit & level According language of difficulty to mode manner of Manner of Effect ofadministration construction biases
  40. 40. According to purpose What the test measuresEducational test-aims to measure the results ofinstruction; administered after theinstructional process Achievement test-what the studenthas achieved at the end of instruction;what has been learned
  41. 41. According to purpose What the test measuresEx:Aptitude test-areas where the student will likelysucceed; specifically measures different mentalprocesses like verbal, numerical, spatial, andmechanical reasoning; also judgment, analysis & logicPersonality test- student’s personal traitsIntelligence test- student’s mental ability;innate/inherent capacity of the mind without anybackground training
  42. 42. According to purpose What the test measuresPsychological test-aims to measure students’ intelligence ormental ability in a large degree withoutreference to what the student has learned;intangible aspects of an individual;administered before the instructional process
  43. 43. According to interpretation How the test is interpretedNorm-referenced test-result is interpreted by comparing onestudent with other students-some will really pass-there is competition for a limited percentageof high score-describes student’s performance comparedto others
  44. 44. According to interpretation How the test is interpretedCriterion-referenced test-result is interpreted by comparing a studentagainst a set of criteria-all or none may pass-there is NO competition for a limitedpercentage of high score-describes student’s mastery of the courseobjective
  45. 45. According to the scope and contentSurvey-covers a broad range of objectives-measures general achievement in certainsubjects-is constructed by trained professionalMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher
  46. 46. According to time limit and level of difficultyPower-consists of items of increasing level of difficultybut taken with ample time-measures a student’s ability to answer more andmore difficult itemsMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher

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